Pre-K-2, 3-5, 6-8, 9-12
This tool allows you to manipulate various geometric solids and investigate their properties.
3-5, 6-8, 9-12
Using this interactive tool, you can practice arithmetic and algebraic skills, and investigate the important concept of equivalence.3-5, 6-8
Use this tool to strengthen understanding and computation of numerical expressions and equality using a balance scale.
3-5, 6-8
Use this tool to build up to algebraic thinking by exploring how to balance shapes of unknown weight.
3-5, 6-8
Use this applet to create patterns to cover the screen using regular polygons.
Pre-K-2, 3-5, 6-8, 9-12
Use this tool to create a spinner to examine experimental and theoretical outcomes.
3-5, 6-8
This applet allows you to examine various two-dimensional figures to determine which ones can be folded into a cube.
Pre-K-2, 3-5, 6-8
This tool allows you to create any geometric shape
imaginable. Squares, triangles, rhombi, trapezoids and hexagons can be created,
colored, enlarged, shrunk, rotated, reflected, sliced, and glued together.
6-8
In this lesson,
students learn the definition of like terms and gain practice in identifying
key features to sort and combine them. Most middle school students are adept at
recognizing the nuances of dress and manner that identify groups and cliques
among their peers. This lesson applies the observation and sorting skills that
students already possess to the important task of identifying and combining
like terms. Students will play the game Ker-Splash and derive rules for working
with like terms.
3-5, 6-8
Studying the behavior and motion of dinosaurs is obviously a
challenge since these creatures are extinct. If researchers wish to examine the
running velocity of a dinosaur, they must instead consider other evidence of
dinosaur motion and make an indirect estimate. In this lesson, students will
play the role of researchers who field test the Alexander Formula—a formula that uses paleontology data to estimate dinosaur running
velocities. Students will serve as human analogues, making measurements on
themselves, computing predicted running velocities using the Alexander Formula,
and calculating their actual running velocities. They will then evaluate the
accuracy of the formula by comparing estimated and actual running velocities
for the class.
