In this problem students are comparing a very small quantity with a very large quantity using the metric system. The metric system is especially convenient when comparing measurements using scientific notations since different units within the system are related by powers of ten.

Students will examine a table of 1850 Census data on employment to understand the professions of free men across the United States at the time, calculating the percentages working in different industries. Students will also compare and contrast economies in the North and South during the Antebellum Period.

In this demonstration, amaze learners by performing simple tricks using mirrors. These tricks take advantage of how a mirror can reflect your right side so it appears to be your left side. To make the effect more dramatic, cover the mirror with a cloth, climb onto the table, straddle the mirror, and then drop the cloth as you appear to "take off." This resource contains information about how this trick was applied during the making of the movie "Star Wars."

In this simple exploration, a coiled phone cord slows the motion of a wave so you can see how a single pulse travels and what happens when two traveling wave pulses meet in the middle.

Students will read and observer ants to discover how ants are the same and different than people.

This task requires students to work with very large and small values expressed both in scientific notation and in decimal notation (standard form). In addition, students need to convert units of mass.

This set of cards can be used in a workshop or a "Maker Faire" type of event. They give quick tidbits of code for building mini-apps with App Inventor. Use them in exhibits, parent nights, STEM fairs, after-school clubs, or anywhere that you need to get people jump-started using App Inventor.

Students will use their five senses to describe the three different types of apples using the words from the word bank. Afterwards students will conduct a short survey to find out which apple was liked by most students. The results will be shown by drawing a pictograph.

Students will use state and regional unemployment data for various education levels to create scatter plots and calculate correlation coefficients. Students will then compare scatter plots with different strengths of linear relationships and will determine the impact of any influential points on the correlation coefficient.

The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.

The famous story of Archimedes running through the streets of Syracuse (in Sicily during the third century bc) shouting ''Eureka!!!'' (I have found it) reportedly occurred after he solved this problem. The problem combines the ideas of ratio and proportion within the context of density of matter.

Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

In this problem, students are given a picture of two triangles that appear to be similar, but whose similarity cannot be proven without further information. Asking students to provide a sequence of similarity transformations that maps one triangle to the other focuses them on the work of standard G-SRT.2, using the definition of similarity in terms of similarity transformations.

This lesson deals with human growth and our consumption of land resources. This lesson can be used in conjunction with other Are We Our Own Worst Enemy? lessons, although this should be first since it has the video of population growth. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Students will become critical consumers of web resources. They will consider what elements to evaluate when using websites for research. Students learn strategies to determine the credibility of web resources.

This Nrich activity is particularly good in a number of mathematical aspects of learning:
Using mathematical ideas and methods to solve "real life" problems
Using and understanding vocabulary and notation related to money
Organizing and using data
Choosing and using appropriate number operations and calculation strategies
Explaining methods and reasoning
Making and investigating general statements

Math Learning Center Geoboard is a manipulative tool students use in geometry to explore the basic concepts of polygons. It also helps with the discovery of area and perimeter. It is a board that contains a certain number of nails in which rubber bands go around to create the shape.

Unit: Area and Surface Area
Lesson 6: Area of Parallelograms

This lesson allows students to practice using the formula for the area of parallelograms, and to choose the measurements to use as a base and a corresponding height. Through repeated reasoning, they see that some measurements are more helpful than others. For example, if a parallelogram on a grid has a vertical side or horizontal side, both the base and height can be more easily determined if the vertical or horizontal side is used as a base.

Along the way, students see that parallelograms with the same base and the same height have the same area because the products of those two numbers are equal, even if the parallelograms look very different. This gives us a way to use given dimensions to find others.

Reasoning to Find Area: Lesson 4

Students were introduced to parallel lines in grade 4. While the standards do not explicitly state that students must work with parallelograms in grades 3–5, the geometry standards in those grades invite students to learn about and explore quadrilaterals of all kinds. The K–6 Geometry Progression gives examples of the kinds of work that students can do in this domain, including work with parallelograms.

In this lesson, students analyze the defining attributes of parallelograms, observe other properties that follow from that definition, and use reasoning strategies from previous lessons to find the areas of parallelograms.

By decomposing and rearranging parallelograms into rectangles, and by enclosing a parallelogram in a rectangle and then subtracting the area of the extra regions, students begin to see that parallelograms have related rectangles that can be used to find the area.

Throughout the lesson, students encounter various parallelograms that, because of their shape, encourage the use of certain strategies. For example, some can be easily decomposed and rearranged into a rectangle. Others—such as ones that are narrow and stretched out—may encourage students to enclose them in rectangles and subtract the areas of the extra pieces (two right triangles).

After working with a series of parallelograms, students attempt to generalize (informally) the process of finding the area of any parallelogram (MP8).