LESSON PLAN

Title: Math Grade: E

Subject: Geometry Designer(s): Dermitzaki Maria
Topic: Pi-day School: Primary School
Kokkini Chani

Desired Results
Established Goals:
● What relevant goals will this design address?
a) Knowledge ● In order to find the number π, they should divide the
Students will know that: circumference of the circle (all the way around) by
the diameter (the length from one side of the circle
to the other)
● They can draw a circle if they know the diameter or
the radius and the circumference .
b) Attitudes ● Realize that math is all around us, in nature,in
Students will act as: buildings, in life.
● To love math and find ways to discover knowledge.
c) Skills: ● Recognize the center, the diameter, the radius and
Students will be able to: the circumference of a circle.
● Measure the diameter and circumference of cans,
jars, glasses, bowl and rugs to see if they are able to
find π in their house.
● To find π, divide the circumference of the circle (all
the way around) by the diameter (the length from
one side of the circle to the other)

STAGE 1: Activities planning (BEFORE OUTDOOR ACTIVITY)

Introduction We asked children to help us find a Points to remember:
solution to our problem. We had a bicycle
,with destroyed wheels, in the yard of our Materials:
school and asked them to measure the ● geometrical
wheels so we could replace them. instruments
● notebook

Activities / 1st activity: children watched a ppt about Key vocabulary:

Experiences the parts of the circle and the way we
measure the diameter and the Key questions:
circumference. a) Is everyone
capable of
2nd activity: Everyone had to write down measuring a line?
on their notebook in which parts of our b) How can we
lives we meet circles.(while dancing, measure a circle?
nature, music, art, clock...) c) what information
we need to know
so we can
 successfully
measure a circle?
d) where in nature we
meet circles?
Conclusion / Plenary Everyone was excited about the p number
the found it as a magic number. They
were very happy to be able to use it in the Differentiation:
right way.

Student reflection:
(e.g. What were you most proud of? What made you curious today? How can you apply the
earned knowledge and skills in your daily life?)
Teacher reflection:Kids were more active when they were asked to write down in their notebook
the circles we meet in nature and generally in our lives. They were very creative but also very
noisy.
(e.g. When did the kids become more active? What did succeed through the process? What did
not? Which themes do they need to be improved?)
Evaluation:

STAGE 2: Activities planning (DURING VISIT)

Introduction Points to
remember:

Activities / Materials:
Experiences We went out in the yard of our school. Kids made notebooks,
teams. All teams tried to find the circumference of the geometrical
wheel so we could replace them. Actually working in a instruments
team was successful for everyone!!!!
Key vocabulary:
2nd activity: everyone took their geometrical
instruments and tried to draw circles following the rules Key questions:
of the teacher.Kids had to make groups and work as a
team. The results were better working as a team. Differentiation:

3nd activity: After we were sure we could draw circles

with specific circumference children were asked to find
the bicycle's wheels circumference. They were all
willing to help! All teams started hard work!

Conclusion /
Plenary
 Student reflection:
(e.g. What were you most proud of? What made you curious today? How can you apply the
earned knowledge and skills in your daily life?)
Teacher reflection:
(e.g. When did the kids become more active? What did succeed through the process? What did
not? Which themes do they need to be improved?)
Evaluation:

STAGE 3: Activities planning (AFTER OUTDOOR ACTIVITY)

Introduction Points to
remember:

Activities / Materials:
Experiences
Writing Prompts for Discovering Pi Key vocabulary:
1. In mathematics, Pi is approximately 3.14159. Explain
in your own words how the value for pi is found. Key questions:
2. Pi is an irrational number. a) Write 2 or more
sentences explaining what it means for a number to be Differentiation:
irrational. b) Give an example of a number that is
rational and write a sentence explaining why it is
rational.
3 Which approximate is more accurate for pi: 22/7 or
3.1? Explain why. Use complete sentences. π Surface
Area of a Sphere: Take a sheet of paper and cut it into
small right triangles. Find the area of each of the triang

Conclusion /
Plenary

Student reflection:
(e.g. What were you most proud of? What made you curious today? How can you apply the
earned knowledge and skills in your daily life?)
Teacher reflection:
(e.g. When did the kids become more active? What did succeed through the process? What did
not? Which themes do they need to be improved?)
Evaluation:

Appendix
Item Reference Index number