Transition Statement represents. Let’s look at how we can use this relationship to answer a real-world Now that we know what π question. ELABORATION 1 Time: 5 Minutes Probing/Eliciting Questions and What the Teacher Will Do What the Students Will Do Student Responses Send the following prompt to What information are we given in the Students will utilize their tablets to the students on their tablets: prompt? access the Google Doc, Equator The diameter of the Earth at The diameter of the Earth is Distance. Students will highlight the equator is approximately approximately 12,756 km. important information in the 12,756 km. Explain how you prompt. could use what you just What are they asking us to find? discovered about to find the The distance around the at the Using their stylus, students will distance around the Earth at equator. write a response to how they would the equator. find a solution to the question. What geometric shape is the Earth? Use the guiding questions to A sphere (like the tennis balls). have students determine what information is provided in the If we were to slice the Earth in half at prompt and how they might its equator, what shape would we find a solution to the prompt. have at the cross-section? It might help to take an extra A circle. tennis ball and cut it in half so students visualize what the How would the distance around the cross-section of the Earth Earth’s equator be related to this would look like if it were sliced circle? in half at the equator. The distance around the Earth’s equator would be the circumference of [Interesting fact: The is this circle. not a perfect sphere. The diameter of the Earth at the How could we use what we equator is 12, 756 km, but the discovered about to help use find the diameter of the Earth distance around the Earth? measured at its poles is 12,713 Since is the ratio of the circumference km.] of a circle to its diameter, we can write If we multiply by 12,756, we can find C.
Transition Statement Now that we know what π represents. Let’s look at how we can use this relationship to answer a real-world question. ELABORATION 1 Time: 5 Minutes What the Teacher Will Do Probing/Eliciting Questions and Student Responses What the Students Will Do Send the following prompt to the students on their tablets: The diameter of the Earth at the equator is approximately 12,756 km. Explain how you could use what you just discovered about to find the distance around the Earth at the equator. Use the guiding questions to have students determine what information is provided in the prompt and how they might find a solution to the prompt. It might help to take an extra tennis ball and cut it in half so students visualize what the cross-section of the Earth would look like if it were sliced in half at the equator. [Interesting fact: The is not a perfect sphere. The diameter of the Earth at the equator is 12, 756 km, but the diameter of the Earth measured at its poles is 12,713 km.] What information are we given in the prompt? The diameter of the Earth is approximately 12,756 km. What are they asking us to find? The distance around the at the equator. What geometric shape is the Earth? A sphere (like the tennis balls). If we were to slice the Earth in half at its equator, what shape would we have at the cross-section? A circle. How would the distance around the Earth’s equator be related to this circle? The distance around the Earth’s equator would be the circumference of this circle. How could we use what we discovered about to help use find the distance around the Earth? Since is the ratio of the circumference of a circle to its diameter, we can write If we multiply by 12,756, we can find C. Students will utilize their tablets to access the Google Doc, Equator Distance. Students will highlight important information in the prompt. Using their stylus, students will write a response to how they would find a solution to the question.
Demo_Lesson_DiscoveringPi.docx