Source of pi

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
  storys relevance on mathematics curricula today.
• use value-based arguments to defend a claim.

3
Pi Video

• http//www.youtube.com/watch?vSDZ8AzmMOCA
• 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/islamandscienc
  e/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 dont teach math history,
  students wont 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 cant leave until the bell rings either.