# What Goes Around Comes Around

Expressing your enthusiasm for your child's new math insights will be reflected in the child's love of learning.

## What You Need:

Help with Opening PDF Files

## What You and Your Child Will Do:

1. With both the worksheet and a pencil in hand, look around the house together for the following:
• Things that are themselves circular (a CD, for example); have your child use the circles on the worksheet to draw these and write their names underneath.
• Things that contain circular parts (such as the telephone earpiece or the end of the water spigot).
• Things that are circular or contain circular parts that also show radii, diameters, and/or chords. (A wheel with spokes, for example, shows a radius — a line that stretches from the center of the circle to the edge.)
2. Take another look at the objects drawn in the first part of the worksheet. Measure the diameter (the chord that goes through the center of the circle and cuts the circle in half) of each object. Have your child draw the diameter for each object and label its length.
3. Now have your child find the circumference (the length around the circle) by using a tape measure. (If you don't have a tape measure, use a length of string to go around the object, mark the object's circumference on the string, then measure the string with a ruler.) Record this measurement next to the object's name.

More to Do:

Ask your child to compare the circumference, or distance around each circle, with the circumferences of the other circles named, in order to tell which circular thing has the greatest circumference and which has the least.

Have your child divide the circumference by the diameter for each object. Ask the child, “What do you notice about the quotient for each of these objects?” It should be noticed that each quotient should be a little more than 3.