pi quest

Pi Quest

Peggy Bienvenu, Sacred Heart, Norco, LA
Sheila Ganier, St. Cletus, Gretna, LA 70053
June 19, 2000

Introduction|Questions|Conclusion|References|Teacher's Guide

Mr. Piazza is talking about pies in geometry class. Why is he talking about this? We are not on fractions where we always talk about them and splitting them into pieces. It always makes me hungry. But now he is handing out cans and other circular (round objects). What does he want me to do? Find out about math "pi" by going to facts. Keep track of all data on paper.

Questions

Can you find pi? Do the following activity.

Now that you've done some investigating can you give a definition of pi?

What is Pi?

Who first used Pi?

Were you correct? Check here.

Conclusion
You should now have a better understanding of Pi and be able to use it in circle formulas.
Keep all data collected for future PowerPoint presentation or Excel project. For more fun and info on pi
go to :http://www.geocities.com/SiliconValley/Pines/5945
http://www.sisweb.com/math/geometry/circles.htm

Teacher's Guide

Pi Quest

Authors: Peggy Bienvenu (Sacred Heart School, Norco,La)
Sheila Ganier (St. Cletus, Gretna,La.)
Date Compiled : June,2000

Description of Activity Students visit web sites to help them define, discover and determine
the value of pi.

Grade Level of Activity 5th and 6th grades

Objectives Upon completion of this webquest, students will be able to:

to provide internet experience
to increase student understanding in the comparison of circumference and diameter
to create student interest and understanding of pi

Standards

Louisiana Content Standards Foundation Skills
Communication: A process by which information is exchanged and a concept of "meaning" is created and shared between individuals through a common system of symbols, signs, or behavior. Students should be able to communicate clearly, fluently, strategically, technologically, critically, and creatively in society and in a variety of workplaces. This process can best be accomplished through use of the following skills: reading, writing, speaking, listening, viewing, and visually representing.
Problem Solving: The identification of an obstacle or challenge and the application of knowledge and thinking processes, which include reasoning, decision making, and inquiry, in order to reach a solution using multiple pathways, even when no routine path is apparent.
Resource Access and Utilization: The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. These resource tools include pen, pencil, and paper; audio/video materials, word processors, computers, interactive devices, telecommunication, and other emerging technologies.
Linking and Generating Knowledge: The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. In order to engage in the principles of continual improvement, students must be able to transfer and elaborate on these processes. "Transfer" refers to the ability to apply a strategy or content knowledge effectively in a setting or context other than that in which it was originally learned. "Elaboration" refers to monitoring, adjusting, and expanding strategies into other contexts.
Louisiana Mathematics Content Strands and Standards
-using estimation skills to describe, order, and compare geometric measures;
-identifying, describing, comparing, constructing, and classifying geometric figures and concepts;
-demonstrating the connection of geometry to the other strands and to real-life situations (e.g., applications of the Pythagorean Theorem).
Louisiana K-12 Educational Technology Standards
Technology Problem-Solving and Decision-Making Tools (Problem Solving Foundation Skill)
Students use appropriate technology resources for solving problems and making informed decisions. Students employ technology for real world problem solving.
Students evaluate the technology selected, the process, and the final results through the use of informed decision-making skills.
Technology Productivity Tools (Resource Access and Utilization Foundation Skill)
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Technology Research Tools (Linking and Generating Knowledge Foundation Skill)
Students use appropriate technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
Basic Operations and Concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology

Background This activity is used to help students discover how pi is determined and defined. Students need to have already covered measuring in the metric system and defined the terms circumference, diameter and radius. There are questions to answer and an activity to help them better understand the relationship between the circumference and diameter of a circle.

Time Frame One 45 minute class period

Technical Requirement Minimum of one computer or lab with Internet capability. Students will also need to have the following materials in order to do an activity that the are sent to :
1. a collection of about 5 or 6 circular objects(cans, jars, lids)
2. a cloth tape measure
3. a calculator
4. pencil/pen and paper

Instructions on how to do WebQuest Students will access the WebQuest from www.classtech2000.com and read Introduction and Task. They will then go through the process
step by step.

http://edweb.sdsu.edu/webquest/webquest.html

Sample Answers (Sample answers are in red)

How does the measurement of the circumference compare to the measurement of the diameter? Is it twice as large? Is it three times as large or more than three times as large? It should be about 3 times as large.

This comparison is the ratio of the circumference to the diameter of the circle. This ratio is called pi..

In the column marked COMPARISON, list the answer for the circumference divided by the diameter. Answers will vary.
The values we use for pi are 3.l4, 3.l4l6 or 3 l/7.

Now take your values of pi and round them to the nearest hundredth.

Thoughts to Consider:

Compare your value to 3.14. Was your calculation greater or less than the 3.l4 value of pi? Some calculations will be larger and some smaller. Some may be very far from 3.14, but that is O.K.. students are also getting some practice with measuring objects. You might have them measure each object two or three times to get more exact measurements.
What reasons do you think would account for these differences? Not measuring correctly, not reading tape measure properly (not getting it as exact as possible), dividing incorrectly, improper use of calculator.