After investigating converting fractions to recurring and terminating decimals for homework, one of my students came to the lesson with the above fraction and said that it was a fraction for pi. I let the students thrash it out for a few minutes and then interjected with the prompt you see on the photo – i.e. that since pi carries on forever, the fraction would have to carry on forever. Some of the students cottoned onto this but one student said that by the same logic, you wouldn’t be able to write a recurring decimal as a fraction – awesome comment! To this I replied, “So how do you write a recurring decimal as a fraction? because that may help us to figure out whether we could use the same technique for pi.”

Inquiry questions from debate come thick and fast!!! Curriculum by process rather than product can be extremely uplifting.

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