Kaeleigh Tucker

Day 1: Discovering the formula for circumference

Math Learning Goals Materials

 Students will through investigation discover the formula for the  String
circumference of a circle by measuring the diameter and circumference  Rulers
of various circular objects  Multiple circular
items (CD, bowls,
cups, etc.)
 Prepared chart to
record findings
75 min  Markers

Assessment
Opportunities
Minds On Whole Class  Discussion
... Set out various circular objects at the front of the room. The students will Focus on their
be given as many pieces of string for the number of objects to be answers and ideas
measured. for various ways to
measure.
I will ask the students what about these objects can we measure?
 They might say, across, diagonally, around, they may even say
volume. Each person will
 I will say, “great thinking”. Today we are going to measure the measure the
diameter of these circular shapes as well as the circumference. We are diameter and
going to record our findings in a chart I have put on your table and circumference the
determine if there is a relationship between the circumference and the different circular
diameter of a circle. What I mean by that, is there a way to relate one to items to aid in the
the other? Is there a formula we could come up with so if we have one consolidation of
we can find the other? the lesson and
place an emphasis
on the relationship,
I will demonstrate how to use the string around the objects to measure c/d= π
their diameter and circumference (note to mark the string at each
measurement).
Action! Groups of 4  Investigation
The class will work in pairs and record their measurements in the chart
provided. The items will be placed in the middle of the table and each Observe how the
person will take turns measuring the diameter and circumference with students interact
string while marking their measurements. with each other
The students are encouraged to work together and determine a and form their
relationship between the circumference and the diameter of the various ideas into a
objects, if there is one. relationship.
While the students are working I will circulate around the room and
guide them where necessary as well as check for understanding.

Learning Skills (Initiative)/Observation/Rating Scale: Observe how

the students individually express their ideas and discover a relationship
between circumference and diameter.
Whole Class  Presentation
Individuals will present their findings and note if a relationship exists,
and what the relationship is (i.e. c/d= π).

Consolidate Whole Class  Discussion

 Debrief Ask the students how they came up with this relationship, what did they
do, did the numbers stand out to them in a certain way? (i.e. the
circumference is basically 3X the diameter)

Summarize the key ideas:

Pi is the ratio of a circle’s circumference to its diameter. π is an irrational
number; meaning that its decimal form never ends
3.141592653589793238… and that is only 18 decimal places after it...
this is why we use the Greek symbol, π, which is the Greek letter ‘p’ to
denote this ratio.
Explicitly c/d= π  C=dπ, C=2πr

Check for understanding by using a fist of 5 (1 finger = no

understanding, 5 fingers = good understanding)
Home Activity or Further Classroom Consolidation A1: 8cm
Solve the following problems: A2: 13cm
Concept 1. If the circumference of a circle is 50 cm what is its radius?
Practice 2. If a circle has a diameter of 4cm what is its circumference?
Draw diagrams for both problems and round to the nearest whole
number.
 Name:______________________ Date:________________

Object Diameter Radius Circumference Is there a relationship?

(cm) (cm) (cm) If so, what is it?
1.

2.

3.

4.

5.

6.