With “Pi day” fast approaching, the timing of this is appropriate. One activity on day one with my introductory calculus students has them throwing toothpicks onto a large sheet of paper containing several strategically spaced parallel lines. After an adequate number of trials, students double that quantity, then divide that result by the number of toothpicks that touched or crossed any line. Once it is determined that the results are always relatively close to π, they want to know why.

This, along with some other discussions and demonstrations, set the stage very nicely for our little journey through introductory calculus. The entry here shows how part of the curiosity initiated on day one will be satisfied.

**Buffons’ Needle (setup)**

**Function Reflects the Moving Needle**

**Conclusion**

I’ve included additional notes below to set up the interactive link that follows.

**No Hit (wrong combination)**

**Point of Rotation on Line (always intersecting)**

Click on the link provided here to interact with Buffon’s Needle.

Thanks for reading.

Reference: http://mste.illinois.edu/activity/buffon/

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Here is a problem that I give my high school DP mathematics students which connects the limit definition of the definite integral and Buffon’s Needle: https://ibtaskmaker.com/maker.php?q1=318