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.

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 module examines different sediment dispersal systems and their relationships and controls on margin stratigraphy and geometry, using data sets from the Fly and Waipaoa river systems.

In this undergraduate level seminar series, topics vary from year to year. Students present and discuss the subject matter, and are provided with instruction and practice in written and oral communication. Some experience with proofs required. The topic for fall 2008: Computational algebra and algebraic geometry.

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.

Students will identify and compare attributes of two-dimensional and three- dimensional shapes in the world around them.

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 resource was created by Emily McManamy, 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.

Students will identify and compare attributes of two-dimensional and three- dimensional shapes in the world around them.

Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempts to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and try again.