- Build It!
- Judy Ruehl
Changing the Dimensions of Rectangle Prisms and analyzing ratios/scale factors of the dimensions and volumes using Cuisenaire Rods and Isometric grid paper.
- Build it with Cabri 3D
- Melissa Garza and Josue Martinez
An extension to the Build it group activity using Cabri 3D to construct the computer aided representations of the Cuisenaire rods. The activity will guide students in the construction of a one unit rod which in turn will allow them to construct the remaining Cuisenaire rods. This activity will require some basic understanding of the Cabri 3D software. There is a link provided to review the common tools and their functions. The students should also have some elementary understanding of geometry concepts such as parallel, perpendicular, and intersecting lines.
- Build It As A Group
- Ginny Burton and Kelly Butler
[description forthcoming]
- Description of words used in the dimensional analysis activities
- David Michael Fisher
A document clarifying the relevant vocabulary necessary to develop the mathematical terminology used to describe the exploration of dimensional proportions.
- Explorations of Polyhedra with Equilateral Triangular Faces
- Michael Raven, Jim Greene, Theresa Simmons, and Darryl Yong
Most students encounter polyhedra from time to time in their studies, but usually somewhat tangentially: perhaps as examples, or in conjunction with applications of various sorts. This project inverts the usual situation. A select group of polyhedra (not all of them regular) becomes a foundation, or base camp, for exploration into a mountain of topics. These topics fall into four broad categories: model construction, graph theory, metric properties (length, area, volume), and coordinate geometry. By grounding these explorations in a common foundation, students can more easily see how they relate.
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© 2001 - 2018 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540
Send questions or comments to: Suzanne Alejandre and Jim King
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With program support provided by Math for America
This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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