This interactive Flash puzzle helps children develop number sense and an understanding of our decimal number system. A 0-99 square has been cut into 11 irregular pieces which the user re-assembles. A printable (pdf) version is included along with questions for Getting Started and a Teachers' Resources page with implementation suggestions.

This activity includes an assessment, analysis, and action tool that can be used by classrooms to promote understanding of how the complex current issues of energy, pollution, supply, and consumption are not just global but also local issues.

This page from the Volcano World website contains a summary account of the 1959 eruption at Kilauea Iki which is illustrated by photographs and videos.

This video adapted from the Valdez Museum & Historical Archive, explores what happened during the Great Alaska Earthquake of 1964 through original footage, first-person accounts, and animations illustrating plate tectonics.

This movie shows a total eclipse of the Sun which occurred in 1994. It is accompanied by a link to a written description of the Sun's physical characteristics.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Completed monthly weather recording sheet * Crayons * Sentence strips with frames (see below) * Student worksheet Actions Every day for a m...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This web page provides links to resources aligned to the CCSS that guide and support first grade mathematics teaching and learning. Tasks developed by the Mathematics Assessment Resource Service (MARS) and Problems of the Month, (POM home page is cataloged separately) developed by the Noyce Foundation are included. The activities were designed to measure students' ability to solve non-routine problems, explain and justify their solutions, and promote high level thinking skills. Resources are listed for specific grade 1 standards and are also organized by progression for an alternate search route.

This page hosts a collection of geometric tasks in pdf format that are aligned to the CCSS standards 1.G1 through 1.G3. It also has links to supplementary literature and learning materials.

This page provides examples of 1st Grade Measurement and Data activities aligned with the Common Core State Standards. A CCSS standard is stated and the possible activities are listed below and linked. All activities are suitable for use in Math Centers, small group, or whole class settings and are designed to elicit a range of responses and provide opportunities for students to communicate their reasoning and mathematical thinking. Instructions for each task are typed in large print and written in child-friendly language to enable students to work on activities independently after a brief introduction to the task. All files for 1st Grade Measurement and Data Activities listed are in PDF format.

This is a problem-based learning (PBL) group jigsaw activity. The scenario is:
Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and nongovernmental organizations (NGOs) working in the affected area.

Students are divided into Expert Groups (related to academic specialties such as Economics, Medicine, Political Science, Earth Science, etc.) and spend several days researching their topics. Students are then reassigned to one of seven or eight Country Groups, based on the countries most affected by the disaster. Each country group needs someone representing each expert group. In the scenario, these groups correspond to task forces that must determine what the situation is in each country and try to assess the current need for international assistance.

Students research their country, using internet resources, especially the CIA World Factbook and ReliefWeb, the information coordination website of the United Nations. At a large-group roundtable discussion, each group presents what it has found about its assigned country. As a final product, each student writes an individual report summarizing findings and making recommendations for disaster assistance.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this multi-part activity, students study seismograms from 3 different seismic stations recording the magnitude 9.0 Sumatra earthquake of December 26th, 2004. By comparing the arrival times of the P and S waves on each seismogram, students determine the distance from the epicenter to each station. Using that data, they can accurately map the location of the epicenter and the precise time of the earthquake. After locating the epicenter, students calculate the position of the tsunami generated by the quake at one hour intervals. From those determinations, predictions are made about how much time people had before the tsunami crashed onto their shores. Finally, students investigate some of the ways people can lessen the impact of the next great tsunami.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This report was the first of its kind to analyze the green job market in MI (3% of workforce) through an analytical (industrial and occupational trends), qualitative (focus groups), and quantitative (employer survey) approach. Discussed are Michigan's green related industries and occupations, and also tracking them. It's concluded that the MI green job market has further potential and is growing despite an economic downturn.

This resource contains presentations from the Center for Automotive Research (CAR) 2013 Management Briefing Seminars held August 5-8, 2013. With over 900 attendees from industry, government, media, and academia, the event featured outstanding presentations from industry thought leaders as well as various networking and social events. Using CAR research as a foundation, these seminars revolved around global manufacturing strategies, lightweighting, connected vehicles, powertrain developments, sales forecasting, purchasing, policy, designing for technology, and capital investment.

This animation highlighting the phases of the Moon was released by the Scientific Visualization Studio at NASA Goddard Space Flight Center.

This resource contains the agenda and presentations from the 2014 Center for Advanced Automotive Technology (CAAT) Conference: You Can't See the Future in the Rearview Mirror. This conference took place on May 2, 2014 at Macomb Community College's South Campus in Warren, MI and was attended by more than 120 individuals representing various high schools, community colleges, and universities as well as multiple government agencies, professional organizations, and industry workforce representatives.

This interactive addresses the question if we can reduce CO2 emissions by 20% of 1990 levels and help avoid dangerous climate change? Users of this interactive can manipulate changes to various sources and uses (supply and demand) of energy with the goal of reducing C02 emissions in Great Britain by 80% in the year 2050.

This NASA page is an image set illustrating the 20g centrifuge at the Ames Research Center. The photographs include two of human subjects strapped in the place at one end of the centrifuge arm.

This blog page offers more than 25 activities and games that use a Hundred Chart to develop students' skills and concepts in a variety of math topics: basic operations, number sense, patterns, number theory, fractions, decimals, and logic. The suggestions include links to materials and to other websites.

This NOAA visualization on YouTube shows the seasonal variations in sea surface temperatures and ice cover from 1985 to 2007. The visualization is based on data collected by NOAA polar-orbiting satellites. El NiÃo and La NiÃa are easily identified, as are the trends in decreasing polar sea ice.

This problem with multiple solutions offers an opportunity for students to practice simple addition and subtraction, work with number sentences (equations), and develop systematic work habits. Given cards containing the addition, subtraction and equal signs along with the digits 2, 4, 6, and 8. solvers are challenged to find as many ways as possible to arrange some or all seven cards to create true statements. The Teachers' Notes page offers suggestions for implementation, discussion questions, ideas for extension and support, printable cards (pdf) and a link to an interactive Flash applet.

This number challenge is an opportunity to reinforce mental arithmetic and order of operations while developing systematic work habits. Students are asked to use the numbers 4, 6, 6, and 8 (exactly once each) and the four basic operations to find as many ways as they can to represent the number 24. There are over 60 different ways! The Teachers' Notes page includes suggestions for implementation, discussion questions, ideas for support, and a link to a related article, Opening Out. (cataloged separately).

This Java applet game promotes mental math and strategic thinking skills using a card from Suntex's 24 Game. The player is presented with four numbers (1-9) on a card. The goal is to manipulate each of the four numbers only once so that the end result is 24. Addition, subtraction, multiplication, division and/or parentheses maybe used and the player must be able to enter the expression using the online calculator.

In this open-ended investigation, students use visualizing skill and work systematically to explore surface area. Learners use linking cubes to build three-dimensional objects with exactly 28 faces exposed. Ideas for implementation, extension and support are included.

In this 7-minute video astronomer Dr Meghan Gray explains the relationship of the Earth's rotation and its revolution around the Sun, resulting in the need to add an extra day to our calendar every four years. She describes additional adjustments required to keep our calendar aligned with the Earth's movements. Dr Gray explains the Julian date and its usefulness.

This lab uses Tracker video analysis software to measure and analyze the center of mass of a system of two pucks during a two-dimensional collision. Students measure the initial and final velocity vector for each puck and calculate the center-of-mass velocity of the system before and after the collision and show that it is constant. Tracker can automatically calculate and mark the center of mass in each frame, so it is easy to see that the center of mass velocity is constant and calculate its value from graphs of center-of-mass variables. The zip file contains the lab handout, a video showing a 2-D collision of pucks, and the Tracker file. The video copyright is Flashmedia. To open the Tracker file, download and run Tracker from http://www.cabrillo.edu/~dbrown/tracker/. Tracker is free. The videos can be used with other video analysis software; however, the handout has screen captures from Tracker and instructions specifically written for Tracker.

This applet simulates the electric field of many charge distributions, including point charges, line charges, dipoles, cylinders, conducting planes and more. The color can be adjusted for field magnitude or potential. Equipotential or field lines are optional. The field strength and number of particles are adjustable. The field can be displayed as a velocity field or a force field. The description is also available in German.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This activity helps students develop concepts and language related to position by experimenting with the size and relationships between two circles in a qualitative way. They use terms such as outside, touching and overlapping. The Teachers' Notes page includes suggestions for implementation and discussion questions. Students then can move to a follow-up activity, 3 Rings, cataloged separately.

This web page provides links to resources aligned to the CCSS that guide and support second grade mathematics teaching and learning. Tasks developed by the Mathematics Assessment Resource Service (MARS), Problems of the Month, (POM home page is cataloged separately) and videos of public lessons and number talks developed by the Noyce Foundation are included. The tasks were designed to measure students’ ability to solve non-routine problems, explain and justify their solutions, and promote high level thinking skills. They include the scoring rubric, student responses, and discussion of student understanding and misconceptions. Resources are listed for specific grade 2 standards and are also organized by progression for an alternate search route.

This page hosts a collection of geometric tasks in pdf format that are aligned to the CCSS standards 2.G1 through 2.G3. It also has links to supplementary literature and learning materials.

This page provides examples of 2nd Grade Measurement and Data activities aligned with the Common Core State Standards. A CCSS standard is stated and the possible activities are listed below and linked. All activities are suitable for use in Math Centers, small group, or whole class settings and are designed to elicit a range of responses and provide opportunities for students to communicate their reasoning and mathematical thinking. Instructions for each task are typed in large print and written in child-friendly language to enable students to work on activities independently after a brief introduction to the task. All files for 2nd Grade Measurement and Data Activities listed are in PDF format.

Created by David Lane of Rice University, this applet simulates experiments using 2 x 2 contingency tables. You specify the population proportions and the sample size and examine the effects on the probability of rejecting the null hypothesis. The author provides instructions and then five different exercises to practice these concepts. Overall, this is a nice interactive resource that allows users a more hands-on approach to statistics.

The 3-D Hydrogen Atom Probability Densitites model simulates the probability density of the first few (n = 1, 2, and 3, and associated l and m values) energy eigenstates for the Hydrogen atom (the Coulomb potential). The main window shows the energy level diagram for the solutions to the Coulomb potential in three dimensions. States may be selected either by using the dropdown menu item or by using the energy level diagram and clicking a dark green level, with specific n, l, and m values) which will turn bright green and change the state shown in the 3d visualization window. The probability is shown with a 3d cloud, with higher probability shown as a darker sphere. The simulation uses either simple 3D or Java 3D (if installed) to render the view the probability densities. If Java 3D is not installed, the simulation defaults to simple 3D using Java. The 3-D Hydrogen Atom Probability Densitites model was created using the Easy Java Simulations (EJS) modeling tool. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_qm_hydrogen3d.jar file will run the program if Java is installed.

This applet simulates various magnetic sources, including a line of current, a square loop, a magnetic sphere and a solenoid. Size, number of particles, and field strength are adjustable. Display options include particles in velocity or force fields, field vectors, field lines and potential vectors. The vectors and lines can be displayed in 3D or on a movable 2D slice. Charge can be reversed. Source code and directions are included.

This interactive Flash applet provides a Concentration-type game (called pelmanism in the UK) in which students must discern the properties of three-dimensional solids and their colors in order to match them in pairs. Spheres, cones, prisms and other standard 3-D shapes are hidden face down on cards. Time and number of trials needed to solve are recorded.