Analysis of Dan Meyers Lesson

Using the UbD template1 I will analyze Dan Meyers proposed lesson2 and resources. To be
clear, my understanding is this was never written as a full lesson and thus I will be making
some assumptions in my analysis. I will attempt to summarize and make these assumptions
based on reading Dans work and seeing his presentation.
As part of this analysis I will also comment on what Im looking to do with this lesson.
Essentially, Im trying to recreate this as an asynchronous assignment that could be given in a
distributed learning course or for homework in a blended classroom.
I will also be Canadianizing the content in that I will be using centimeters rather than inches
and an image of our penny rather than the US one. The new draft BC curricular outcomes will
be used.

Stage 1: Desired Results

Established Goals:
1. Critical thinking
I think, through most of Dans work, this is a goal in most of his problems. I certainly see it in
the way this problem was presented - it ramps up, but at no point is a direct solution given or
even a method. The method hinted at is not the only method possible. Thus, the student must
think about the information they have, and the information they need, in the context of the
problem.
In my remix I hope to keep the same level of critical thinking and analysis required of the
students. Because this will be an asynchronous problem when I am finished I expect that some
critical thinking could be reduced simply because future steps, in addition to the answer, will be
made available to the student. Also, because of the requirement to provide more direction to
students (I will not be present to head off students who take incorrect paths) I will need to
reduce some critical thinking in terms of which path to take.
2. Understanding of the formulas for the area and circumference of a circle
Obviously this is well done as all solutions will require the area of a circle, and the extended
response of Dans lesson will require the circumference. I will be keeping the area problem and
1 https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CC0QFjAA&url=http%3A%2F
%2Fwww.grantwiggins.org%2Fdocuments%2FUbDQuikvue1005.pdf&ei=RiRUua9DY3woATFzICIAw&usg=AFQjCNFbMeekT208EeBFPIA6837SEysZww&sig2=2n9iErNYISV5Fudq
15M8cQ&bvm=bv.56988011,d.cGU

2 http://threeacts.mrmeyer.com/pennycircle/

not including the circumference problem for time sake.

3. Describe mathematical problems using appropriate models
This goal will require some teacher intervention in order to be fully met. I believe that with
appropriate prompts or scaffolding students will be able to create an appropriate model for this
relationship. Because this model could be represented in a number of different ways, students
of multiple grades can access this problem.
In my remix I will be requiring students to develop two mathematical models in order for them to
be able to compare them later.
4. Represent data on a scatter plot
As a stated outcome teachers would need to ensure that students were asked to graph at some
point. Because this problem could be solved without graphing, this may need to be an explicit
instruction if all students are to meet this outcome. A simple modification could be to include a
number of different circles requiring students, who are unfamiliar with the mathematical model,
to use a graph.
I will be including a graph in my lesson as a requirement that students complete. While slightly
removing more organic mathematical investigation I feel the trade off of showing students a
useful application of plotting this data is worth it. It also allows students to utilize some
technology in the form of a spreadsheet to hopefully see the application with respect to
analyzing complex pieces of data.
Transfer
Students will be able to independently use their learning to
-Determine the circumference and area of a circle
-Apply mathematical approaches to real world situations
-Apply a logical decision making process to solve problems
-Analyze multiple possible solution paths for efficiency and reliability
All of these results will be present in my remix. There are others, however, I feel that these are
the primary results that this lesson will begin to address.
Meaning
Understandings
Students will understand that
-Math can be used to solve problems
-Some problems have multiple solutions
-There is a relationship between the diameter and the area of a circle
-There is a relationship between the circumference and area of a circle

I will be removing the circumference understanding due to the time I would like students to
spend on this homework or assignment.
Essential Questions
How do I use an equation to solve a problem?
What is the relationship between area and diameter of a circle?
How do mathematical models compare to actual situations?
These will remain valid in my remix and are excellent questions for students to tackle.
Acquisition
Students will know
-How to use the diameter of a circle to calculate the area
-How to model discrete numbers in a variety of forms
Students will be skilled at
-Planning and executing a mathematical solution to a problem
-Applying an equation to solve a problem
-Showing thought process and defending a final result
I will be keeping each of these skills in my remix because of the importance in the larger
mathematical picture.

Stage 2: Evidence

Evaluation Criteria

Evidence

Determine the circumference and area of a

circle

This will be present if students use an area

approach in their solution. If they determine
the area of a penny and the area of the larger
circle they will appropriately demonstrate this
outcome. If, however, they choose to utilize a
graphical representation students will not
successfully meet this criteria.

Apply mathematical approaches to real

world situations

This is inherent in any reasonable solution.

Students who utilize a mathematica approach
rather than simply creating a large circle will
demonstrate the ability to meet this criteria.

Apply a logical decision making process to

solve problems

The teacher will need to look at the written

work a student produces in order to
determine if this is indeed met. If students
follow a series of steps and use the data from
previous steps to make new decisions this
criteria can be considered met.

Analyze multiple possible solution paths for

efficiency and reliability

This will be met only if students actually use

multiple solution options - specifically, the
build a large circle approach, the graphical
method and the algebraic method. More
advanced understanding will be
demonstrated if students notice that the
algebraic method will result in an ideal
solution but not a real solution as the
pennies will not fit together nicely.

Stage 3: Learning Plan

This lesson is suggested to begin with the showing of the video as a hook. I believe strongly
in this approach as it allows students to become emotionally invested in what theyre about to
do. It also allows for some questioning.
The next step is to ask for any questions. At this point the teacher will need to guide the
questions into categories that have mathematical solutions (How many pennies, how much
money, how long will it take, etc) and non-mathematical solutions (Why is he doing this, where
did he get the pennies, what would happen if I walked on it, etc). In my remixed lesson this
entire step will need to be removed because of the lack of teacher direction. If a student were to
spend time solving a completely unrelated question a number of outcomes may not be met.
The student could also become frustrated at their lack of understanding simply because they
chose a question too challenging for themselves.
Once a specific question has been chosen (usually How many pennies will it take to fill the
large circle) students are asked what information they will need to solve the problem. After
answers are gained, empty circles are provided to students. In my remix I will need to remove
this step because of my inability to dynamically provide information to students or give feedback
as to why this information isnt required.
After students have filled the empty circles with pennies (or been shown the filled circles),
measurements will be given. This will finally allow students to begin the mathematical analysis either determining areas or graphing the patterns. This will remain consistent with my remix,
however, I will be asking students to complete both approaches for later comparison.
Finally, once answers are gained, the final video will be shown demonstrating the answer. This
will remain consistent in my remix.

My Remixed Lesson
Stage 1: Desired Results
Established Goals:3
1.
2.
3.
4.

Critical thinking4
Understanding of the formulas for the area of a circle5
Describe mathematical problems using appropriate models6
Represent data on a scatter plot7

Transfer
Students will be able to independently use their learning to
-Determine the area of a circle
-Apply mathematical approaches to real world situations
-Apply a logical decision making process to solve problems
-Analyze multiple possible solution paths for efficiency and reliability
Meaning
Understandings
Students will understand that
-Math can be used to solve problems
-Some problems have multiple solutions
-There is a relationship between the diameter and the area of a circle

3 From BC Draft Curriculum - https://curriculum.gov.bc.ca/curriculum/Mathematics/7

4 Analyzing a Problem #1 - Use multiple strategies to develop, construct, and apply mathematical
understanding through problem solving

5 Concepts and Content #10 - circumference and area of circles

6 Reasoning and Proof #1 - Inductively and deductively reason and use logic to explore, make
connections, predict, analyze, generalize, and make conclusions
Communicating #1 - Communicate concretely, pictorially, symbolically, and using spoken and written
language to express, describe, explain, represent, clarify, modify, reinforce, apply, defend and extend
mathematical ideas

7 Concepts and Content #7 - discrete linear relations, represented by tables, graphs, and expressions

Essential Questions
How do I use an equation to solve a problem?
What is the relationship between area and diameter of a circle?8
How do mathematical models compare to actual situations?9
These will remain valid in my remix and are excellent questions for students to tackle.
Acquisition
Students will know
-How to use the diameter of a circle to calculate the area
-How to model discrete numbers in a variety of forms
Students will be skilled at
-Planning and executing a mathematical solution to a problem
-Applying an equation to solve a problem
-Showing thought process and defending a final result

8 Big Ideas - Circles of all sizes contain and share important relationships
9 Big Ideas - Different measures and uses of data help us compare and interpret information
Big Ideas - Linear relationships can be represented in many ways that have important connections

Stage 2: Evidence
Evaluation Criteria

Evidence

Determine the area of a circle

This will be present if students use an area

approach in their solution. If they determine
the area of a penny and the area of the larger
circle they will appropriately demonstrate this
outcome. If, however, they choose to utilize a
graphical representation students will not
successfully meet this criteria.

Apply mathematical approaches to real

world situations

This is inherent in any reasonable solution.

Students who utilize a mathematica approach
rather than simply creating a large circle will
demonstrate the ability to meet this criteria.

Apply a logical decision making process to

solve problems

The teacher will need to look at the written

work a student produces in order to
determine if this is indeed met. If students
follow a series of steps and use the data from
previous steps to make new decisions this
criteria can be considered met.

Analyze multiple possible solution paths for

efficiency and reliability

This will be met only if students actually use

multiple solution options - specifically, the
build a large circle approach, the graphical
method and the algebraic method. More
advanced understanding will be
demonstrated if students notice that the
algebraic method will result in an ideal
solution but not a real solution as the
pennies will not fit together nicely.

Stage 3: Learning Plan

What follows are instructions given to the student as this is an asynchronous lesson

The Giant Circle Problem

Please press File->Make a Copy to be able to write on this document
Today, youre going to be analyzing an interesting activity that a man completed. You
see...some guy did something a bit...odd...and caught it on video. Take a look!
Its interesting that he started with a piece of paper, and then went on to a much larger circle.
What questions do you have? Ignore the obvious of Why is he spending his time doing this! :)
Step 1: Write down two interesting, mathematical questions that you have here. Its okay if one
of the questions is the one that I have you solve.
Question 1:
Question 2:
Step 2: You will be solving the problem How many pennies did it take to fill the whole circle?.
Were going to need to start with a smaller problem, however - I dont want you to have to do
what he did!
Take a look at this file. Press File->Make a copy. Now, share this new copy with me.
Step 3: Using the penny in the top left hand corner, make copies (highlight it, press and hold
Control (or command on a Mac) and C. Then press Control (or command on a Mac) V.
Using these copies of your penny, fill in each of the circles you see. Record your data here
(youll need to make a copy and share it with me). Make sure not to change the size of the
circles! Edit->Undo will undo a mistake.
Step 4: As we have seen in class, we can use graphs to make predictions. Make a graph of
your data in the spreadsheet you created. If you need some help, use this resource.
Step 5: The larger circle is seen here. Make a prediction, based on what you see, about how
many pennies may be required. You might need to make a larger graph! Write this prediction
here:
Prediction:

Step 6: We have also looked at determining the area of a circle. As you will remember, area is
how much of something can be covered - were certainly covering the circle with pennies! Use
area to determine how many pennies will fit in the giant circle.
Step 7: Are your answers from the graph, and the area calculation, similar? Why or why not?
Which do you think is the more accurate representation?
Write a paragraph explaining which model better describes how many pennies would fit in the
larger circle. Make sure to include words like area, diameter, graph, and data and refer to
your previous work with the smaller circles.
Paragraph here
Step 8: Look at the solution! How close was your answer to the actual answer? Why do you
think this is?
Write a few sentences explaining your results.
Sentences here

Analysis Of My Lesson
Im happy with how this turned out, however, I would need to make some changes with where
this is included in my classes. Because of the lack of teacher direction, hand holding is
required in the instructions to students, which may reduce some of the critical thinking
required. While I did still include a goal of critical thinking I do accept that it will probably be less
than in a face-to-face lesson.
On a positive side, however, students are able to follow a series of steps and utilize some
technology resources that they may not be able to use in class. They are also able to work at
their own pace without peers pestering them to finish now so they can see the answer.
I particularly like how this fit in with the new BC Draft Curriculum and the learning outcomes
asked for.

Remix of Penny Problem by Graeme Campbell is licensed under a Creative Commons AttributionNonCommercial 3.0 Unported License.
Based on a work at http://threeacts.mrmeyer.com/pennycircle/.