Lesson Plan ID: 
26249 
Title: 
A Piece of Pi 
Overview/Annotation: 
This lesson uses graphing to help students understand that pi is a constant and is the slope of the line graphed on a circumference vs. diameter graph.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project. 
Content Standard(s): 
MA2015(912) Algebra  22. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). [AREI10]  MA2015(912) Algebra  45. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [SID6] 

Local/National Standards: 
(NCTM) 1. Understand patterns, relations, and functions • analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior; • interpret representations of functions of two variables 2. Represent and analyze mathematical situations and structures using algebraic symbols • use symbolic algebra to represent and explain mathematical relationships 3. Use mathematical models to represent and understand quantitative relationships • identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships 
Podcast(s): 

Primary Learning Objective(s): 
The students will graph data points on a graph and draw the "best fit line". The students will calculate the slope of the line. 
Additional Learning Objective(s): 
The students will develop the concept that the slope of the line graphed will be pi. 
Approximate Duration of the Lesson: 
31 to 60 Minutes 
Materials and Equipment: 
Graph paper, pencils, various round objects, measuring tape, paper 
Technology Resources Needed: 
OPTIONAL presentations document camera could be used for presentation LCD projector could be used for presentation of graph paper 
Background/Preparation: 
Teacher will need to gather materials together and have plenty available for measurements along with other materials. Students will need graphing skills and knowledge of bestfit line and slope. 
Procedures/Activities: 
1. Students should be placed into cooperative groups.
2. Each group should be supplied with several round objects to measure and a measuring tape.
3. The students should perform the measurements and record each (worksheet Graphing CvsD Activity)
4. Graph the data collected on a circumference vs diameter graph.
5. Draw a line of best fit.
6. Use the line of best fit and calculate the slope.
7. Draw conclusions based on the value obtained for the slope. Write an equation for the line.

Attachments:**Some files will display in a new window. Others will prompt you to download. 
rubriccvsdline.xls
GraphingCvsDActivity.doc

Assessment Strategies: 
The worksheet can be graded for accuracy and use the rubric c vs d attached for group participation and graph. 
Acceleration: 
Students can graph circumference vs radius to determine changes in the graph. Graph paper would be needed. 
Intervention: 


Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
shortterm memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Environment 
Time Demands 
Materials 
Attention 
Using Groups and Peers 
Assisting the Reluctant Starter

Dealing with Inappropriate
Behavior 
Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: 
