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Source of pi

Source of pi. Approximating Pi through the Ages. Objectives. Students will be able to different methods of solving for pi and different formulas that use pi. solve problems using pi-related formulas.

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Source of pi

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  1. Source of pi Approximating Pi through the Ages

  2. Objectives • Students will be able to • different methods of solving for pi and different formulas that use pi. • solve problems using pi-related formulas. • discuss the history and background of pi and its story’s relevance on mathematics curricula today. • use value-based arguments to defend a claim.

  3. Pi Video • http://www.youtube.com/watch?v=SDZ8AzmMOCA • Zero, N. (Producer). (2007). The world without pi . [Web]. • Is Pi really that important to life? • What is Pi?

  4. Within your Groups… • Why was Pi important to the Ancient World? • What are some of the uses of pi? • What formulas use pi? • How was Pi important to the development of modern Mathematics? • Why is it necessary to have a close approximation of pi? • Who sought close approximations of pi? • Come up with at least one problem that uses Pi that an Ancient person would need to solve.

  5. Pi Approximation Race • Each group will get a sheet with different methods for solving Pi. • After 5 minutes of calculation, the group with the closest approximation of Pi is the winner (and gets the prize)! • For this race you can use your calculators for BASIC OPERATIONS ONLY. This means only addition, subtraction, multiplication, and division. • You have to decide which method to use. Which one will get you the closest, quickest?

  6. Post Race • What was the ‘best’ method to use by hand? • What culture developed the Rhind Papyrus? • What other contributions to mathematics were made by non-European mathematicians? • Were the Dark Ages ‘dark’ for the entire world? • http://www.nature.com/news/specials/islamandscience/timeline/index.html

  7. Does math require a historical context? • Why or why not? • Did you know that pi was found in different ways by mathematicians all over the world? • If math is taught without a cultural or historical context, do you assume that it has a multicultural background? • Are teachers obligated to contextualize their math and why ?  

  8. Making Value-Based Arguments • Why are there so many different answers? What are the different values? • Ex) If teachers don’t teach math history, students won’t learn math history, and the whole point of teaching is to transfer knowledge to students! • In this example, the value is the transfer of knowledge, and as long as you think that is most important, the argument is valid. • What is the value for your argument? Which value is most important?

  9. Exit Slips • Hand the completed exit slip to the teacher as you leave class today. You cannot leave until all questions are answered! • You can’t leave until the bell rings either.

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