# BUBBLE MANIA

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```					BUBBLE MANIA!
Lesson Plan created by Melissa Lambert; modified by Laura Stiles
Teacher: Laura Stiles
Date(s): March 4, 2009
Subject area / course / grade level: Math / 6th grade (can be used with other grades)
Materials:
Bottles of Bubbles with wands – one per pair of students
Yarn – one string about 6” long per pair of students
Rulers - one per pair of students
Pencils - one per pair of students
Butcher Paper – dark colored, preferably black
Bubble Mania Experiment Sheets - one per pair of students
Poster board or white board diagram of Circumference, Diameter, and Radius
Prizes for the Bubble Blowing Contest
TEKS/SEs:
(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles,
polygons, and circles. The student is expected to:(C)describe the relationship between radius,
diameter, and circumference of a circle.

(6.8)Measurement. The student solves application problems involving estimation and
measurement of length, area, time, temperature, capacity, weight, and angles. The student is
expected to:(A) estimate measurements and evaluate
reasonableness of results.
Lesson objective(s):
The students will be able to measure the circumference in centimeters of their bubble print.
The students will be able to measure the diameter in centimeters of their bubble print.
The students will be able to measure the radius in centimeters of their bubble print.

Rationale:
It is important for students to become familiar with the concepts of circumference, diameter, and
radius, as it will solidify their knowledge base for further education of geometry.

Further Benefit:
By hosting this activity in the library the students will recognize that the library can play a part in
any subject area (and is not limited to Language Arts).
Instructional strategies:
(Before the students arrive for the lesson their Math teacher – or the librarian – should read Sir
Cumference and the Round Table aloud and the students should be familiar with the terms and
concepts of circumference, radius and diameter)

Upon arrival in the library show the students a poster board or white board with examples of
circumference, radius and diameter. Ask students of any objects they can see that we could
measure. Explain to the students that it is hard to use a ruler to measure round things. Ask the
students if they can think of any ways to measure something round using yarn and a ruler. Model
how to measure a circle using yarn, and then comparing the yarn to a straight ruler, to the
students. Be sure to tell students that for measurement's sake we will be rounding the
centimeters up.

Divide the students into pairs.

Explain the bubble blowing activity and give each pair of students a Bubble Mania Experiment
worksheet. The students are to take turns blowing bubbles onto a piece of butcher paper taped to
the table until the bubble pops and leaves a circular soap bubble print (This can also be modeled
for the students.) The students will blow five bubbles and measure the circumference, diameter,
and radius and list the measurements in centimeters on their experiment sheet.
After the students have completed their Bubble Mania Experiment sheets (and the sheets have
been checked for correct answers), announce the Bubble Blowing Contest. Each student,
working individually, has the chance to blow the biggest bubble that they can blow onto a new
piece of butcher paper. The librarian and the teacher trace the soap bubble prints and put the
student’s initials next to the print. The male student with the largest bubble print then competes
against the female student with the largest bubble print and the winner gets a prize.
Differentiation strategies to meet diverse learner needs:
The teacher and/or librarian or a student that is proficient in math can team up with any student
who has difficulty understanding the concepts.
Evaluation of student learning:
Check for understanding during activity.
After activity, ask for volunteers to define math vocabulary terms used.
After activity, ask volunteers to explain what was easy and difficult about the task and what
patterns were apparent.
Check the Bubble Mania Experiment Sheets for likely answers (radius should be half of
diameter).

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