## Reflection: Adjustments to Practice The Defining Pi Project, Day 4 - Section 1: 12π Minutes of Work Time on the Defining Pi Project

I have very different experiences from class to class within the same day of working on this project, so I’m not going to try to list all of the things that might happen here.  With that in mind, I implore teachers to really listen to students as they’re grappling and asking questions about their constructions, because every student has the chance to learn something on this project.  For some students, this might mean looking at the Analysis Chart and trying to remember what is means to find a “difference” vs. a “percent” on the calculator.  For other students, this might mean an engaging conversation about how we can generate a concise formula for the area of an isosceles triangle.  I always have fun with this, and I feel like I am able to really meet kids where they’re at. They always appreciate this!

Surprise...well that was different...
Adjustments to Practice: Surprise...well that was different...

# The Defining Pi Project, Day 4

Unit 6: Trigonometry: Circles
Lesson 8 of 17

## Big Idea: Project-based learning = awesome work periods = time for teachers to patiently improvise: deep, cohesive understanding takes time to develop.

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Standards:
HSG-SRT.C HSG-C.B MP1 MP2 MP6 MP7
Subject(s):
Math, Trigonometry, Precalculus and Calculus, 12th Grade, pi, circles
72 minutes

### James Dunseith

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