In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.
In this activity, students will use their knowledge of area and perimeter to create a racetrack. Once they have the correct specifications they will guide their car through the track using the properties of magnets.
This is the first version of a task asking students to find the areas of triangles that have the same base and height, and is the most concrete.
This is the second version of a task asking students to find the areas of triangles that have the same base and height. This presentation is more abstract as students are not using physical models.
This real world word problem requires students to figure out the scale ratio and unit rate.
This task is an example of applying geometric methods to solve design problems and satisfy physical constraints. This task models a satellite orbiting the earth in communication with two control stations located miles apart on earthsŐ surface.
Simply shows multiplication of a vector by a scalar. Adjust he slider to adjust the multiple. Drag the point at the end of vector v to change the original vector.
Students build scale models of objects of their choice. In class they measure the original object and pick a scale, deciding either to scale it up or scale it down. Then they create the models at home. Students give two presentations along the way, one after their calculations are done, and another after the models are completed. They learn how engineers use scale models in their designs of structures, products and systems. Two student worksheets as well as rubrics for project and presentation expectations and grading are provided.
Observe what happens to an image when the scale changes. This interactive exercise focuses on visually comparing multiplicative and additive relationships.
Engage students with more enjoyable vocabulary and introduction to a new chapter by having them complete a scavenger hunt. This tool is specifically designed for Algebra 1, chapter 1.
This lesson unit is intended to help teachers assess how well students are able to solve problems involving area and arc length of a sector of a circle using radians. It assumes familiarity with radians and should not be treated as an introduction to the topic. This lesson is intended to help teachers identify and assist students who have difficulties in: Computing perimeters, areas, and arc lengths of sectors using formulas and finding the relationships between arc lengths, and areas of sectors after scaling.
This modeling task involves several different types of geometric knowledge and problem-solving: finding areas of sectors of circles (G-C.5), using trigonometric ratios to solve right triangles (G-SRT.8), and decomposing a complicated figure involving multiple circular arcs into parts whose areas can be found (MP.7).
This task is intended to help model a concrete situation with geometry. Placing the seven pennies in a circular pattern is a concrete and fun experiment which leads to a genuine mathematical question: does the physical model with pennies give insight into what happens with seven circles in the plane?
This task provides a concrete geometric setting in which to study rigid transformations of the plane. It is important for students to be able to visualize and execute these transformations and for this purpose it would be beneficial to have manipulatives and it will important that the students be able to label the vertices of the hexagon with which they are working.
In this scavenger hunt game students practice copying shapes.
In this scavenger hunt games students are given the task of finding and identifying real-world shapes in their environment.
In this "word search" style puzzle students practice identifying sequences of shapes.
This activity incorporates balance and movement along with many different mathematical concepts.
Practicing geometry and writing skills, students will use two-dimensional shapes to build a house on a page, then write a sentence using sight words and encodable words such as "I have a little house." They can be required to identify each shape as they remove it from their "house." This is beneficial in making connections across curriculum between language arts and math skills. It give hands-on practice with identifying shapes by their characteristics, as well as use of sight words and encoding words (or copying from what teacher provides if desired.)
This Remote Learning Plan was created by Allison Pontious in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.This Remote Learning Plan is designed for second grade math students. Students will recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. The Remote Learning Plan addresses the following NDE Standard: MA 2.3.1.a Recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons.