Title: Pi, Pi, Oh My!

Name: Ashley Fajkus

Subject/Grade: Math, 7th
Type of Instruction: Indirect

Date Taught: 04/07/2015

Lesson Plan
Objective: Given a worksheet with 10 circles already labeled with the diameter, the
student will be able to calculate the circumference of each circle with 80% accuracy.
TEKS:
Math- 7.9.B
Expressions, equations, and relationships. The student applies mathematical process
standards to solve geometric problems. The student is expected to:
o Determine the circumference and area of circles
Background Information:
The student should have prior knowledge of knowing how to measure with a ruler. They
should also be able to add and multiply multi-digit numbers with ease. Also, in the lesson
before this one, they need to learn (already know) what the diameter of a circle is.
Materials:
Worksheet (Pi? Or Pie?)
Graphic Organizer
Scissors
String
Cans (Soup, Peanut Butter, Oatmeal)
Pen/ Pencil
Pre-drawn circles already on white/ chalk board

Equipment:
White Board/ Chalk Board

Modifications- Victor
N/A
N/A

Give a review prior to class about

what the diameter of a circle is.
Also, give Victor a Formula Chart
for circumference to have by his side
at class.
Include formula for
circumference on worksheet
(to help with the reading and
writing aspect. He needs
extra time for these things so
by adding the formula, it will
help in that time because he
will already see the formula
he needs to use).
Worksheet (Pi? Or Pie?) font
increased to 26+ (change
made to aid low vision)
N/A

Classroom Management/Environment:
Student will work in groups of three (materials manager, recorder, measurer).
Students will raise their hands if they would like to answer a question.
When using the scissors, students must only cut the paper and not misuse the scissors.
Use inside voice when working in groups to help minimize on loud noises in the
classroom.

Engagement/Focus:
Greeting: Good Morning
Previous Knowledge: We have used rulers to measure straight lines plenty of times in the
past, and we also recently learned what the diameter of a circle is. Well today we are going to
put all of that together and learn how to find the measurements of circles.
Engagement: Did you know that there is Pi in math? But not the kind of pie youre
probably thinking of.
Outcome: By the end of today, youre going to be able to find what is called the
circumference of a circle by using that special kind of pi I told all of you about.
Expected behavior: All of you are going to be working in groups and using sharp materials
today so please be safe whenever using these materials. Also, I am going to want you to raise
your hand while working in groups if you need some help or have a question. Theres going
to be a lot of noise when working in the groups so please also use your inside voice.

N/A

Preferential seating for class

whenever introducing/
reviewing material on white
board closest to white board
where main portion of the
procedures is going to be
done. By doing this, Victor
would be able to see the
board well to ensure his
vision disability is taken into
account to help him learn
better.
Assign job of materials
manager (because of low
vision, wont have to worry
about writing or the cutting
small string).

Explanation/Procedures:
1. Review what the diameter of a circle is.
The diameter of a circle is the longest distance across a circle. The diameter cuts
through the center of the circle. This is what makes it the longest distance. Think
of a pizza, if you were to draw a line from one side of the crust of a pizza,
through the middle, to the other side of the pizza, you would be drawing/ labeling
the diameter.
Now it doesnt matter where you draw the line through the circle (diagonally,
horizontally, vertically), as long as it is a straight line that passes through the
center of the circle and whose endpoints lie on opposite sides of the circle, then
the diameter will be the same.
*draw picture of a circle on the white/ chalk board*
o Draw a line from one side to the other. So like I said, whenever we draw
a line through the middle of the circle from one side to the other, we are
identifying what the diameter of the circle is.
2. Explain what the circumference of a circle is as well Pi.
The circumference of a circle is simply the perimeter (or the distance) around
the outer edge of the circle. Looking at the picture on the board, the
circumference is the bright yellow line on the outside of the circle. To find a
circles circumference we are going to stick to using the equation C=d.
o Have pre-drawn, circular circle on board with yellow boarder, use this as
the example so students know importance of circle being circular and not
just a squiggle-y, rough sketch.
Now Pi isnt the typical pie youre probably thinking of. Pi isnt the pie you
eat for dessert. Pi is the ratio of the circumference to the diameter of a circle.
Basically thats just a super fancy way to say 3.14. So whenever we are finding
the circumference of a circle we are to always, always, always use 3.14 (or
22/7).
o Pi is represented by that odd looking symbol we had in our circumference
equation, .
o Does anyone remember again what that equation was that we said we use

Make sure to write large on

board whenever reviewing
diameter and introducing
circumference (low vision).
Use large cans and such to
be measured (low vision).
Materials manager (*see
reasoning above)

to find circumference? c=d Yes! Correct!!

Now that we have gone over diameter, circumference, and pi

o And what is the diameter of a circle again? The distance from one side of
the circle to the other. Exactly, and it doesnt matter where that line starts
and ends as long as it is straight and touching both sides of the circle.
I am going to want everyone to break into groups of three that I have already
assigned to you. Every person is going to have their own job to be in charge of but
everyone will work together to complete the assignment: materials manager, recorder,
measurer. Again, raise your hand if you need help when in the groups and keep your
voices on a low volume.
3. Start can activity:
Use a piece of string to measure around a can. Cut the string as precisely as
possible. Use the string to measure across the top of the can(the circular top part)
o Ask, How many diameter strings will it take to equal the
circumference string?
o Have students make a prediction and write on the graphic organizer
o Check by cutting more string; They should find that 3d = C
(approximately)
o Since we were able to find that the circumference was about 3
diameters, this is where our Pi-s would come into play. The
circumference is 3.14 times the diameter.
Higher level thinking:
Did anyone notice any relation between our circle
size and the circumference?
The larger the circle, the larger our circumference is!
Youre exactly right! The larger our circle, the larger
our circumference is going to be.
4. Introduce worksheet and pass it out, students complete assignment independently and
turn it in whenever its completed.

Extension/Elaboration:
Extension: Have the students write their own word problems using their knowledge of
circumference and diameter.
Ie. Michelangelo is opening a pizza shop. He can make a perfectly straight line of
pepperonis from one side of the pizza to the other with 5 , cm. wide worth of pepperonis.
Approximately what will the distance of crust around the pizza be?
Elaboration:
https://www.youtube.com/watch?v=cC0fZ_lkFpQ
https://www.youtube.com/watch?v=O-cawByg2aA
o Have students watch Math Antics videos (first is on Pi, second is on
calculating circumference). These videos explain IN DETAIL with real-world
examples, what Pi is and how to calculate circumference using the diameter
of a circle.
Closure:
Review:
What is the diameter of a circle? The longest distance on a circle.
Yes, and where is the diameter going to cut through on a circle? The middle, from one
side to the other.
And what is the circumference? The perimeter around a circle.
And the last question, what is pi? A ratio to the circumference that you always multiply
the diameter by.
And what number is pi always going to be? 3.14.
Anticipation: Tomorrow we are going to learn how to find the number for circles if you use
only measure HALF of circle.
Praise: Today every single one of you worked so well in the groups I assigned you to.
Thank you for keeping to using your inside voices while working.
Assessment:
Students will complete the worksheet on their own, getting 8 out of 10 problems correct.

Elaboration:
Zoom in on computer screen
whenever watching computer
videos so text and graphics
are larger (low vision).

N/A

Extend the time for the assignment

so it gives more time for Victor to
write out and solve the problems
since he has low vision. This would
be good for the whole class as well
because it provides more

opportunities for time to complete

the worksheet.
Resources:
"Math Antics - Circles, Circumference And Area." YouTube. YouTube, 25 July 2014. Web.
03 Apr. 2015. <https://www.youtube.com/watch?v=O-cawByg2aA>.
"Math Antics - Circles, What Is PI?" YouTube. YouTube, 8 July 2014. Web. 03 Apr. 2015.
<https://www.youtube.com/watch?v=cC0fZ_lkFpQ>.