Make Math Moments Academy › Forums › Full Workshop Reflections › Module 6: Long-Range Planning and Assessment to Make Math Moments That Matter › Lesson 6-1: Long Range Planning For Learning That Lasts › Lesson 6-1: Question › Reply To: Lesson 6-1: Question
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<div>I will be using the following problem called Bubble Madness from CPM.</div>
I think this problem will get student’s attention because they get to play with bubbles (that is fun for even 7th graders). Although the problem is laid out in a pretty structured way, I think working with a team, and this hands-on approach to discovering pi, not just being lectured on it, will lead to a memorable lesson.
The idea of the circumference of a circle is similar to the idea of the perimeter for other shapes; it is the distance around the circle. Wrapping a string around a circular object is one way to measure its circumference. In this activity, you will investigate the relationship of the circumference of a circle to its diameter. The diameter is the length from one side of the circle to the other, through its center.
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Follow the directions below.
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Obtain a bubble wand, some bubble solution, and construction paper from your teacher.
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Blow a bubble and allow it to land and pop on your construction paper. You will see a circle on your paper. (If this does not produce a clear circle, try catching the bubble you blow with your bubble wand and then placing it on the construction paper.)
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Wrap a string carefully around this circle and then stretch it along a meter stick to measure the circumference of the circle. Make your measurement accurate to the nearest tenth of a centimeter.
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Then use a string and ruler to find the longest measurement across the circle (also accurate to the nearest tenth of a centimeter). This is the diameter.
Share tasks so that each person has a chance to blow some bubbles and to measure their circumference and diameter. Take data for at least 8 circles of different sizes.
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Organize your data in a table and then work with your team to decide on an appropriate scale to graph the data carefully on graph paper.
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Discuss the following questions with your team and be prepared to explain your ideas to the class.
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How can you use your graph to show that the circumference and diameter are related proportionally? (Remember that these are measurements and will thus have some degree of error.)
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Approximately what is the multiplier between the diameter and the circumference?
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