Megan's+LEDP


 * Pi and its relation to circumference and area **

This activity will help students understand the relationship between a circle’s circumference, diameter, and the irrational number Pi. It will also give them practice with ratios, division, and multiplication.
 * Activity Description **


 * Objective**
 * Students will learn how to measure circumference and diameter
 * Students will learn that Pi is a ratio
 * Students will learn that math can be modeled outside of the textbook


 * Materials**
 * Various circular objects that students can use to measure (i.e. canned food, bowl, canister, water bottle, glass, etc.)
 * String for each pair of students to measure the objects with
 * Rulers
 * Worksheet

10.As a class, discuss the findings and ask the students about what they learned about Pi. 11.Encourage students to look for circles around their house and to perform the activity at home/show their parents.
 * Procedure**
 * 1) Go over parts of a circle and definitions to refresh students’ memory (circle, diameter, radius, circumference, pi, etc.)
 * 2) Lead the students through a KWL on the board about Pi, ask them what they know and what they want to know.
 * 3) Pair the students up in groups of two.
 * 4) Have one student come to the front to pick up a worksheet, a piece of string, a ruler, and a circular object.
 * 5) In pairs, have students measure the circumference and diameter of the object with their piece of string.
 * 6) Measure the length of the string with a ruler.
 * 7) Record the measurements on the piece of paper.
 * 8) Have students divide the circumference by the diameter for each object.
 * 9) Ask them to record their findings and answer the questions on the worksheet.

Active, Critical Learning Principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive learning.
 * Principles of Learning**
 * The students are up and out of the seats, working with materials and actively participating in the activity rather than passively listening to a lecture.**

Metalevel Thinking about Semiotic Domains Principle Learning involves active and critical thinking about the relationships of the semiotic domain being learned to other semiotic domains.
 * This activity allows students to see how math can be connected to life outside of the classroom. It encourages students to look for circles and their relationship with Pi.**

Practice Principle Learners get lots and lots of practice in a context where the practice is not boring (i.e., in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). They spend lots of time on task.
 * Students are able to receive a lot of practice with the concept of circumference, diameter, and pi. By having the students actively participating in an activity rather than doing a homework assignment, students are more apt to complete the tasks without realizing that it is work or could be perceived as boring.**

Probing Principle Learning is a cycle of probing the world (doing something); reflecting in and on this action and, on this basis, forming a hypothesis; reprobing the world to test this hypothesis; and then accepting or rethinking the hypothesis.
 * The KWL allows students to form hypothesis about Pi. The activity allows the students to probe and reprobe to test the hypothesis. By coming together as a group at the end of the activity, students are able to rethink their hypothesis and share their findings.**

Multimodal Principle Meaning and knowledge are built up through various modalities (images, texts, symbols, interactions, abstract design, sound, etc.), not just words.
 * Students are interacting with various shapes, items, and things provided. They are measuring with string and recording on paper. Many modalities are being used in this activity.**

Subset Principle Learning even at its start takes place in a (simplified) subset of the real domain.
 * This activity can be used as an intro to more complex topics regarding irrational numbers and geometry.**

(See attachment for worksheets)