ࡱ> Y[Xy bjbj sT{{     $0000,\0v#t"""""""$$'# #  0#OOO  "O"OOr]!T]"i݉^!"F#0v#!<([<(]"<( ]"O##Ov#<( : EDF 612 Assignment 7 July 17, 2010 Topic: Finding Circumference Content area: Mathematics Grade Level: 7 WV Content Standard: M.S. 7.4 Measurement - Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will: demonstrate understanding of measurable attributes of objects and the units, systems, and processes of measurements, and apply appropriate techniques, tools and formulas to determine measurements. WV Contents Objective: M.O. 7.4.1 - Select and apply an appropriate method to solve (including, but not limited to, formulas) justify the method and the reasonableness of the solution, given a real-world problem solving situation involving perimeter circumference area surface area of prisms (rectangular and triangular) volume of prisms and cylinders distance and temperature (Celsius, Fahrenheit ) Teacher written Objectives: 1. The student will practice cooperative behavior during group work. 2. Given a ruler, the student will demonstrate the ability to measure an object correctly in order to determine its perimeter or area. Title: Lets Get Around! Description of Task: Students will travel in pairs around the classroom to various stations where there are circular objects. The students will then use a ruler to measure the diameter of each object and record it on a chart. They will use the formula for finding the circumference of a circle to calculate the circumference. Then, they will return to the objects and use a tape measure to measure the exact circumference of each object. Finally, the students will discuss with their partner the results of the comparisons. (Instructions for Students) Lets Get Around Measuring Circumference of Circles Activity C = (d You and your partner must measure 6 circles to complete this activity. Pick 6 circles from the attached chart and follow the directions to find their diameter and circumference. Both partners must contribute equally to both the measurement and computation! How To Complete: Use a ruler to measure the diameter of the circle, using the unit (inches or cm) given on the chart. Write down the diameter in the column labeled Diameter. Calculate the circumference by multiplying by ( (3.14) and enter your answer in the column. Use a tape measure to measure the actual circumference and write it in the column labeled Actual Circumference. Compare your answers. Discuss with your partner the results of your comparison. If you did not get the correct results, work together to find your mistakes. Be prepared to share your results with the class. Name(s) ________________________________________________ Circle Diameter Formula Actual CircumferenceSmall white styrofoam plate use cm _____ x 3.14 = ___________Small Christmas plate use inchesLarge Christmas plate use inchesPlate with green trim use cm Cork coaster use inchesAny assorted plastic lid from bag use cmOrange paper circle use inchesSmall yellow paper circle use inches Rubric: Lets Get Around Name: ______________________________________ Criteria64310ScoreCompletion of taskMeasurements and results for 6 objects were recorded.Measurements and results for 4 or 5 objects were recorded.Measurements and results for 3 objects were recorded.Measurements and results for 1 or 2 objects were recorded. Measurements and results for 0 objects were recorded.MeasurementMeasurements of diameter/ circumference are correct for all 6 objects.Measurements of diameter/ circumference contained one error.Measurement of diameter/ circumference contained multiple errors. Measurements of diameter/ circumference were mostly incorrect.Measurements of diameter/ circumference were not attempted or were completely incorrect.Computation All computation is correct.Project contains one computational error.Project contains multiple computational errors.Most computation is incorrect.No computation was attempted.Teamwork/Use of Class TimeStudent worked cooperatively with their partner on all aspects of the project and stayed on task the entire time.Student worked cooperatively with their partner and stayed on task most of the time.Student struggled to work with their partner and had to be reminded to stay on task occasionally.Student completed work without input from their partner and had to be remained to stay on task frequently. Students refused to work with partner. 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