Meridian Stories
Mathematics Challenge
Interview with Pi
Table of Contents
The Challenge
Range of Activities
Process
Essential Questions
Student Outcomes
Evaluation Rubric
Curricular Goals
The Challenge
The number pi (π) has just won a “Lifetime Achievement Award” since
(although not always known) it has existed forever and appears in countless
places. Pi has agreed to be interviewed for the first time ever and it is up to
your group to conduct an engaging, informative interview with pi about its
history, its identity as a number, and its applications and appearances in the real
world/nature.
Here’s what your team needs to do:
• Research the number pi (π) including its discovery and history, as well as
its applications in geometry.
o Optional (teachers decide whether to include this): Create a Resource
Citation Paper to keep track of the resources that the team is
using to support your conclusions.
• Pay specific attention to its identity as an irrational number and as a
constant value.
§ How can the size of a circle vary, while pi always remains
the same value?
§ How can pi be defined as a ratio, but yet, not as a fraction?
o High school teams: Include applications of pi in trigonometry,
including radian measurement. Also, include a mention of tau in
your interview. Consider the following scenario for inspiration:
§ Tau is threatening to take the award in the future and
claims to be more useful and practical than pi. How does pi
feel about tau as competition?
• Create a 2-3 minute video, interviewing pi, discussing the group’s
findings from the above research.
o The group may choose exactly how to personify pi – as simply a
voice, as a person, as an object etc.
o The group may also choose the media format to use – a talk
show, a newscaster reporting on location, a Barbara Walters
Special, etc.
• As part of the interview, the group must identify and show 3 specific
instances where pi appears in their community/in nature (i.e. 3 examples
of something perfectly round) in order to further express the impact of
pi.
o Keep in mind that “community” can be defined very broadly to
mean your school, your town, your neighborhood…. Be sure to
communicate how your team has chosen to define “community”.
Deliverables include:
• Final verbatim script
• Interview video
• Resource Citation Paper, as determined by your teacher
Range of Activities
Research and analysis of pi and its mathematical history
Investigation of the properties of a circle and of irrational numbers
Character creation – personification of pi
Creative Brainstorming about compelling ways to communicate the
content
• Script writing
•
•
•
•
• Video - Pre-production, Production, Post-production
o Directing, Casting, Rehearsing, Video Editing, Audio Editing
Process
We recommend that this Meridian Stories Challenge take place inside of a
three to four week time frame. The students must work in teams of 3-4. All
internal reviews by the teacher are at the discretion of the teacher. Below is a
suggested breakdown for the students’ work.
During Phase One, student teams will:
• Research the number pi using a variety of sources, keeping track of all
the sources used for your Resource Citation paper. Focus on the
following:
o Discovery and History
o Applications in Geometry
§ For High School Groups: Applications in Trigonometry
and Tau
o Identity as:
§ Irrational Number
§ Constant Value
§ Ratio
• Identify specific topics you would like to address and focus on for your
interview.
o Remember that pi has just won a “Lifetime Achievement Award.”
• Choose how your group is defining “community” and begin looking for
specific instances of pi (examples of things that are perfectly round).
Meridian Stories provides two forms of support for the student teams.
1. Media Innovators and Artists – This is a series of three to four minute
videos featuring artists and innovative professionals who offer important
advice, specifically for Meridian Stories, in the areas of creativity and
production.
2. Meridian Tips – These are short documents that offer student teams a
few key tips in the areas of creativity and production.
Recommended review, as a team, for this Challenge include:
Media Innovators and Artists
Meridian Tips
On Mathematics in Everyday Life – “Creative Brainstorming Techniques”
Eric Gaze
“Conducting an Interview”
On Making Documentaries –
Margaret Heffernan
On Memoir and Non-Fiction
Writing – Liza Bakewell
On Interviewing – Tom Pierce
“Time Management”
“Building Characters”
During Phase Two, student teams will:
• Continue researching pi. (The results of your research can be presented to the teacher for review and comments, at the teacher’s discretion.) • Prepare interview questions and pi’s answers. This will become the basis
for the script.
• Complete your search for 3 specific instances of pi in your community
and add these into the working script.
• Decide on how your group will personify pi. Include the character traits,
voice, and physical appearance of pi.
• Decide on the exact media format for the video (talk show, newscaster
reporting on location, etc.)
• Begin pre-production. This primarily includes casting the roles of the
interviewer and possibly pi; choosing the setting/location for the
interview; choosing the costumes and props for the characters; and
planning the logistics for the shoot.
• Rehearse and block the interview in your chosen location.
During Phase Three, student teams will:
• Finalize the script. (The final script can be presented to the teacher for review and comments, at the teacher’s discretion.) •
•
•
•
Shoot the interview video.
Edit the video.
Post-produce the video, adding music, sound effects, etc. as desired.
Complete the Resource Citation Paper.
Essential Questions
1. How was pi discovered and what is the story of its history?
2. What role does pi play in geometric/(trigonometric) formulas and
problems?
a. What is the relationship between a circle’s circumference and
diameter?
i. How can pi be constant for every circle, regardless of its
size?
3. What is an irrational number?
a. Why is pi considered a ratio, but not a fraction?
4. Where does pi appear in everyday life/around your community/in
nature?
5. In creating a character voice for pi on the page and on the screen, what
are the most important choices you made?
a. What are the challenges of mixing fiction writing (creating a
character voice) with non-fiction writing (relaying the
story/history/applications of pi)?
6. How has immersion in the production of digital media deepened the
overall educational experience?
7. How has working on a team changed the learning experience?
Student Outcomes
1. The student will gain an appreciation for the historic development of
math.
a. The student will understand math as a discipline with an element
of discovery.
2. The student will understand pi as a discovery, a proportion of a circle’s
circumference to its diameter, and its uses in solving geometric/
(trigonometric) problems.
a. The student will understand that pi is a constant value because the
ratio of circumference to diameter in a circle is always constant.
b. The student will gain an understanding of the concepts of
proportional reasoning and co-varying quantities.
3. The student will understand the concept of an irrational number and will
be able to explain pi’s identity as a ratio, but not a fraction.
4. The student will discover the prevalence and relevance of pi in everyday
life.
5. The student will understand the critical elements that go into creating
character.
a. The student will be able to distinguish some of the critical
differences between fiction and non-fiction writing.
6. The student will know the basic constructs of using video media to
effectively communicate character and content.
a. The student will know some of the basic constructs of the
documentary/nonfiction video genre.
7. The student will have an increased awareness of the challenges and
rewards of team collaboration.
Evaluation Rubric – Interview With Pi
CONTENT COMMAND – Clear understanding of pi including its
identity, its applications, and its appearances in the community.
Criteria
1-3
4-7
8-10
Pi’s numerical
Pi’s numerical
Communication Pi’s numerical
identity
is
not
clearly
identity
is
evident,
identity is
of Content –
communicated
but is not presented
communicated
The Number
clearly or
thoroughly and
and its History
consistently
clearly
The applications of
Communication The applications of The applications of
pi
in
geometry
are
pi
in
geometry
are
pi in geometry are
of Content missing
or
not
evident,
but
not
presented clearly and
Applications
presented clearly
Communication
of Content –
Appearances in
Real World
The 3 specific
instances of pi in the
community are
missing or not
presented clearly
presented clearly or
consistently
The 3 specific
instances of pi are
evident, but not
presented clearly or
consistently
compellingly
The 3 specific
instances of pi are
presented clearly and
compellingly
STORYTELLING COMMAND – Effective use of character and the
interview format to create a compelling narrative.
Criteria
1-3
4-7
8-10
The sequencing of
The narrative is
The narrative is
Overall
the
interview
makes
presented
clearly,
but
engaging and
Narrative of
the narrative hard to is inconsistently
presented clearly and
Interview
Character (Pi)
follow
The personification
of pi as a character is
not particularly
engaging or suitable
to its backstory
engaging
The personification
of pi serves the
interview effectively
compellingly
The character of pi is
engaging,
entertaining, and
suitable to its
backstory
MEDIA COMMAND – Effective use of media to communicate content,
character and story.
Criteria
1-3
4-7
8-10
The
directing
The
directing
and
The direction is
Directing/Acting
and acting lack
coherence and
discipline
acting are solid, but
inconsistently
engaging
clear and
coherent, and
the acting is
convincing and
believable
The setting and
creative
approach to the
interview don’t
enhance our
understanding
and enjoyment
Editing/Music/Sound The final video
feels patched
together and the
overall editing
and use of
music/sound
detracts from
the story
Setting/Format
The setting and
creative approach to
the interview are
interesting choices,
but inconsistently
engaging
The setting and
creative
approach
enhance our
enjoyment and
understanding
of the interview
The final video flows, The final video
but there are
is edited cleanly
occasional
and effectively,
editing/sound/musical and the addition
distractions
of music and/or
sound enhance
our enjoyment
of the interview
21ST CENTURY SKILLS COMMAND (for teachers only) – Effective use
of collaborative thinking, creativity and innovation, and initiative and
self-direction to create and produce the final project.
Criteria
1-3
4-7
8-10
The
group
did
not
The
group
worked
The group
Collaborative
work together
together effectively
demonstrated
Thinking
effectively and/or
did not share the
work equally
and had no major
issues
Creativity and
Innovation
The group did not
make a solid effort to
create anything new
or innovative
Initiative and
Self-Direction
The group was
unable to set
attainable goals,
work independently
and manage their
time effectively
The group was able
to brainstorm new
and inventive ideas,
but was inconsistent
in their realistic
evaluation and
implementation of
those ideas.
The group required
some additional help,
but was able to
complete the project
on time with few
problems
Curricular Goals
flexibility in making
compromises and
valued the
contributions of each
group member
The group
brainstormed many
inventive ideas and
was able to evaluate,
refine and implement
them effectively
The group set
attainable goals,
worked
independently and
managed their time
effectively,
demonstrating a
disciplined
commitment to the
project
The Interview with Pi Challenge addresses a range of curricular objectives that have
been articulated by the Common Core Curricular Standards –
Mathematics.
Below please find the standards that are addressed, either wholly or in part.
Common Core Curricular Standards – Mathematics
Overall Standards for Mathematical Practice
o Reason abstractly and quantitatively.
o Attend to the meaning of quantities.
Grade 6
o Ratios and Proportional Relationships (6.RP)
§ Understand ratio concepts and use ratio reasoning to solve
problems.
• Understand the concept of a ratio and use ratio
language to describe a ratio relationship between two
quantities. (6.RP.1)
Grade 7
o Geometry (7.G)
§ Solve real-life and mathematical problems involving angle
measure, area, surface area, and volume.
• Know the formulas for the area and circumference
of a circle and use them to solve problems; give an
informal derivation of the relationship between the
circumference and area of a circle. (7.G.4)
Grade 8
o The Number System (8.NS)
§ Know that there are numbers that are not rational, and
approximate them by rational numbers.
• Know that numbers that are not rational are called
irrational. (8.NS.1)
• Use rational approximations of irrational numbers to
compare the size of irrational numbers. (8.NS.2)
High School – Functions
o Trigonometric Functions (F-TF)
§ Extend the domain of trigonometric functions using the
unit circle
High School – Geometry
o Circles (G-C)
§ Understand and apply theorems about circles.
• Prove that all circles are similar. (G-C.1)
o Similarity, Right Triangles, and Trigonometry (G-SRT)
§ Define trigonometric ratios and solve problems involving
right triangles.