Taylor Straub

ERCH 455
Grade Level: 4
Content Area: Circumference
Standards:
M6.C.1.1.3 Identify and/or determine the measure of the diameter and/or radius of a circle (when
one or the other is given).
M4.B.2.1.1: Use or read a ruler (provided) to measure to the nearest 1/4 inch or centimeter
M7.B.2.1.2 Find the circumference and/or area of circles (formulas provided on the reference
sheet).
M7.C.1.1.1 Identify, describe and/or define diameter, radius, chord and/or circumference in
circles.
M7.C.1.1.2 Solve problems involving the relationship between the radius and diameter of the
same circle.
Objectives:
The student will be able to define diameter, radius, and circumference of a circle after listening to
a read aloud of Sir Cumference and The First Round Table.
The student will be analyzing different circles finding their radius and diameter by completing
the Halloween related activity.
The student will be able to define pi after watching a short video on Brainpop.
The student will be determining the circumference of various sized circles by completing a
bubble blowing activity.
Materials:
Sir Cumference and The First Round Table by Cindy Neuschwander
Blank circle worksheet
Creepy Circles house
Creepy Circles Objects (eyeball, cauldron, spider web, boo on candy bar, owl, pumpkin,
Frankenstein, witches hat, full moon, piece of candy)
Creepy Circles
Ruler
String
Brain Pop video https://www.brainpop.com/math/geometry/pi/preview.weml
Flipchart on Circumference (Shared on Promethean Planet)
Bubbles
Construction paper

Bubble data sheet (Smart Chick Teaching Resources)

Marker
Calculator
Optional Material: Whoopee pie or personal pie
Day 1: Introduction 20-30 minutes
To build background knowledge and see the level students understanding, the teacher will ask the
following questions:
A. Have you heard the terms diameter, radius, or circumference before?
B. What do those terms mean and how do we use them in math?
C. If you dont know what they mean could you take a guess as to what you think?
To provide more information on a circle, the teacher will read Sir Cumference and The First
Round Table by Cindy Neuschwander. Once the story is finished, the student will label a blank
picture of a circle labeling the diameter, radius, and circumference.
Day 2: Recap of Diameter & Radius (25-30 minutes)
Teacher will prompt students to discuss what they remember from the last session.
a.) What are the parts of a circle?
Before the students arrive, the teacher will place different circular objects around the classroom.
The student will then complete an activity called Creepy Circles (creepy circles house &
worksheet attached) where they will be given different circular items to measure the diameter
and radius. The circular items they will find are an eye, a spider web, a witches hat, a piece of
candy, a witches cauldron, a circle on a candy bar that says BOO, an owls eyes, Frankensteins
head, a full moon, and a pumpkin. The student will walk around trying to find the different items
to measure their diameter. Once they are finished with measuring all the diameters, they will be
finding the radius for the circles that are easily divided by 2. To lead into learning about pi,
students will measure around the circular pumpkin with string and cut the string to the
appropriate length. They will then determine how many times the string can go across the
diameter. The teacher will ask questions for them to think about after the session.
a.) Does the string fit across the diameter perfectly or is there a remainder of string?
b.) What is the relationship between diameter and the circumference?
c.) Have you heard of the term pi?
Once this step is completed, stop the activity to leave them thinking more about pi for the next
session.
Day 3: Introduction to Pi (45 minutes)
Student will watch a Brain Pop video on pi. After the video is shown, the student will practice
finding the circumference through a Flipchart using both C= D x and C= 2 x x R. Next, the
student will using the formula to find circumference by completing a bubble activity. The student
will blow multiple bubbles (10-12) onto a sheet on construction paper and will need to find the

diameter, radius, and circumference of each bubble. Once the student has blown the bubbles they
should outline each circle with a marker so it is easier to measure. As the student is finding the
diameter and radius they should be recording their results on the bubble data sheet. To find
circumference, the student may choose which formula they would like to use. A calculator may
be used to solve the circumference of the bubbles. The student will finish the activity by enjoying
a whoopie pie and completing a student feedback form where they will be describing what they
learned through a graphic organizer.
Extension:
If students were to finish early, they will be given a practice worksheet that has them solve
circumference by being given both the radius and diameter of a variety of problems.
Struggling Students:
For students who are struggling, they may participate in the activities as a small group directed
by the teacher.

CRE
EPY
CIRC
LES

Name: ________________________

Date: _______________

Directions: Open a window in the haunted house & find the circular
item around the room that goes with each picture. When you find
the item, measure its diameter. For the starred problems, also find
the radius.

Object

Diameter

Radius

Label the parts of a circle:

STUDENT FEEDBACK FORM:

Dear Teddy,

November 2, 2015

I had a great time being able to work with you! I want to thank you for
how well you worked with me the last couple of weeks. You did a great
job staying focused and completing your work on circumference. I hope
you enjoyed the activities that I had made for you to complete. You were
able to understand the different vocabulary and concepts so quick! I was
very impressed! I hope you feel confident on being able to solve
circumference, diameter, and radius problems. I am sure I will see you
before the end of the school year. Keep working hard and keep up the
great work!
Thank you again!
Miss Straub