Dan Meyer's Three Act Math task on proportions. Learners work with ratios and proportions, to determine how to fix the incorrectly mixed paint.

Poster showing a YMCA facility for soldiers, with men sleeping on couches, in chairs, and on the floor. Illustration is by Edgar Wright. Title from item.

Cover Sheet
Teacher Example

Now we are ready to calculate an intersection point using our ray CP (parametric form) and our line AB (slope-intercept form).

Now that we have a feeling for constructing permutations let's introduce the factorial formula to make counting them easy.

In this video we'll uncover the connection between the previous diagram and the rotation formulas. Repeat viewing suggested!

This resource was created by Heidi Meyers, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

A simple step-by-step guide to working with the maya graphe editor by creating a bouncing ball.

This comprehensive Open Source lesson plan is designed for Kindergarten through Middle School level students to learn about life cycles, plants needs, and plant structures & their functions through hands-on investigations with Wisconsin Fast Plants. Depending on the grade level, students engage at an appropriate depth with developing models and constructing arguments that plants have internal and external structures that function to support survival, growth, behavior, and reproduction. This lesson is available as a Google Doc in the Gather, Reason, Communicate instructional model. You may copy the lesson Doc to your own Drive and edit/adapt for your own use--it is shared by the Fast Plants Program as an Open Education Resource" therefore, you are free to use and adapt for noncommercial purposes, provided you attribute the Wisconsin Fast Plants Programs website (www.fastplants.org) as your source and share openly (for noncommercial purposes) any materials you develop with ours.

This resource was created by Judy Prewett, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

https://www.educreations.com/lesson/view/3d-geometry/29389361/

NOTE: These are video notes! They are to be used AFTER instruction of these concepts or possibly as a precursor to the actual activities.

The link provided is a 27 minute video that I have used for notes with my 6th grade honors class. Obviously students shouldn't sit down and watch a 27 minute video all at once but it could be used in a part series as students are discovering these concepts in your class with actual activities.

I love Educreations because it's really easy to make a video, get a link that you can embed into any online classroom space, and a large portion of the storage space is free! YAY FREE!

Today we’re going to discuss how 3D graphics are created and then rendered for a 2D screen. From polygon count and meshes, to lighting and texturing, there are a lot of considerations in building the 3D objects we see in our movies and video games, but then displaying these 3D objects of a 2D surface adds an additional number of challenges. So we’ll talk about some of the reasons you see occasional glitches in your video games as well as the reason a dedicated graphics processing unit, or GPU, was needed to meet the increasing demand for more and more complex graphics.

Short Description:
An open textbook created to improve both teaching and learning vital concepts and techniques in multivariable calculus, one of the fundamental courses across the undergraduate curriculum in science and engineering. The goals of this resource are to help learners develop their geometric intuition about abstract and complex mathematical concepts (e.g., partial derivatives, multiple integrals, vector fields), and train them to make connections between concepts visually (e.g., connecting “vectors” in mathematics with “magnitude” and “direction” in physics) in order to more fully understand engineering, physics and mathematical problems (e.g., differential equations) in their subsequent STEM coursework.

Word Count: 7075

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)