This is part of the course for community college students featuring Professor Perez and his student Charlie, teaching how to make conversions between different kinds of units.
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This Geometry Concept Collection is a rigorous presentation of high school geometry. It is fully correlated with the Common Core State Standards.
In CK-12 Middle School Math Concepts – Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.
Comprised of six projects, Curriki Geometry was designed to meet the needs of students born in a global, interactive, digitally-connected world through the use of real-world examples, engaging projects, interactive technologies, videos, and directed student feedback.
Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.
A 14 week Introduction to Computer Science course.
This course is targeted to middle school grades 6-8 (ages 11-14 years). It is also written for teachers who may not have a Computer Science background, or who may be teaching an “Intro to Computer Science” course for the first time.
This course takes approximately 14 weeks to complete, spending about 1 week on each of the first 11 lessons, and 3 weeks for students to complete the final project at the end. Of course, teachers should feel free to customize the curriculum to meet individual school or district resources and timeframe.
The Bridge to College course for Mathematics is a fourth-year (senior-level) course designed for students scoring a Level 2 on the Smarter Balanced high school assessment (11th grade).
The course is grounded in essential career and college readiness expectations as reflected in the Washington State K-12 Learning Standards for Mathematics (the Common Core State Standards) to ensure that students passing the course are fully prepared for college-level coursework. The course was developed by higher education faculty, high school teachers, and curriculum specialists from multiple colleges and school districts and adapted from the Southern Regional Education Board
Math Ready course.
In the first unit, students will be introduced to computer science first through a story about a little girl who goes on an adventure and encounters many computer science concepts along the way, and then by playing a game to navigate a robotic dog. All of the activities in this unit are unplugged, and many involve active movement or arts and crafts.
The Mathematics Vision Project (MVP) curriculum has been developed to realize the vision and goals of the New Core Standards of Mathematics. The Comprehensive Mathematics Instruction (CMI) framework is an integral part of the materials. You can read more about the CMI framework in the Utah Mathematics Teacher Journal. (UCTM, 2009)
Writing in College is designed for students who have largely mastered high-school level conventions of formal academic writing and are now moving beyond the five-paragraph essay to more advanced engagement with text. It is well suited to composition courses or first-year seminars and valuable as a supplemental or recommended text in other writing-intensive classes. It provides a friendly, down-to-earth introduction to professors’ goals and expectations, demystifying the norms of the academy and how they shape college writing assignments. Each of the nine chapters can be read separately, and each includes suggested exercises to bring the main messages to life. Students will find in Writing in College a warm invitation to join the academic community as novice scholars and to approach writing as a meaningful medium of thought and communication. With concise discussions, clear multidisciplinary examples, and empathy for the challenges of student life, Guptill conveys a welcoming tone. In addition, ...