- P i, me as ureme nt, c ir cu mference, d ia met er

Na me : Da nie lle de L is i Grade : T hir d Su bje ct /Topic/ Act ivit y: Si r Cu mf ere nc e and the Dr agon of Pi: A Math A dvent ure By: C ind y Neu s c hw a nd er - P i, me as ureme nt, c ir cu mference, d ia met er St and ards: CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 2 O bje ct ive: Students will understand the concept known as Pi. Students will estimate and calculate the circumference and diameter of circles. Students will become familiar with geometry vocabulary. Mat er ia ls : Si r C umf er enc e and th e D ra gon of Pi: A Math Advent ure B y: C ind y Neu sc hwa nder - Ha nd Sanit iz er - Z ip lo c ba gs w it h 3 differ e nt s ize d co ok ie s ( 22 in cla s s, 11 bag s) - Yar n - Ru ler - Wo r kshe et - On scr ee n t imer ( ht t p://www. o nline - st o pwat ch. co m/co unt do w n - c lo ck/ fu ll- s cree n/ ) - On scr ee n ca lc u lat o r ( goo gle) T ec hno lo g y U s ed: O n screen c a lc u lat o r - St udent s ha ve ha d limit ed e xpo sure t o d ivis io n, e sp ec ia lly w it h d ec ima ls o r fr a ct io ns so we w ill u se a ca lc u lat o r and get t he a nswer s a s a c la s s. Wh y a m I do ing this : P i Da y is co ming up on 3/14 so I wo uld lik e st ude nt s t o be a ble t o under st a nd and reco g niz e t he s ig nific a nce o f t h is nu mber. Pro cedure: T o da y c la s s we w ill be r e ad ing a st o ry t hat int r o duces u s t o a mat he mat ica l t o o l, p i. S ir Cu mfe r e nce and the Dr ago n o f P i b y C ind y Neu sc hwa nder use s a lo t o f mat h t er ms a s c haract er na me s.

As w e r ead a lo ng p lea s e r a is e yo ur ha nd once I a m do ne r e ad ing a page if yo u no t ice a new c haract er wit h a mat h wo r d as t he ir na me. - Use S ir Cu mfer e nc e o n co ver as a n e x a mp le o f a mat h t er m - Page 3- C la s s ha ve yo u e ver eat e n so met hing ho t o r sp ic y t o mak e yo u fee l lik e t here s a f ir e in yo ur be lly? - Ask fo r st ud e nt s t o use t he I agree ha nd s ig na l. - Also no t ic e t he u se o f Rad iu s as a ma t h t er m - Page 5- Ba se d on t he lo o k o f t his bu bb ly po t io n, do yo u think this Fir e Be lly po t io n w ill he lp S ir C u mfer e nc e w it h hi s f ir e be lly? - T ake s ho r t answ ers fr o m 2 st ude nt s. - Page 9- What do yo u think will happ e n o nc e a ll o f t hes e e xt r a kn ig ht s get t o the k ingdo m? - Get qu ick answ ers fr o m 2 diffe r e nt st ude nt s. - Page 10- No t ic e L ad y D i o f A met er as a mat h t er m. - Page 11- T he la st pot io n, Fir e B e lly, d id n t wo r k out as Rad iu s had tho ug ht, so what s ho u ld he lo o k fo r t his t ime? - Ask fo r 2 or 3 po t io n na me s. - Page 12/ 13- ( be fo r e r ead ing po t io n) W it ho ut lo o k ing at t he wo r ds, ho w wo u ld Rad iu s k no w t his wa s t he r ight po t io n? - Ask 2 st ude nt s, ho pe t o get ans wer s a bo ut t he drago n o n t he bo t t le. - Page 13-( a ft er rea d ing A C ir c le s Me a sure) Ra d iu s ne ed s o ur he lp to fig ure o ut t he cur e. So be fo r e w e r e ad on we are go ing to see if we ca n f ig ure o ut t his po e m. Act ivit ie s: ( Pag e 13- T he C ir c le s Mea sure C ha lle ng e) - C la s s I nee d ever yo ne in pa ir s, p le as e wo r k wit h t he p erso n ne xt to yo u. Ra is e yo ur ha nd if yo u do n t ha ve a p art ner. Also, I a m pas s ing aro u nd the ha nd sa n it iz er, mak e sure yo u only use 1 sma ll pu mp. - Re- r e ad cha lle nge Th e Ci rc le s M ea su re Measure the m iddl e and ci r cle a rou n d, Divid e so a numb er can be f ound. E ver y ci rcl e, great an d sm all- The num be r is th e s ame f or all. I t s also the d ose, so be cle ve r, Or a drago n he wi ll stay f ore ve r. - Ha ve t he st ude nt s gue s s w hat me as ur e t he mid d le a nd cir c le aro und me a ns. Le ad the m t o mea sur in g the c ir c le a cro ss ( d ia met er) a nd aro u nd (cir cu mfer e nc e). - C la s s let s lo o k at t he po e m. I n mat h terms, w hat do we t hink m easure the middl e and circle ro und co u ld me a n? - I be lie ve t he midd le wo u ld be r e ferr ing to the mid d le o f t he c ir c le, o r what we wo u ld ca ll t he d ia met er. Also, aro und wo u ld pro ba bly mea n t o me as ure aro u nd the out s id e o f t he c ir c le, o r me a sur ing t he c ir cu mfer e nc e.

- T o he lp us u nd erst a nd t he cur e we ha ve t o figure o ut t he c ha lle ng e t he Do ct o r ha s g ive n us. ( ins ert st udent na me here) w ill ha nd out so me co o kie s, but we ca n t eat t he m yet, t he y w ill be t he ke y t o t he Do ct o r s cur e. ( inst er dif fe r e nt st ude nt s na me) will a lso be ha nd ing out paper ru lers. - As a c la s s w e w ill me a sure t he d ia met er and cir cu mfer e nc e. T he n t he y w ill do it o n t he ir o wn a nd we w ill see if e ver yo ne g et s t he sa me o r s imila r a nsw ers. - No w c la ss I wo u ld lik e yo u to t ake the pap er ru ler s a nd me a sure t he c ho co lat e c hip co o k ie acr o ss t he mid d le a nd aro und the o ut s id e. - No w I wo u ld lik e yo u to spe nd the ne xt 3 minut e s t o me a sure t he o t her co o k ie. T he n w e w ill co me t o get her and se e w hat d ia met ers a nd cir cu mfer e nce s we go t. - ( ht t p://www. o nline - st o pwat ch. co m/co unt do w n - c lo ck/ fu llscreen/ ) - No w w hat d id so me o f us g et fo r t he d ia met er o f t he mid d le, o r t he Oreo? - No w t hat we fo u nd the d ia met er, w hat d id we g et fo r t he c ir cu mfe r e nce?. - D iv id e so a nu mbe r ca n be fo u nd w it h ear ly d iv is io n t he y are usu a lly o n ly t aug ht to div ide t he bigg e r nu mber by t he s ma ller nu mber, so t hat is w hat I w ill t eac h t he m. I ma y ha ve t o do so me qu ick exa mp le s ba se d on e ar ly mu lt ip licat io n t ec hniq ue s ; lik e 3*4=1 2, so 12/3=4. - C la s s let s lo o k at t he po e m a ga in. I n mat h t er ms, w hat do we t hink divi de s o a numb e r can be f ound co u ld me a n? - So far we k no w t hat whe n we d iv ide we ne ed to div ide t he big ger nu mber by t he s ma lle r nu mbe r. So bas ed on t he nu mber s we ha ve co lle ct ed is t he d ia met er o r t he c ir cu mfe r e nce g e ner a lly big ger? - T he c ir c u mfer e nc e is big ger so we w ill nee d to divid e it by t he d ia met er. - Use t he o nline c a lc u lat o r ( goo gle) t o do t he c a lc u lat io ns as a c la s s. - Fo r t he lar ge st co o kie w e w ill nee d to div ide w hat b y w hat? ( r epeat fo r s ma lle r co o k ie) - C la s s, w hat do we no t ic e a bo ut a ll o f o ur ans wer s? - So far the y ha ve a ll be e n ver y s imila r /t he s a me. So whe n co mp ar ing it t o t he Do ct o r s po e m T he num be r is th e s ame f or all. It s also the do s e w h ic h spo o n s ho u ld Rad iu s u se t o cure S ir Cu mfe r e nce? - A ll o f t he nu mber s w ere a bo ut 3.14, so we must use t he 3.14 spo o n t o save S ir Cu mfer e nc e. - No w are t her e o t her cir cu la r it e ms w e co u ld ha ve used? - Ask eac h gro up and do no t accept r ep eat ed answ ers. - Le ad int o les so n/ f in is h ing o f bo o k fo r fo llo w ing day.

- T here ar e a lo t o f c ir cu lar it e ms we s ee a nd use e ver y da y; ma ybe Ra d iu s used so met hing he w a s f a miliar w it h t o he lp him so lve t he p uzz le. We w ill f in is h the bo o k t o mo r r o w, but as yo u le a ve c la s s t o da y t r y t o t hink abo ut a ll of t he c ir cu la r it e ms in yo ur life a nd if t he ir c ir cu mfer e nc e d ivid ed b y d ia met er is equa l t o p i, o r just a bo ut lik e o ur la r ge r cho co lat e c hip co o kie. - P lea s e pa ss yo ur act iv it y s heet s fo r w ard and get r ead y fo r ( insert ne xt c la ss /subje ct ).

Na me : Dat e: Sir Cum f er ence and the Dr agon of Pi: A Math Adv entu re By: Cind y Neu sh wand e r The C i rc le s M easu re R adius n eed s to sol ve th e Doc tor s po e m to figure ou t whi ch spoon to use in ord er t o giv e Sir Cumf e ren ce th e prope r amou nt of potion. Step 1: M easu re t he midd le and ci rc le a round M easure may n ot be e xa ct ; coo kie s a re not pe rf ect ci rcl es, so try you r be st. R eme mbe r to use p ro pe r uni ts of measurem ent s ( inch e s) M idd le Co o k ie ( Reg u lar cho co lat e c hip co o kie) D ia met er : C ir cu mfe r e nce: _ D ia met er : C ir cu mfe r e nce: _ Step 2: Divid e so a nu mb e r ca n be f ound We n eed to divi de by _ A nswe r s a re a pproxi mate d, not pe rf ect. M idd le Co o k ie ( C ho co lat e c hip co o k ie ) = = Step 3: Ev e ry circ le, g reat and sma l l - The number i s t he sa me fo r a ll. It s also the do se, so be c leve r, Or a d ragon h e wi ll st ay fo rev e r. Ba sed o n o ur answ ers fr o m st ep 2, whic h s iz e spo o n s ho u ld Rad iu s use t o cure S ir C u mfer e nc e? Step 4: What else? Nam e at lea st 3 ot he r item s th at are al so ci rc ula r ( not co oki es).

Na me : K EY Dat e: Sir Cum f er ence and the Dr agon of Pi: A Math Adv entu re By: Cind y Neu sh wand e r The C i rc le s M easu re R adius n eed s to sol ve th e Doc tor s po e m to figure ou t whi ch spoon to use in ord er t o giv e Sir Cumf e ren ce th e prope r amou nt of potion. Step 1: M easu re t he midd le and ci rc le a round M easure may n ot be e xa ct; coo kie s a re not pe rf ect ci rcl es, so try you r be st. Reme mbe r to use p ro pe r uni ts of measurem ent s ( inch e s). M idd le Co o k ie ( C ho co lat e c hip co o k ie ) D ia met er : 2 3/16 C ir cu mfe r e nce: 6 7/8 D ia met er : 1 ¾ C ir cu mfe r e nce: 5 11/16 Step 2: Divid e so a nu mb e r ca n be f ound We n eed to divi de th e Ci rcum f er ence by the Diam et er A nswe r s a re a pproxi mate d, not pe rf ect. M idd le Co o k ie ( Reg u lar cho co lat e c hip co o kie) 6 7/8 2 3/ 16 =3.14 5 11/16 1 ¾ =3.14 Step 3: Ev e ry circ le, g reat and sma l l - The number i s t he sa me fo r a ll. It s also the do se, so be c leve r, Or a d ragon h e wi ll st ay fo rev e r. Ba sed o n o ur answ ers fr o m st ep 2, w hic h s iz e spo o n s ho u ld Rad iu s use t o cure S ir C u mfer e nc e? 3.14 Step 4: What else? Nam e at lea st 3 ot he r item s th at are al so ci rc ula r ( not co oki es).

As se s s me nt : - At t ent io n a nd und erst a nd ing o f geo me t r ic t er ms w hile r ead ing bo o k. - Ab ilit y t o use pro per unit s o f me a sureme nt - Ab ilit y t o wo r k wit h fr act io ns w he n c o unt ing on a r u ler (co o k ies are no t perfect ly r o und so t here is no p er fect a ns wer, but t he y s ho u ld be c lo se t o t he a nsw ers I go t fo r my co o k ies). - I f st ude nt s ar e a ble t o id e nt if y w it h o t her cir c u lar obje ct s a ft er the act iv it y w it ho ut r epeat ing answer s. D if fe r e nt iat io n: - St udent s ha ve t he o ppo r t unit y t o wo r k in gro ups a nd will be a b le t o get he lp fr o m t he ir p art ner OR t he t ea c her. - T he st ude nt s c a n p hys ic a lly me a sur e the u nit s ne ede d, this is fo r t ho se w ho r equ ir e mo r e ha nds o n wo r k. - T he st ude nt s ha ve t he o ppo rt unit y t o ca lc u lat e a nd in fe r r es u lt s, t his is fo r t ho se w ho like mo r e a bst r ac t wo r k. - T he st ude nt s get t o wo r k wit h fa milia r it e ms ( co o k ies) t hat are mo r e r e le va nt t o t he ir life? - D if fe r e nt fo r ms o f a ss e ss ing und erst a nd ing o f w hat p i is, g eo met r ic t er ms, a nd the ir a bilit y t o wo r k wit h fr act io ns. Ma nag e me nt I s sue s: - Keep repe at ing that st ude nt s ma y no t eat t he co o k ie s u nt il t he e nd o f t he le sso n. - Ask qu e st io ns a nd take a nsw ers fr o m d if fe r e nt st ude nt s t o keep t he m e ngag ed. ( fo r t he st o r y a nd the a ct ivit y) - Go o ver po s s ib ly new o r impo r t ant vo ca bu lar y / Mat h t er ms t o mak e sure e ver y st ude nt has t he s a me in fo r mat io n d es p it e t he ir previo u s e xpo sure t o t he t o p ic. Fut ure Co nnect io ns : - Po ss ib le int r o duct io n t o divis io n fo r s o me, t he y w ill s ee it a ga in e it her towards t he e nd o f 3 rd gr ade o r in 4 th grad e. - St udent s w ill ho p e fu lly be a ble t o r eco gniz e geo met r ic s hape s a ll aro und the m. - C ir cu mfe r e nce, d ia met er, rad iu s, a nd ot her geo met r ic t er ms in the bo o k will be he ard ag a in so ho pe fu lly t he y w ill be a b le t o r eco gnize t he se wo r ds in fut ure le s so ns a nd gr ad es.