This OER has been designed to help pre-, in- and returning teachers build confidence in teaching numeracy and mathematics, become a proficient teacher, improve students' learning of numeracy, implement evidence-based practice, and work successfully in building partnerships with families.

This OER was conceptualised and designed by Dr Leicha Bragg (Deakin University) and Professor Chris Walsh (Victoria University) through funding provided by the Victoria State Government's Department of Education and Training (DET).

The Birth to Level 10 Numeracy Guide assists educators and families in learning about and supporting numeracy development across the curriculum from Birth to Level 10 using a practical set of resources. The Guide is available here: http://numeracyguidedet.global2.vic.edu.au/

Demonstrates how to bisect a line segment using only a straightedge and compass. This is geometric construction is Proposition 10 in Euclid's Elements.

This task provides the most famous construction to bisect a given angle. It applies when the angle is not 180 degrees.

This resource consists of a Java applet and expository text. The applet simulates the bivariate normal distribution. The means are set at 0, but the standard deviations and the correlation can be varied. Simulated points from the distribution are shown as dots in a scatterplot.

This resource consists of a Java applet and expository text. The Java applet illustrates the bivariate uniform distribution on three types of regions: a square, a circle, and a triangle. Simulated points from the distribution are shown as dots in a scatterplot.

In this lesson students investigate the effects of black carbon on arctic warming and are introduced to a mechanism of arctic warming that is not directly dependent on greenhouse gases in the atmosphere: black carbon deposition on Arctic snow and ice. It can also be used to introduce the concept of albedo. Prerequisite knowledge: students understand the concepts of absorption and reflection of light energy. This lesson is designed to be used with either an Earth/environmental science or chemistry curriculum. It may also be used as an enrichment activity in physics or physical science during a unit on energy. Includes suggested modifications for students with special needs and low technology option. Requires advance preparation, including freezing ice samples overnight.

In this unit students will analyze and manipulate functions in order to apply them to real-life optimization (minimum/maximum) situations.

In this unit, the student will learn about transformational geometry. The student will learn about congruence transformations, such as reflections, translations, and rotations, and will also learn about geometric patterns
such as symmetry and tessellations.

This resource was created by Suzanne Ras in collaboration with Aaron Delhay as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. ThisUnit Plan is designed for High School Mathematics.

In this unit students will learn a little bit about Pythagoras and will learn about the Pythagorean Theorem and many of its uses.

This resource was created by Ryan Brand in collaboration with Aaron Delhay as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for High School Mathematics - Systems of Equations.

This resource was created by Marshall Payer in collaboration with Aaron Delhay as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for High School Mathematics.

In this task, output is given from a computer-generated simulation, generating size-100 samples of data from an assumed school population of 2000 students under hypotheses about the true distribution of yes/no voters.

The purpose of this task is to assess a student's ability to compute and interpret an expected value. Notice that interpreting expected value requires thinking in terms of a long-run average.

Students learn how engineers gather data and model motion using vectors. They learn about using motion-tracking tools to observe, record, and analyze vectors associated with the motion of their own bodies. They do this qualitatively and quantitatively by analyzing several examples of their own body motion. As a final presentation, student teams act as engineering consultants and propose the use of (free) ARK Mirror technology to help sports teams evaluate body mechanics. A pre/post quiz is provided.

In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to state and national standards.

Question In many high-grade metamorphic belts around the world, rocks were buried 20-30 km beneath the surface during deformation and metamorphism. How deep is that relative to the cruising altitude of a typical commercial airplane flying across the country?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Question
Over the last 70 million years or so, the Hawaiian Hot Spot has been pumping out lava, a total of about 775,000 km3 worth. As the Pacific Plate has moved over the hot spot, the volcanic peaks and plateaus of the Hawaiian-Emperor seamount chain have formed. If all of that lava had erupted in California, how deeply would California be buried in lava?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Question Suppose that you are building a new house. It will take about 90 kg (198 pounds) of copper to do the electrical wiring. In order to get the copper in the first place, someone needs to mine solid rock that contains copper, extract the copper minerals, throw away the waste rock, and smelt the copper minerals to produce copper metal. Rocks mined for copper typically contain only very small percentages of copper -- about 0.7% in the case of most of the big porphyry copper deposits of the world. How much rock would someone have to mine in order to extract enough copper to wire your new house?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)