I used this lesson in MTH 221 (Mathematics for Elementary Teachers) to address Common Core State Standard 7.G.B.4. It seems to have a lot of potential, but there are still some elements that I think need to be tightened up. These are written in red - along with some other thoughts. I would appreciate any feedback on how to improve this lesson.

**[Schema Activation]**

How many of you know your fitted hat size? For example, I wear a seven-and-seven-eighths. Today, you are going to find your hat size and what that number means.

I like the DC cap for a couple of reasons. First, obviously, DC are my initials. Second, it foreshadows the circumference and diameter relationship we will explore in the lesson.

In the past, I have had students measure a bunch of circles to find the ratio between circumference and diameter. It has been a struggle to make it an interesting lesson. This connection to something personal (hat size) seemed like it might be an improvement.

I like the DC cap for a couple of reasons. First, obviously, DC are my initials. Second, it foreshadows the circumference and diameter relationship we will explore in the lesson.

In the past, I have had students measure a bunch of circles to find the ratio between circumference and diameter. It has been a struggle to make it an interesting lesson. This connection to something personal (hat size) seemed like it might be an improvement.

According to LIDS.com, there are a couple of ways to determine your hat size.

We will use both a flexible tape measure and their printable ruler in order to...

**[Focus]**

... consider the following questions:

- How are hat sizes and head-measures related? (In other words, if we didn't have access to their table, can we determine a hat size given a head-measure?)
- We are supposed to be working on CCSSM 7.G.B.4. Is this connected in some way to circles? Too obvious?
- Why don't hat makers just use the head-measurement as the size?

**[Activity]**

Measure your head using both the flexible tape measure and the printable ruler.

Feel free to wear the printable ruler as a stylish headband as you work. Optional

Place both your head-measure and hat size on a sticky note and place it at the proper coordinates on our graph.

What does our graph show? Is there a relationship? If so, what do you predict the relationship to be? (If we input 22 inches for head-measurement, what hat size is the output? What if we input

*C*inches?)
Here are a couple of tables for hat sizes from Lids.com. Let's use them to see if we can determine the input-output rule they are using to find hat size from head-measurement.

There are other hat size tables (for example), but I like that this one makes 22 inches a hat size of 7 because 22/7 is often used as an approximation of pi.

**[Reflection]**

*What*did you find? What is the rule?

Des found the following:

*y*= 0.333

*x*- 0.333. Does it work for our table? If it's correct then what hat size does a person need for a head-measurement of 24?

Okay, I wanted to play with the new Desmos linear regression feature - sue me. Is it a problem that this line doesn't go through the origin? That the slope actually represent an approximation of 1/pi? During the lesson, it seemed like this portion required a lot of scaffolding.

*So what*does the hat size mean? Let's take our headband and place it on the table. Notice that it is nearly the same shape as a circle. Now measure the distance (diameter) across your headband (circle).

In my case, if I measure what is approximately the diameter of my headband, I find the length is close to my hat size (seven-and-seven-eighths). How about you? What does that suggest our hat size means?

The students were most impressed by this portion of the reflection. They liked that the hat size number was not some arbitrary value - that it was actually connected to something mathematical. I looked for some history of hat sizes to explain why this value is used instead of circumference, but Google failed me.

*Now what*fitted hat

*size should I buy from Lids.com if my head measure is 24 inches? Seven-and-two-thirds doesn't look like it's an option.*

In an earlier unit, students struggled with the idea of independent and dependent variables and creating graphs that accurately represent a real-life situation. Because a hat maker does not make all possible diameters, we decided it didn't make sense to connect the dots. Instead, we came up with the graph shown above.

One of the reasons I like this activity is because it does connect with so many other standards, like 6.EE.C.9 and 6.SP.B.4. What do you think? Does this lesson have merit - is it worth

*saving*? If so, how? Please add your thoughts in the comments.**Updated:**As much as I loathe Pi Day, this piece on Stormy Kromers (hats made in the Upper Peninsula of Michigan) might make a nice connection.