UF Teach Step 2 Final Project

Taylor Whitley

4/13/2012

Table of Contents
Final Version of Original 5E Lesson Plan ............................................................. 2 Grading Rubric ...................................................................................................... 23 Analysis of Pre- and Post-Test Score ................................................................... 25
Table Analysis of Pre- and Post-Test Scores .................................................................25 Chart Analysis of Pre- and Post-Test Scores .................................................................26 Written Analysis of Pre- and Post-Test Scores .............................................................33

Overview Essay ...................................................................................................... 34 Summary of Revisions ........................................................................................... 38 Revised Version of Lesson Plan ............................................................................ 41

Final Version of Original 5E Lesson Plan 1.

Title of Lesson: Gators Discovering Pi

2. UFTeach students Names: Taylor Whitley and Xavier Monroe 3. Teaching Date and Time: March 12, 2012 at 12:45pm 4. Length of Lesson: 50 min 5. Grade / Topic: 6th Grade Adv. /Graphing Linear Functions 6. Source of the Lesson: Glencoe Math Connects Textbook, Course 1 Appropriateness for Middle School Students: The teaching strategies in this lesson are appropriate for middle school students, because the hands-on elements and real-life situations provide the students with a way to stay engaged while discovering the value of a mathematical constant.

7. Concepts Finding the circumference and area of a circle centers on understanding the importance of . Examining the relationship between the circumference and diameter of a circle better prepares one for understanding the basic geometric principles involved in circular shapes. Often times, students are first introduced to geometry by calculating the circumference and area of circles, but fail to understand the ratios and relationships inherent within the concept. One way to obtain an estimate of pi () is to divide the circumference of a circular object by the diameter of the same circular object. Although this may not result in the precise value of pi, it does provide a visual representation of where the value of pi came from. It is also important to explain the pi is an irrational number and therefore has a decimal value that never repeats or ends. With that foundational knowledge the next step is to explore the circumference formula of a circle, C=2r or C=d, as it further shows that relationships that continually hold true become formulas often used within mathematics. The circumference formula itself also reinforces the need to properly introduce terminology such as diameter, radius as well as circumference and pi. One needs to understand that the diameter of a circle is a line segment that passes through the center of a circle, connecting two points on the circle and that the radius of circle is half of the diameter as it connects the center of a circle to a point on the circle. An exploration of pi, by examining the relationship between the circumference and diameter ratio, introduces mathematical terms concerning circular objects, as well as equations such as the area of circular objects and eventually other geometric formulas concerning circular objects. http://www.teachervision.fen.com/math/lesson-plan/3430.html http://www.floridastandards.org/

8. Florida State Standards: Grade 6, MA.6.G.4.3, Supporting Idea 4: Determine a missing dimension of a plane, figure, or prism, given its area or volume and some of the dimensions, or determine the area or volume given the dimensions. Cognitive Complexity: Moderate Process Standards: o Build new mathematical knowledge through problem solving o Select and use various types of reasoning and methods of proof o Communicate their mathematical thinking coherently and clearly to peers, teachers, and others o Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

9.

Performance Objectives
Students will be able to: 1. Use C=2r (or C=d) to solve for the diameter or circumference. 2. Explain the difference between the circumference and diameter of a circle. 3. Recognize that pi is a constant value and irrational number. 4.

Materials List and Student Handouts

22 Measuring tapes 22 Worksheets 22 Pre-Assessments 22 Post-Assessments SMART Notebook Presentation 22 Cylindrical Objects of Various Sizes (Students should be able to measure circumference

10.

and diameter)
22 Calculators

Advance Preparations
Copy worksheets Materials will be distributed to individuals. Prepare SMART-Board presentation to go along with the lesson.

11.

Safety
There are no significant safety concerns.

12.

5E Lesson Templates

ENGAGEMENT Time: 5 Minutes What the Teacher Will Do The teachers will introduce themselves to the class. Engage students by asking about the kinds of pie they like to eat. Show pictures of different types of pie. Show pictures of two pies side-byside. One should be obviously larger than the other. Teacher Instructions and Probing Questions Hi, Im Mr. Monroe and Im Ms. Whitley. Who likes pie? [I do.] Student Responses and Potential Misconceptions

What kind of pie do you like? Which of these two pies would you rather eat? Why?

[Responses may vary depending on preference.]

[The larger one, because there would be more to eat.]

Show two pies side-by-side that are similar in size.

So, if we would rather eat the larger pie, which of these two pies would you rather eat? How would we determine which pie is larger than the other? Thats right! We could use a formula to determine which the larger pie. Which formulas could we use?

[Whichever is larger.]

[We would measure them.]

[Area.]

Ask students a couple of leading questions concerning the circumference formula and the use of pi within the formula as a transition into the exploration portion of the lesson. Tell students that the class will investigate the answers to these questions with he explore.

Correct. We could decide which pie has the larger area. Is there any other formula we could use to determine which pie was larger? And what do we need to know about these formulas? Dont answer the questions yet. We will investigate them with the explore activity.

[Circumference.]

EXPLORATION Time: 15 Minutes What the Teacher Will Do Introduce the student exploration by questioning student knowledge about different parts of the circle. Teacher Instructions Probing/Eliciting Questions What does the circumference tell us about a circle? The circumference of a circle is a special perimeter as it is the length or distance around a circle. Student Responses and Misconceptions

[The distance around a circle.]

How do we measure the circumference of a circle with measuring tape? Use a measuring tape and model how to measure the circumference and the diameter of a circle. We find the circumference of a circle by taking a measuring tape (like the one I am holding) and wrapping it around our object like this. What is the diameter of a circle?

[I dont know.]

[We learned in our textbook that it is the distance across a circle through its center.]

Thats true and a more specific definition of diameter is: the diameter is a line segment that passes through the center of a circle, connecting two points on the circle.

How do we measure the diameter of the circle?

[To measure the diameter of a circle, we need to find the center of the circle and measure from one side of the circle to the other.]

When you measure the object on your own in the activity today, you should try to get as close to the center as possible. Set the scene for the lesson, and In this activity, your family 5

explain the main concept.

noticed that there are a number of circular objects in your house such as glasses, jars, cans, etc. You noticed that although the objects were different sizes that they all seemed to have something in common. No matter how big or how small the objects were, there was a relationship between the circumference of the circle and the diameter of the circle.

Directions and worksheets placed on a SMART Board slide while being explained.

Today we are going to solve the mystery of the relationship between circumference and diameter. You will be working by yourself during this activity. On the worksheet, you have four columns labeled object, diameter, circumference and relationships. Under the object column, you need to write the name of the object you are measuring (ex. Soup can, etc.).

Under the diameter column, you need to write the measured value (using your measure tape) of the diameter in centimeters. Which side of the measuring tape is in 6

centimeters? Would you mind showing the class? Under the circumference column, you need to write the measured value (using your measure tape) of the circumference in centimeters. In the relationships columns, calculate the diameter times circumference in the first sub-column, the diameter divided by circumference in the second sub-column, and the circumference divided by diameter in the third sub-column. Remember that the goal of this activity is to find a constant relationship between the circumference and diameter that will be effective for every circular object. Ask questions to clarify directions What will you write under the object column?

[This side.]

[The name of the object you are measuring.]

What will you write under the diameter column?

[The measured diameter value.]

What will you write under the circumference column? [The measured circumference value.] What units are we using for this activity? Complete the first line of the data table as a class to reinforce the directions given earlier. We are going to complete the first line on the data table as a class. Lets use this vegetable can. [Centimeters.]

Under object, write Class Can. I need someone to come up to the board and help measure the diameter.

[Student should come up to the board and measure the diameter of the circle.]

[Student name] measured 30 cm, so what column will we write that value under? Now, I need someone to come up to the board and measure the circumference of the object.

[Diameter.]

[Student should come up to the board and measure the circumference of the circle.]

[Student name] measured 90 cm, so we need to write 90 under which column? Now, pass out the explore worksheets, circular objects and measuring tapes to the individuals, leave the presentation on the board with the condensed directions, and circle the room asking probing questions. Instruct students to act responsible with the materials. Now we are going to pass out some materials. Please share and use them responsibly. You will be receiving calculators to help in calculating the three operations in the relationships column. Round your answers to the nearest hundredth. Remember the directions are on the board, but if you have any questions, raise your hand and we will help you. While walking around the class asking probing questions, ask a few students to come up to the board during the following discussion and write their What object are you measuring? Are you measuring the diameter or circumference 8

[Circumference.]

[Various responses.]

measurements for an object on the board. This will save time and allow other students to volunteer.

of the object? How do you know?

[Diameter or circumference.] [The diameter is a line segment at the center that reaches from one side of the circle to the other.] [The circumference is the distance or length around the circle.]

Did you notice any relationship that was constant between the circumference and diameter of the circle?

[Yes, the circumference divided by diameter.] [Each answer is approximately 3.14.]

How do you know that?

EXPLANATION Time: 20 Minutes What the Teacher Will Do Return the students attention to the front of the room. Question the students about their results. On the SMART-Board, display a table with places where students can come up to the board and write their circumference and diameter. Teacher Instructions Probing/Eliciting Questions What did you have the most trouble with during this activity? I need my volunteers from earlier to come up to the board and write down their measurements for one of their objects. Student Responses and Misconceptions

[Measuring the circumference, finding the relationship, etc.]

[Students responses will vary based on what object they measured.]

As a class, review the different possible relationships from the relationships column and try to find the correct relationship by testing it on every point.

Now, we will try to find the correct relationship that works for every circular object that was measured.

I need someone to help me determine whether there appears any relationship between diameter and circumference if we multiply d x c.

[Student will come to the board and write out the result for every object.]

Do you notice any pattern across all objects?

[No, it does not provide a constant pattern for every object.]

Now, I need someone to help me determine whether there appears any relationship between diameter and circumference if we divide d/c.

[Student will come to the board and write out the result for every object.]

Do you notice any pattern across all objects?

[Yes, the division gives the answer of approximately .318]

Finally, I need someone to help me determine whether there appears any relationship between diameter and circumference if we divide d/c.

[Student will come to the board and write out the result for every object.]

Is this pattern constant for all objects? Ask students questions to guide students to understand that circumference/diameter=3.14 is related to the circumference formula for a circle. Write the relationship on the Mathematicians over the years have measured the ratio between c over d very precisely and approximately it equals 3.14. Knowing this, does this 10

[Yes, the ratio of C over d is more than 3 in all cases.]

board: C/d =3.14

relationship that we found remind anyone of a formula that you know? Well, we have both circumference and diameter. What equation also includes the circumference and diameter?

[No.]

[C=d]

Write the formula on the board: C=d

What would this formula look like if we were given the circumference and radius?

[C=2r]

How can we re-write our relationship to look like the circumference formula?

[Multiply both sides of the relationship C/d=3.14 by the diameter. Then, that leaves us with C=d*3.14]

Ask students to compare the two equations, and find the similarity.

Looking at these two equations (C= d and C=D*3.14) side-by-side, what can we determine? Congratulations! You have discovered the value of pi! You knew before that was a constant, but now we know that the value is 3.14. Pi is the ratio of a circles circumference and diameter. What are some reasons that when we divided our circumference by our diameters, we do not get 3.14 exactly every time?

[=3.14]

[We may not be measuring accurately, we measured imprecisely, human error.]

Yes, you might have measured imprecisely, but 11

also, our constant pi is an irrational number. Who knows what that means? An irrational number is a number that cannot be expressed exactly as a fraction having integers in both the numerator and denominator. Pi is also a decimal that never ends and never repeats. So, many people use simply 3.14 for the value of pi, or less common, 22/7 (which is an estimated value of pi). This is why we celebrate Pi Day on March 14, because March 14 can be written as 3/14 just like 3.14!

[Nobody.]

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ELABORATION Time: 5 Minutes What the Teacher Will Do Distribute the Discovering Pi Part 2 worksheet. Inform the students that now you will be practicing with them some problems that involve the circumference formula. Start with questions 1 and 2, to provide a foundation for using the circumference formula. Teacher Instructions Probing/Eliciting Questions Now, because we have discovered the value of pi, we can start applying this to real-life situations. We are going to do some examples together. First, lets apply the circumference formulas to numbers 1 and 2. I need someone to read the first question. How should we solve this problem? Student Responses and Misconceptions

[Use the circumference formula C=d, and plug in 10 for d.]

Exactly. We use the circumference formula C=d, because we have the value of pi (3.14) and the diameter. Then, we multiply to get 31.4 meters. I need someone to read the second question. How should we solve this problem?

[Use the circumference formula to set up an equation.]

Yes, because we know the circumference is 10 meters and the pi value is 3.14, we can set up a one-step equation to solve for diameter. What is our equation going to be? I need someone to solve 13

[10=3.14*d]

this equation. Now, solve question 3 as a class to tie the circumference formula into what was discussed in the Engagement. What do you think is the answer to number 3, which asks which is the bigger circle and why?

[Divide both sides by 3.14, to get d=3.2 meters by rounding.]

[The first circle, because it has a larger diameter.] or [The first circle, because it has a larger circumference.]

Finally, discuss number 4 which gives the students another way to solve for the circumference without the diameter.

I need someone to read number 4 to the class. Should we use the equation: C=d for this question? Why or why not?

[No, because we do not know the diameter.]

What do we have to change?

[We have to change radius to diameter.]

How do we convert radius to diameter?

[Double it.]

Now, because we know the diameter is 20 inches, what should we do to solve for the circumference?

[Use the equation C=d, plugging in 20 for diameter and 3.14 for pi. The circumference will be 62.8 inches.]

Also, discuss number 5 as a class to help students understand a real-life situation using the circumference pattern.

Read number 5 to the class.

Lets take number 5 one step at a time. There are two circular paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters 14

and the second path has a radius of 10 meters. Which path is the shortest? What is this first part asking us to do?

[Find the path with the shortest circumference.]

To do that, we need to find both circumferences. How do we find the circumference of path 1?

[Use the formula C=d, and plug in 25 for diameter and 3.14 for pi, to get 78.5 meters for the circumference.]

How do we find the circumference of path 2?

[We double the radius to get 20 for the diameter, then plug in 20 for the diameter and 3.14 for pi into the equation C=d. Then, our circumference is 62.8 meters.]

So, which path is shorter? Why?

[Path 2 because 62.8 is greater than 78.5.]

The next part of the question asks How much longer is the longer path than the shorter path? How do we solve this part of the question?

[We subtract the longer path (Path 2=78.5m) from the shorter path (Path 1=62.8m) to get 15.7 meters longer.]

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EVALUATION

Time: 10 Minutes Formative Questions Now that we have discussed how to find the circumference, diameter and value of pi for circular objects, you are going to do a short exercise by yourself. After you are finished, raise your hand and we will collect your paper. If your paper is totally complete and your name is at the top, you will receive your own Moon Pie (approved by the teacher) to enjoy later. Good Luck! Correct Responses

What the Teacher Will Do Collect explore papers and pass out the evaluation to the students. Instruct them that they are to complete the evaluation by themselves.

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Name: __________________________________ Date: _____________ 6th Grade Advanced Math Discovering Pi Directions: Below is a table with four columns. Under the Object column, write the name of the object you are measuring. Under the Diameter column, write the value (in centimeters) of the measured diameter. Under the Circumference column, write the value of the measured circumference. In the Relationships column, solve the problems: (d x C), (d C), and (C d). (Remember that d = diameter and C = Circumference.) Object
Circumference Diameter (cm) (cm)

Relationships dxC dC Cd

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Complete the following exercises using C=d or C=2r. Round all answers to the nearest tenth. 1. What is the Circumference (C) of the circle?

Date: _____________ Discovering Pi Part 2

diameter (d) =10 meters

2. What is the diameter (d) of the circle? Circumference (C) = 10 meters

3. Compare the circle in problem 1 and the circle in problem 2. Which is bigger?

4. What is the circumference of the circle?

radius (r)=10 inches

5. There are two circular paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters and the second path has a radius of 10 meters. Which path is the shortest? How much longer is the larger path than the shorter path?

diameter= 25 meters

radius = 10 meters

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Complete the following exercises using C=d or C=2r. Round all answers to the nearest tenth. 1. What is the Circumference (C) of the circle?

Date: _____________ Discovering Pi Part 2

diameter (d) =10 meters

C=(10)

C=31.4 meters

2. What is the diameter (d) of the circle? Circumference (C) = 10 meters

10=(d)

d=3.2 meters

3. Compare the circle in problem 1 and the circle in problem 2. Which is bigger? The circle in problem 1 is bigger because it has a larger circumference. Or, it has a larger diameter.
4. What is the circumference of the circle?

radius (r)=10 inches

C=2(10)

C=62.8 inches

5. There are two circular paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters and the second path has a radius of 10 meters. Which path is the shortest? How much longer is the larger path than the shorter path? Path 1
diameter= 25 meters radius = 10 meters

Path 2

C=d C=(25)

C=2r C=2(10)

Path 1

Path 2

C=78.5 inches C=62.8 inches Path 2 is the shortest Path 1 is longer by (78.5-62.8)=15.7 inches
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Name: _________________________________________________ 6th Grade Advanced Math Directions: Answer the following questions. Show all work. 1. What is the value of pi ()?

Date: _____________ Entrance Evaluation

2. Is pi () an irrational or rational number?

3. What ratio does pi () represent?

4. Contrast the circumference and diameter of a circle.

5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Show your work.

6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once?

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Answer the following questions. Show all work. 1. What is the value of pi ()?

Date: _____________ Exit Pass

2. Is pi () an irrational or rational number?

3. What ratio does pi () represent?

4. Contrast the circumference and diameter of a circle.

5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Show your work.

6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once?

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Answer the following questions. Show all work. 1. What is the value of pi ()? 3.14 2. Is pi () an irrational or rational number? Irrational number 3. What ratio does pi () represent? Circumference/Diameter

Date: _____________ Answer Key

4. Contrast the circumference and diameter of a circle. The circumference of a circle is the distance around the circle, while the diameter of a circle is a line across the circle through the center. 5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Why? Show your work. Use C=d, where =3.14 Pizza 1 Pizza 2 d = 10 inches C = 10 inches C=(10) C=31.4 inches 10= (d) d=3.18 inches

I would prefer to have a pizza with a diameter of 10 inches because it is larger than a pizza with a circumference of 10 inches. This is because the diameter of the second pizza is 3.18 inches, which is less than the 10-inch diameter pizza. 6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once? Use C=d or C=2r, where =3.14 Path 1 Path 2 C=(100) C=2(20) C=314 meters C=125.6 meters Henry will walk (314-125.6=) 188.4 meters father if he takes path 1.

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Grading Rubric
Question #
1. What is the value of pi?

Performance Objective
Recognize that pi is a constant value and irrational number. Recognize that pi is a constant value and irrational number. Recognize that pi is a constant value and irrational number. Explain the difference between the circumference and diameter of a circle.

Full Credit
1 point: 3.14 or 3.14 or 22/7

Partial Credit
None.

No Credit
0 points: 22/7 is the only answer

2. Is pi an irrational or rational number?

1 point: Irrational number

None.

0 points: Rational number

3. What ratio does pi represent?

1 point: C/D or Circumference/Diameter

None.

0 points: Any other answer

4. Contrast the circumference and diameter of a circle.

2 points: When describing circumference: distance around circle. When describing diameter: line across circle through center. HAS to include through center. OR students can use a diagram to describe the relationship like this: (ex. of diagram)

1 point: If either circumference is described correctly or diameter is described correctly.

0 points: Both circumference and diameter are described incorrectly.

5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of

Use C=2r or C=d to solve for diameter or circumference.

3 points: 1. Students show work for pizza 1. They re-state that the diameter of this pizza is 10 inches, or demonstrate using c=pi*d that the circumference of the pizza is 31.4 inches.

2 points: If any two of the before-mentioned points are correctly answered on the paper, but the third point is incorrect. 1 point: The students

0 points: None of the beforementioned answers are stated.

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10 inches?

1. Students show work for pizza 2. They re-state that the circumference is 10 inches, or demonstrate using c=pi*d that the diameter of the pizza is 3.18 inches. 1. If students correctly state that the pizza with the diameter of 10 inches is larger.

correctly state that the pizza with the diameter of 10 inches is larger.

6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once?

Use C=2r or C=d to solve for diameter or circumference.

3 points: 1. If students use the formula c=pi*d to solve that the circumference of path 1 is 314 meters. 1. If students use the formula c=pi*d to solve that the circumference of path 2 is 125.6 meters. 1. Students correctly subtract the two path lengths to state that path 1 is 188.4m longer.

2 points: If any two of the before-mentioned points are correctly answered on the paper, but the third point is incorrect. 1 point: The students correctly state that path 1 is 188.4m longer.

0 points: None of the beforementioned answers are stated.

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Analysis of Pre- and Post-Test Score

Table Analysis of Pre- and Post-Test Scores

The following three tables represent the comparison of scores from Pre-Test to Post-Test, the improvement/decline/neither between the two test scores, and the breakdown of each answer for each question in both the Pre-Test and Post-Test.

Student

Pre-Test Post-Test Score Score 1 18% (3/17) 12% (2/17) 2 12% (2/17) 18% (3/17) 3 6% (1/17) 24% (4/17) 4 29% (5/17) 41% (7/17) 5 18% (3/17) 6% (1/17) 6 29% (5/17) 29% (5/17) 7 41% (7/17) 24% (4/17) 8 18% (3/17) 24% (4/17) 9 29% (5/17) 29% (5/17) 10 24% (4/17) 29% (5/17) 11 12% (2/17) 12% (2/17) 12 12% (2/17) 12% (2/17) 13 12% (2/17) 0% (0/17) 14 18% (3/17) 18% (3/17) 15 18% (3/17) 12% (2/17) 16 24% (4/17) 18% (3/17) 17 18% (3/17) 12% (2/17) Improvement Decline No Improvement or Decline 1 100% 94.12% 2 52.94% 76.47%

Pre-Test: Number of Student Answers Question 0 Points 0 Points 1 Point (Blank) 1 0 0 17 2 4 4 9 3 9 8 0 4 0 6 9 5 3 4 8 6 3 11 1

2 Points N/A N/A N/A 2 2 1

3 Points N/A N/A N/A N/A 0 1

Post-Test: Number of Student Answers Question 0 Points 0 Points 1 Point (Blank) 1 1 0 16 2 2 2 13 3 7 10 0 4 3 4 6 5 7 5 4 6 11 3 1

2 Points N/A N/A N/A 4 1 2

3 Points N/A N/A N/A N/A 0 0

Question Pre-Test % Correct Post-Test % Correct

3 0% 0%

4 11.76% 23.53%

5 0% 0%

6 5.88% 0%

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Chart Analysis of Pre- and Post-Test Scores

The first graph below compares the number of points each student received on both their Pre-Test and Post-Tests. The second graph compares the percent of the class that answered the Pre-Test correctly with the percent of the class that answered the Post-Test correctly for each question.

Comparing Corect answers of Pre- and Post-Tests

Percent of Class with Correct Answer

120
100 80 60 40 20 0 1 2 3 Question 4 5 6 Pre-Test Post-Test

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The following pie charts visualize the proportions of the student responses to the total responses for each of the questions on the Pre-Tests.

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The following pie charts visualize the proportions of the student responses to the total responses for each of the questions on the Post-Tests.

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Written Analysis of Pre- and Post-Test Scores Overall Student Growth: The graphs and tables show that the lesson was not very effective. Five out of the 17 students improved score, 7 of the students had declining score, and 5 of the students showed neither improvement nor decline. Because of these results, it is obvious that many of the performance objectives were not met, and need to either be re-worded or elaborated upon in the lesson.

General Trends of Assessment Questions: Question 1: 100% of students get a correct answer during the pre-test, and only one student missed it on the post-test. Question 2: 53% of students got this question correct during the pre-test, and 76% got it correct during the post-test. However, this was only because while the students were in the middle of taking the post-test I told them this answer. Also, the content of this question was never taught in the class. Question 3: None of the students ever wrote a correct answer for this problem. This problem, like question 2, was also not covered in class. Question 4: 12% of the students got this question correct during the pre-test, and 24% got it correct during the post-test. This question was one of the few that I saw verifiable student growth. What needs to be changed about the lesson because of this problem is that there needs to be more emphasis put on the fact that the diameter, passes through the center of the circle. Many students missed points because of this problem. Questions 5 and 6: None of the students wrote the correct answers for these problems, and only one student actually got the correct answer for Question 6. This was because of our lack of time in the lesson. When we ran out of time, I had to rush through the explanation of how these problems should be solved, and even then none of the students had time to complete the problems during class because the bell rang. The next lesson needs to have more emphasis on how to solve these types of questions, because only a few students attempted a reasonable answer for these two.

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Overview Essay
This lesson, Gators Discovering Pi, was not so much about students discovering pi, as it was about understanding where mathematicians derived the value of pi from. The goal was to include a brief activity about where the formula pi came from, and then solve real-life problems using this formula. However, when we taught this lesson, we learned that time is very crucial to a lesson and needs to be factored in. The lesson began with a Pre-Test (which should be given up to a week in advance), which outlined concepts that would be covered in the lesson. The concepts ranged from finding the circumference of a circle when given the diameter to word problems about real-life situations using the circumference formula and pi. The Pre-Test covered all Performance Objectives that would be taught in the lesson, and it should have taken the students 10-15 minutes to complete. When we taught, the teacher was unable to give the Pre-Test before our lesson time, so we lost approximately 10 minutes out of our 50 minute lesson. While giving the Pre-Test, students were not motivated to complete it, because they looked at the problems and knew they would take some time and work to complete. Because of that, most of the students only thoroughly answered questions 1-4, and left the last two 3-point questions blank. When looking at their student work, I noticed that everyone got Question 1 correct (they all knew that the value of pi was 3.14), but most of the work for last three questions, which took multiple steps to solve, was only one-step. I believe the students thought that it was going to be a simple problem that only took one step to solve. In the Engage, students were prompted to think about ways other than finding area to decide which of two pies were larger than the other, when you could not tell visually. This led into the introduction of circumference, which sets up the background information needed to understand what formula pi came from. In our lesson, this section went by very smoothly, and students were engaged by talking about pi, but I do not think they fully understood what Xavier was asking when he asked the students to think about other ways they could find out which pie was larger. Many of the students had lost focus by that point in time, and were uninterested in discussing alternative methods.

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Next, in the Exploration, students were questioned to understand their basic background information about circumference, diameter, and measurement skills. When we taught, we found that the students already knew what circumference and diameter were, but when describing diameter, they were not very specific. They knew that it was a line that went across a circle, but they were not specifying that it went through the center of the circle. They were then introduced to an activity, in which their parents noticed that there was a relationship between objects circumference and diameter. Their job was to discover that re lationship. The teacher should even take a sample object as an example and work out all relationships as a class. After this activity was completed, the students would discover that the relationship is pi. They were given an assortment of circular objects to choose from (ranging from CDs to glue sticks), and were then instructed to individually measure the circumferences and diameters of these objects and record them on a worksheet. The worksheet also guided them to multiply with a calculator the diameter and circumference of the object, divide the diameter by the circumference of the object, and divide the circumference by the diameter of the object. The worksheet was organized so that all of these values could be compared to find a constant relationship. While the students were working on these activities, the teacher should walk around the class and pick three volunteers to put their data on the board to have a comparison. In our lesson, this ended up being the most confusing and time-consuming part. I felt like when we were explaining the activity, it was a lot of information and we did not have the directions for the entire activity on the board, so students could not follow along. When the items were distributed, the students had a hard time measuring, then recording, then calculating the relationships in such a small amount of time. Also, because all of the students did not have the same type of object, there were arguments about which ones they would rather receive. Even though it was an individual project, all of the students were talking to one another. Also, when walking around and picking volunteers, it was difficult because the students were taking up so much time trying to measure all five objects. When the volunteers finally did come up to the board, there was confusion about which object they were writing the values for, and some of the values were wrong. If the values were wrong, there was no way for a student to correct the values, because they all measured different objects. Also, when
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teaching, there had been a miscommunication with the mentor teacher about calculators, so individuals had to share calculators with others, taking even more time. I feel that we poorly executed this part of the lesson, and needed to take more time to plan out exactly what we were going to do. When all of the students have completed this portion of the activity, the values found by the volunteers are compared to find the constant relationship, which ended up being C/D. This C/D=(relationship value) should be compared with the circumference formula to make the connection that pi=3.14. After this is discovered, more facts about pi are told vocally to the class. However, when we taught, because of some of the values being wrong, the students did not understand fully what a constant relationship was supposed to be. There were many Huhs and Whats being uttered. Also, when I was supposed to give my mini -lecture on more facts about pi afterward, I ended up forgetting most of it, which more importantly, included some facts that were going to be on the Post-Test. Information that included: pi was an irrational number, what that means, and what the ratio was that pi represents. Finally, at this point in time, there was only about 15 minutes left in class, and the students needed at least 10 to complete their Post-Tests. In the Elaboration, the students received a worksheet that included problems that were similar to the Pre-test that included real-life situations using the circumference formula and pi. The teacher goes over this information as a class, and works out every problem as a class. Instead of going through the entire worksheet, I tried to only explain the last two problems as a class, so we would have time for the Evaluation. Instead of this going smoothly, I ended up with even more blank faces. Half of the class did not understand and the other half was not paying attention. I definitely did not hold the students attention for any part of the Elaboration, and because I did not take as much time to complete the most important problem, it left the students even more confused about what was happening, and took up even more time. Finally, in the Evaluation, the Post-Test was given, which included the exact-same problems as the Pre-Test, to test how much information the students have retained. In our lesson, the students had about 5 minutes to complete this worksheet, which they groaned
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about until they learned that they could be receiving Moon Pies for a completed paper. It was this point in time that I realized I had not covered the extra facts about pi, so I hurriedly gave them the answer to Question 2 that pi is an irrational number, and I gave an incorrect description of an irrational number. The students were unable to complete their papers, and turned in answers for only Questions 1-3. The Post-Tests also indicated that the students did not fully understand the concept of diameter. Most students were not specific in their answer, by stating that the diameter is a line through the circle. The results of the Post -Test show me that the students fully understood the value of pi (but they already learned that previously). What the results show me is that the students may have participated in the lesson, but I need to emphasize the concepts next time, and not just the activity. I need to ensure that the students understand what is being taught, and not just be concerned with getting through everything. Overall, I think that the students understand from what formula pi comes from, but I do not think the lesson was very effective, judging by the performance objectives that were met.

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Summary of Revisions
Appropriateness for Middle School Students: At first, I felt like this section was complete, but then I realized that the lesson was not simply about discovering the value of a mathematical constant. The Middle School students already knew that part of the lesson. Therefore, and the history behind how it was derived was added, because that is the main goal of the Exploration activity. Concepts: This section was incomplete, because a key part of the lesson was introducing students to real-life experience using the formulas. A teacher that might be looking over this lesson to decide to teach it should know that there are practical applications of the circumference formula and pi also taught within the lesson that can be used on standardized tests, like FCAT. Florida State Standards: The process standard Select and use various types of reasoning and methods of proof, was deleted because in the activity, the students do no t actually have a chance to select their own reasoning methods for proof. In the lesson, they are taught how to use one reasoning method for proof, so it is already applied to the problem. Performance Objectives: The second performance objective was changed, because some students were getting confused with the corresponding question on the Pre/Post Tests (Question 4). The students were never taught the difference between the definitions of the circumference and diameter in class; they simply discussed the definitions of the two. Materials List: The lesson was extremely long because of the individual students having to do all of the steps, so I decided that grouping the students in pairs of two and giving all students uniform objects would make it easier to focus on the concepts being learned and save a lot of time. This would also help with the students fighting over which object they would like to measure. Additionally, it will be easier to manage when the volunteers come to the front of the room to put their answers on the board. It will open up discussion for ideas about why students measured the same objects and yet received different answers. Advance Preparations: Grouping students into pairs before the lesson was added to save even more time, so that students did not have to worry about being grouped with someone that they would not get any work done with. A PowerPoint Presentation was made instead of a SMART-Board Presentation, because there was not much interactivity needed within this lesson, and also, my SMART-Board software expired. Safety: A note about measuring tapes was added, because several students were caught using their measuring tapes to lasso different items and each other.

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Engagement: The obviously larger pie and smaller pie scenario was changed to the same type of pie (still one obviously larger than the other) because when asking which of the two they would rather eat, the students often replied the one that they thought looked the yummiest would be the one they would rather eat, instead of worrying about which pie was larger. Also, while looking over the lesson, I realized that I would use two real pies for the second comparison. This way, students can get an idea of measuring diameter and circumference of real-life objects-not just the 2D drawings they receive on tests. At the end of the Engagement section, I added to not acknowledge any answers that are correct or incorrect after the final question. This is because the students need an open mind in order to think the activity through without having to worry about if what they are thinking is related to something said at the beginning of class. This way, the students can rely on their own knowledge and background thinking. Exploration: The goal of the activity was added in Row 1 of the Exploration, because the students should know and understand why they are going to be measuring and calculating objects and relationships. I wanted the students to understand that there was a purpose for what was happening next in the activity, before I started asking about definitions or concepts. Also, I wanted to elaborate on the diameter definition, because when we taught, most of the students missed points on Question 4 on both the Pre and Post Tests. I wanted the students to know that it is important when explaining diameter to reflect that it is the distance across a circle that passes through the center. Additionally, I assigned each member of the group a letter so that there would not be arguing or confusion over what everyones job was or the ir responsibility. I even added procedure when there is a group of 3 students. Finally, I wanted to clarify what a constant relationship was to the students, because when I taught, I asked the students if a line of data was constant, and half said yes and half said no. Explanation: While the explanation was happening, I wanted to take away all of the student materials so that the students could pay attention to what was on the board. I also wanted to address if all students calculated and measured the same results. This is because if they all measured the same objects, I wanted to ask the question of why they might have different measurements. I feel that reviewing this concept briefly will help students continue to understand the relationship between math and science classes. Just like when performing an experiment as a class, the students need to address why they might have calculated different answers. I omitted the sections about the students coming to the board to write out the solutions to the relationships because once again that took too much time, and it would be easier to check (as a class) if the data was entered incorrectly. I also omitted the relationship in this activity that was D/C, because that also gave a constant relationship of 0.2. This confused students when we were teaching because they wondered why only the relationship of 3 was added to the next part of the lesson compared to the relationship of 0.2. Finally, I added fill-inthe-blank-notes into the facts about pi section, because it would give students a way to
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remember the information given while staying focused on the lesson. I also added the definition of a ratio, because students were very unfamiliar with that question (3) on the Pre and Post Tests. Many answered Question 3 (the question of what ratio does pi represent?) with 3 and .14. Elaboration: I added the suggestion of using the popsicle method to keep students focused on the lesson because I believe that the reason that the students did not answer the last three questions correctly on the Post Test was because they were not paying attention when I was working out the problems on the board. I needed to hold the students more accountable for their work, instead of just giving them answers on the board, so that they could all apply the concepts to answer questions on their Pre and Post Tests. I added the portion about Question 3, asking how we would solve this problem, because when students were answering their own Question 5 on both the Pre and Post Tests (which is similar to 3 on the elaboration worksheet), they were not showing their work or explaining their reasoning for their answer. On the Elaboration worksheet, I also changed the wording in Question 5, because the path described as a way to get to school is a circular path. If you walk a circular path to school from home, you will end up at home. Students might get confused over this unnecessary detail. Evaluation: In the Pre-Test, I added to the instructions, If you do not know how to solve, write out the method you might use. Think about what the question is asking, because when giving the Pre-Test, many students would get frustrated because they didnt know the answer and simply leave the answer point blank. I wanted to know if they already knew the concept behind what the question was asking. I changed Contrast, to Define in Question 4 because I changed the Performance Objective for this question earlier. I also added Explain your reasoning, to Question 5 because the students were showing work and writing the c orrect answer, but they never explained why the work made their answer correct. Finally, I added this problem takes more than one step to solve, to Questions 5 and 6 because many of the students, on both their Pre and Post tests, were trying to guess using only one step to answer the question. PowerPoint: The notes that show the revisions of the PowerPoint can be found on the notes section of each slide on the PowerPoint.

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Revised Version of Lesson Plan 1.

Title of Lesson: Gators Discovering Pi

2. UFTeach students Names: Taylor Whitley and Xavier Monroe 3. Teaching Date and Time: March 12, 2012 at 12:45pm 4. Length of Lesson: 50 min 5. Grade / Topic: 6th Grade Adv. /Graphing Linear Functions Using Pi to Solve Equation Source of the Lesson: Glencoe Math Connects Textbook, Course 1

Appropriateness for Middle School Students: The teaching strategies in this lesson are appropriate for middle school students, because the hands-on elements and real-life situations provide the students with a way to stay engaged while discovering the value of a mathematical constant and the history behind how it was derived.

6. Concepts Finding the circumference and area of a circle centers on understanding the importance of . Examining the relationship between the circumference and diameter of a circle better prepares one for understanding the basic geometric principles involved in circular shapes. Often times, students are first introduced to geometry by calculating the circumference and area of circles, but fail to understand the ratios and relationships inherent within the concept. One way to obtain an estimate of pi () is to divide the circumference of a circular object by the diameter of the same circular object. Although this may not result in the precise value of pi, it does provide a visual representation of where the value of pi came from. It is also important to explain the that pi is an irrational number and therefore has a decimal value that never repeats or ends. With that foundational knowledge, the next step is to explore the circumference formula of a circle, C=2r or C=d, as it further shows that relationships that continually hold true become formulas that are often used within mathematics. The circumference formula itself also reinforces the need to properly introduce terminology such as diameter, radius, as well as, circumference and pi. One needs Students need to understand that the diameter of a circle is a line segment that passes through the center of a circle, connecting two points on the circle, and that the radius of circle is half of the diameter as it connects the center of a circle to a point on the circle. An exploration of pi, by examining the relationship between the circumference and diameter ratio, introduces mathematical terms concerning circular objects, as well as equations such as the area of circular objects and eventually other geometric formulas concerning circular objects. Additional practice of these concepts, gradually increasing from easy one-step to moderate two-step problems will give students real-life experience with the formulas.

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http://www.teachervision.fen.com/math/lesson-plan/3430.html http://www.floridastandards.org/

7. Florida State Standards: Grade 6, MA.6.G.4.3, Supporting Idea 4: Determine a missing dimension of a plane, figure, or prism, given its area or volume and some of the dimensions, or determine the area or volume given the dimensions. Cognitive Complexity: Moderate Process Standards: o Build new mathematical knowledge through problem solving o Select and use various types of reasoning and methods of proof o Communicate their mathematical thinking coherently and clearly to peers, teachers, and others o Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

8.

Performance Objectives
Students will be able to: 1. Use C=2r (or C=d) to solve for the diameter or circumference of a circle. 2. Explain the difference between definitions of the circumference and diameter of a circle. 3. Recognize that pi is a constant value and irrational number.

Materials List and Student Handouts

SMART Notebook Presentation 22 20 Pre-Assessments (Entrance Evaluation) (one per student) 22 10 Explore Worksheets (one per group of two students) A , B, and C labels (each student should receive one letter) 1 26oz Soup Can (For Demonstration) 22 Cylindrical Objects of Various Sizes (Students should be able to measure circumference and diameter) 22 10 Measuring tapes (one per group of two students) 10 Same-Sized Plastic Cups (one per group of two students) 10 CDs (one per group of two students) 10 10oz Soup Cans (one per group of two students) 22 10 Calculators (one per group of two students) 20 Fill-In-The-Blank Notes (one per student) 20 Explain Worksheets (one per student) 22 20 Post-Assessments (Exit Slip) (one per student) 42

9. Advance Preparations
Copy worksheets Materials will be distributed to individuals. Prepare SMART-Board Two PowerPoint Presentations to go along with the lesson. o Main Lesson PowerPoint o Elaboration Activity Group students into pairs: o Give each student either an A or B label. If there is an odd number of students, allow a group of 3 and give the extra student the label of C.

10.

Safety
There are no significant safety concerns. Instruct students on the proper use of the measuring tapes. Do not allow students to throw the objects that are being measured or use the measuring tapes for anything other than measuring.

11.

5E Lesson Templates

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ENGAGEMENT What the Teacher Will Do The teachers will introduce themselves to the class. Engage students by asking about the kinds of pie they like to eat. Show pictures of different types of pie. Teacher Instructions and Probing Questions Hi, Im Mr. Monroe and Im Ms. Whitley. Who likes pie? [I do.]

Time: 5 Minutes Student Responses and Potential Misconceptions

What kind of pie do you like? Which of these two pies would you rather eat? Why?

[Responses may vary depending on preference.]

Show pictures of two the same type of pies side-by-side. One should be obviously larger than the other.

[The larger one, because there would be more to eat.]

Show two pies side-by-side that are similar in size. Show two real pies to the class that are similar in size.

So, if we would rather eat the larger pie, which of these two pies would you rather eat? How would we determine which pie is larger than the other? Thats right! We could can use our measurements of the pie and even a formula to determine which is the larger pie. Which formulas could we use?

[Whichever is larger.]

[We would measure them.]

[Area.]

Ask students a couple of leading questions concerning the circumference formula and the use of pi within the formula as a transition into the exploration portion of the lesson. Tell students that the class will investigate the answers to these

Correct. We could decide which pie has the larger area. Is there any other formula we could use to determine which pie was larger? And what do we need to know about these formulas? 44

[Do not acknowledge any answers

questions with the explore. Dont answer the questions yet. We will investigate them with the explore activity.

that are correct or incorrect. The students will investigate this in the explore.]

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EXPLORATION Time: 15 Minutes What the Teacher Will Do Set the scene for the lesson, and explain the main concept. Teacher Instructions Probing/Eliciting Questions In this the activity today, your family noticed that there are a number of circular objects in your house such as glasses, jars, cans, etc. You noticed that although the objects were different sizes that they all seemed to have something in common. No matter how big or how small the objects were, there was a relationship between the circumference of the circle and the diameter of the circle. Today we are going to solve the mystery of the relationship between circumference and diameter. Introduce the student exploration by questioning student knowledge about different parts of the circle. Before we begin, what does the circumference tell us about a circle? The circumference of a circle is a special perimeter, as it is the length or distance around a circle. Student Responses and Misconceptions

[The distance around a circle.]

How do we measure the circumference of a circle with measuring tape? Use a measuring tape and model how to measure the circumference and the diameter of a circle. We find the circumference of a circle by taking a measuring tape (like the one I am holding) and wrapping it around our object like this. 46

[I dont know.]

In this activity, you will be finding the relationship between circumference and diameter. We have discussed the circumference, but what is the diameter of a circle?

[We learned in our textbook that it is the distance across a circle through its center.] The distance across a circle.

On the SMART Board, display the slide with the circle. Then, draw a line that goes across the circle, but does NOT pass through the center, so that the students can clarify that only the diameter passes through the center of the circle.

Thats true, but is it just any line through the circle, like this? So, what makes the diameter special? and a more specific definition of diameter is: the diameter is a line segment that passes through the center of a circle, connecting two points on the circle. Remember, what makes the diameter different than what I drew on the board is that it passes through the center. How do we measure the diameter of the circle with measuring tape?

[No.]

[It has to pass through the center of the circle as well.]

[To measure the diameter of a circle with measuring tape, we need to find estimate the center of the circle and measure from one side of the circle to the other.]

When you measure the object on your own in the activity today, you should try to get as close to the center as possible. Pass out worksheets only. You will be working by 47

Directions placed on a SMART Board slide while being explained. Explain Student A, B, and Cs job and responsibilities.

yourself with a partner (or in a group of 3) during this activity.

You each have a label of either A, B, or C. Whoever is A, raise your hand. You will be the measurer. You will be given a measuring tape, a cup, tape roll, and a CD. Your job will be to use the measuring tape to measure the objects circumference and diameter. Whoever is B, raise your hand. You will be the recorder. Your job will be to listen to the measurements A tells you and record them on your paper. On the worksheet, you have four columns labeled object, diameter, circumference and relationships. Under the object column, you need to write the name of the object you are measuring (ex. Soup can, etc.). either cup, tape roll, or CD. There will be only one paper per group. If your group has 3 people, person C will help A measure the objects. Under the diameter 48

column, you need to write the measured value (using your measure tape) of the diameter in centimeters. Show the measuring tape to the class. [Student Name], which side of the this measuring tape is in centimeters? Would you mind showing the class? Under the circumference column, you need to write the measured value (using your measure tape) of the circumference in centimeters. After A or A and C are done measuring, and B is done recording, as a group, using a calculator, in the relationships columns, calculate the diameter times circumference in the first sub-column, the diameter divided by plus circumference in the second sub-column, and the circumference divided by diameter in the third subcolumn. Remember that the goal of this activity is to find a constant relationship between the circumference and diameter that will be effective for every circular object. What do I mean when I say constant? Correct, so the constant relationship would produce a similar result every time, 49

[This side.]

[Same for every object measured.]

therefore we are looking for the relationship that produces the same number every time. Ask questions to clarify directions What is the job of A? What is the job of B? A, what will you write under the object column? [Measurer.] [Recorder.]

[The name of the object you are measuring.]

A, what will you write under the diameter column? A, what will you write under the circumference column?

[The measured diameter value.]

[The measured circumference value.] [Helps A measure.]

What is the job of C? A and C, what units are we using for this activity? Complete the first line of the data table as a class to reinforce the directions given earlier, and pass out the calculators to the class. We are going to complete the first line on the data table as a class. Lets use this vegetable can. Under object, write Class Can. I need someone an A or C to come up to the board and help measure the diameter.

[Centimeters.]

[Student should come up to the board and measure the diameter of the circle.]

[Student name] measured ___ cm, so what column will the Bs we write that value under? Write this measurement on your paper now. Now, I need someone an A or C to come up to the 50

[Diameter.]

board and measure the circumference of the object.

[Student should come up to the board and measure the circumference of the circle.]

[Student name] measured ___ cm, so we the Bs need to write ___ under which column? Demonstrate to the students as a class how to do the calculations on the worksheets. Lets now do the calculations to calculate the relationships. The first is Circumference multiplied by Diameter. Looking at our data, and using our calculators, what is ___ x ___? Show the correct column to record the answer on the SMART Board. The Bs will record this under this column. The next relationship is Circumference plus Diameter. Looking at our data again, and using our calculators, what is ___ + ___? Show the correct column to record the answer on the SMART Board. The Bs will record this under this column. The final relationship is Circumference divided by Diameter. What is ___ / ___? Show the correct column to record the answer on the SMART Board. Now, pass out the explore worksheets, circular objects and measuring tapes to the individuals, leave the presentation on the board with the condensed The Bs will record this under this column. Now we are going to pass out some materials. Please share and use them responsibly.

[Circumference.]

[___]

[___]

[___]

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directions, and circle the room asking probing questions. Instruct students to act responsiblye with the materials.

You will be receiving calculators to help in calculating the three operations in the relationships column. Round your answers to the nearest hundredth when calculating. Remember the directions are on the board, but if you have any questions, raise your hand and we will help you.

While walking around the class asking probing questions, ask a few students to come up to the board during the following discussion and write their measurements for an object on the board. This will save time and allow other students to volunteer.

What object are you measuring? Are you measuring the diameter or circumference of the object? How do you know?

[Various responses.]

[Diameter or circumference.] [The diameter is a line segment at the center that reaches from one side of the circle to the other.] [The circumference is the distance or length around the circle.]

Did you notice any relationship that was constant between the circumference and diameter of the circle?

[Yes, the circumference divided by diameter.] [Each answer is approximately 3.14 3.]

How do you know that?

What do you think this relationship represents?

[Pi.]

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EXPLANATION Time: 20 Minutes What the Teacher Will Do Return the students attention to the front of the room and collect all measuring tapes and objects, except the calculators. Question the students about their results. Teacher Instructions Probing/Eliciting Questions Student Responses and Misconceptions

What did you have the most trouble with during this activity? I need my volunteers from earlier to come up to the board and write down their measurements for one of their objects.

[Measuring the circumference, finding the relationship, etc.]

On the SMART-Board, display a table with places where students can come up to the board and write their circumference and diameter.

[Students responses will vary based on what object they measured.]

Did everyone exactly the same results? Why is it that even though our objects were the same size, not everyone got the same results? As a class, review the different possible relationships from the relationships column and try to find the correct relationship by testing it on every point. Now, we will try to find the correct relationship that works for every circular object that was measured. I need someone to help me determine whether there appears any relationship between diameter and circumference if we multiply d x c.

[No.]

[Human error.]

[Student will come to the board and write out the result for every object.]

Do you notice any pattern across all objects?

[No, it does not provide a constant pattern for every object.]

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Now, I need someone to help me determine whether there appears any relationship between diameter and circumference if we divide d/c add d and c. .

[Student will come to the board and write out the result for every object.]

Do you notice any pattern across all objects?

[Yes, the division gives the answer of approximately .318. No, it does not provide a constant pattern for every object.]

Finally, I need someone to help me determine whether there appears any relationship between diameter and circumference if we divide d/c.

[Student will come to the board and write out the result for every object.]

Is this pattern constant for all objects? Ask students questions to guide students to understand that circumference/diameter=3.14 is related to the circumference formula for a circle. Write the relationship on the board: C/d =3.14 Mathematicians over the years have measured the ratio between c over d the circumference divided by diameter very precisely and it equals approximately 3.14. Knowing this, does this relationship that we found remind anyone of a formula that you know? Well, we have both circumference and diameter. What equation 54

[Yes, the ratio of C over D is more than approximately 3 in all cases.]

[No.]

also includes the circumference and diameter? Write the formula on the board: C=d What would this formula look like if we were given the circumference and radius?

[C=d]

[C=2r]

How can we re-write our relationship to look like the circumference formula?

[Multiply both sides of the relationship C/d=3.14 by the diameter. Then, that leaves us with C=d*3.14]

Ask students to compare the two equations, and find the similarity.

Looking at these two equations (C= d and C=D*3.14) side-by-side, what can we determine? Congratulations! You have discovered the value of pi! You knew before that was a constant, but now we know that the value is 3.14, and why. Pi is the ratio of a circles circumference and diameter. What is a ratio?

[=3.14]

Pass out fill-in-the blank notes that correlate to the PowerPoint for this informational portion, so the students can follow along.

[A ratio is a comparison of two different numbers.]

What are some reasons that when we divided our circumference by our diameters, we do not get 3.14 exactly every time?

[We may not be measuring accurately, we measured imprecisely, human error.]

Yes, you might have measured imprecisely, but also, our constant pi is an irrational number. Who knows what that means? 55

[Nobody.]

An irrational number is a number that cannot be expressed exactly as a fraction having integers in both the numerator and denominator. Pi is also a decimal that never ends and never repeats. So, many people use simply we always use the approximation 3.14 for the value of pi, or less common, 22/7 (which is an estimated value of pi). This is why we celebrate Pi Day on March 14, because March 14 can be written as 3/14 just like 3.14!

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ELABORATION Time: 5 Minutes What the Teacher Will Do Distribute the Discovering Pi Part 2 worksheet. Inform the students that now you will be practicing with them some problems that involve the circumference formula. Start with questions 1 and 2, to provide a foundation for using the circumference formula. It would be helpful for this worksheet to use the popsicle method, or any other method that keeps students actively listening and participating. (Popsicle Method: Writing students names on popsicles and randomly draw names to hold every student accountable.) Teacher Instructions Probing/Eliciting Questions Now, because we have discovered the value of pi, we can start applying this to real-life situations. We are going to do some examples together. First, lets apply the circumference formulas to numbers 1 and 2. I need someone to read the first question. How should we solve this problem? Student Responses and Misconceptions

[Use the circumference formula C=d, and plug in 10 for d.]

Exactly. We use the circumference formula C=d, because we have the value of pi (3.14) and the diameter. Then, we multiply to get 31.4 meters. I need someone to read the second question. How should we solve this problem?

[Use the circumference formula to set up an equation.]

Yes, because we know the circumference is 10 meters and the pi value is 3.14, we can set up a one-step equation to solve for diameter. What is our equation going to be? I need someone to solve 57

[10=3.14*d]

this equation. Now, solve question 3 as a class to tie the circumference formula into what was discussed in the Engagement. What do you think is the answer to number 3, which asks which is the bigger circle and why?

[Divide both sides by 3.14, to get d=3.2 meters by rounding.]

[The first circle, because it has a larger diameter.] or [The first circle, because it has a larger circumference.]

How would we solve this problem to see if our guess is correct?

[You could find the diameter and then compare it to the other, or find the circumference and compare it to the other using the formula.]

Finally, discuss number 4 which gives the students another way to solve for the circumference without the diameter.

I need someone to read number 4 to the class. Should we use the equation: C=d for this question? Why or why not?

[No, because we do not know the diameter.]

What do we have to change convert?

[We have to change convert radius to diameter.]

How do we convert radius to diameter?

[Double it.]

Now, because we know the diameter is 20 inches, what should we do to solve for the circumference?

[Use the equation C=d, plugging in 20 for diameter and 3.14 for pi. The circumference will be 62.8 inches.]

Also, discuss number 5 as a class to help students understand a real-life situation using the circumference pattern. Read number 5 to the class. 58

Lets take number 5 one step at a time. There are two circular paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters and the second path has a radius of 10 meters. Which path is the shortest? What is this first part asking us to do?

[Find the path with the shortest circumference.]

To do that, we need to find both circumferences. How do we find the circumference of path 1?

[Use the formula C=d, and plug in 25 for diameter and 3.14 for pi, to get 78.5 meters for the circumference.]

How do we find the circumference of path 2?

[We double the radius to get 20 for the diameter, then plug in 20 for the diameter and 3.14 for pi into the equation C=d. Then, our circumference is 62.8 meters.]

So, which path is shorter? Why?

[Path 2 because 62.8 is greater than 78.5.]

The next part of the question asks How much longer is the longer path than the shorter path? How do we solve this part of the question?

[We subtract the longer path (Path 2=78.5m) from the shorter path (Path 1=62.8m) to get 15.7 meters longer.]

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EVALUATION

Time: 10 Minutes Formative Questions Now that we have discussed how to find the circumference, diameter and value of pi for circular objects, you are going to do a short exercise by yourself. After you are finished, raise your hand and we will collect your paper. If your paper is totally complete and your name is at the top, you will receive your own Moon Pie (approved by the teacher) to enjoy later. Good Luck! Correct Responses

What the Teacher Will Do Collect explore papers and pass out the evaluation to the students. Instruct them that they are to complete the evaluation by themselves.

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Name: __________________________________ Date: _____________ 6th Grade Advanced Math Discovering Pi Directions: Below is a table with four columns. Under the Object column, write the name of the object you are measuring. Under the Diameter column, write the value (in centimeters) of the measured diameter. Under the Circumference column, write the value of the measured circumference. In the Relationships column, solve the problems: (D x C), (D C D+C), and (C D). (Remember that D = Diameter and C = Circumference.) Object
Circumference Diameter (cm) (cm)

Relationships DxC DC CD D+C

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Name: __________________________________________________________Date: ________________ 6th Grade Advanced Math

WHAT REALLY IS PI?

Definitions:
Circumference: The circumference of a circle is a special ______________________, as it is the ______________________ or ____________________ around a circle. Diameter: The distance across a circle, ____________________ the __________________.

All About Pi:

1. Pi is a ratio of a circles _________________________ and ____________________. - A ______________ is a comparison of two different numbers. 2. Pi is an _______________________ number. - An _______________________ number cannot be expressed exactly as a __________________ having ______________________ in both the ___________________ and __________________________. 3. Pi is a _________________________ that never ______________ and never ____________________. 4. Pi day is celebrated on _________________________ because the most commonly used decimal representation is __.____.

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Complete the following exercises using C=d or C=2r. Round all answers to the nearest tenth. 1. What is the Circumference (C) of the circle?

Date: _____________ Discovering Pi Part 2

Diameter (D) =10 meters

2. What is the Diameter (D) of the circle? Circumference (C) = 10 meters

3. Compare the circle in problem 1 and the circle in problem 2. Which is bigger?

4. What is the circumference of the circle?

radius (r)=10 inches

5. There are two circular trails that you can walk paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters and the second path has a radius of 10 meters. Which path is the shortest? How much longer is the larger path than the shorter path?

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Complete the following exercises using C=d or C=2r. Round all answers to the nearest tenth. 1. What is the Circumference (C) of the circle?

Date: _____________ Discovering Pi Part 2

Diameter (D) =10 meters

C=(10)

C=31.4 meters

2. What is the Diameter (D) of the circle? Circumference (C) = 10 meters

10=(D)

D=3.2 meters

3. Compare the circle in problem 1 and the circle in problem 2. Which is bigger? The circle in problem 1 is bigger because it has a larger circumference. Or, it has a larger diameter.
4. What is the circumference of the circle?

radius (r)=10 inches

C=2(10)

C=62.8 inches

5. There are two circular paths that you can take to go to school. The paths are shown below. The first path has a diameter of 25 meters and the second path has a radius of 10 meters. Which path is the shortest? How much longer is the larger path than the shorter path? Path 1 Path 2

C=D C=(25)

C=2r C=2(10)

C=78.5 inches C=62.8 inches Path 2 is the shortest Path 1 is longer by (78.5-62.8)=15.7 inches
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Name: _________________________________________________ 6th Grade Advanced Math

Date: _____________ Entrance Evaluation

Directions: Answer the following questions. Show all work. If you do not know how to solve, write out the method you might use. Think about what the question is asking. 1. What is the value of pi ()?

2. Is pi () an irrational or rational number?

3. What ratio does pi () represent?

4. Contrast Define both the circumference and diameter of a circle.

5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Show your work. Explain your reasoning. This problem takes more than one step to solve!

6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once? This problem takes more than one step to solve!

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Answer the following questions. Show all work. 1. What is the value of pi ()?

Date: _____________ Exit Pass

2. Is pi () an irrational or rational number?

3. What ratio does pi () represent?

4. Contrast Define both the circumference and diameter of a circle.

5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Show your work. Explain your reasoning. This problem takes more than one step to solve!

6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once? This problem takes more than one step to solve!

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Name: _________________________________________________ 6th Grade Advanced Math Directions: Answer the following questions. Show all work. 1. What is the value of pi ()? 3.14 2. Is pi () an irrational or rational number? Irrational number 3. What ratio does pi () represent? Circumference/Diameter

Date: _____________ Answer Key

4. Contrast Define both the circumference and diameter of a circle. The circumference of a circle is the distance around the circle, while the diameter of a circle is a line across the circle through the center. 5. Your family is ordering pizza for dinner. Would your family want a pizza that has a diameter of 10 inches or a circumference of 10 inches? Why? Show your work. Explain your reasoning. This problem takes more than one step to solve! Use C=d, where =3.14 Pizza 1 Pizza 2 d = 10 inches C = 10 inches C=(10) C=31.4 inches 10= (d) d=3.18 inches

I would prefer to have a pizza with a diameter of 10 inches because it is larger than a pizza with a circumference of 10 inches. This is because the diameter of the second pizza is 3.18 inches, which is less than the 10-inch diameter pizza. 6. At a local park, Henry can choose between two circular paths to walk. The first path has a diameter of 100 meters, and the second path has a radius of 20 meters. How much farther can Henry walk on the longer path than the shorter path if he walks around the path once? This problem takes more than one step to solve! Use C=d or C=2r, where =3.14 Path 1 Path 2 C=(100) C=2(20) C=314 meters C=125.6 meters Henry will walk (314-125.6=) 188.4 meters father if he takes path 1.
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