**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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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. |