The main aims of this seminar will be to go over the classification of surfaces (Enriques-Castelnuovo for characteristic zero, Bombieri-Mumford for characteristic p), while working out plenty of examples, and treating their geometry and arithmetic as far as possible.

Problem: How do you measure an angle with a protector, when that angle is between two solid walls? This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

A Google Drive folder created by Kevin Fink of materials for Math 2231 - Calculus with Analytical Geometry at the College of DuPage. This is intended to be a foundation for anyone wanting to teach Math 2231 where students would need to spend little to no money for materials during the semester. Includes links to a textbook on openstax, a myopenmath shell template, links to lecture videos, supplemental homework assignments and answers, and the materials for an Area project about approximating area under curves.This resource will be updated as needed. For the google drive folder and the most recent version, visit: https://drive.google.com/drive/folders/1KhhTIXOT2a0oEX1hqMIhDsNi4DaO6NSk?usp=sharing

Consider using the information in these videos to gain student interest in geometry (4th and 5th grade) at the start of a lesson or unit. 

This collection of videos, animations and documents comes from the NCSSM AP chemistry online course. Chapter nine provides practice and demonstrations related to chemical bonding and geometry.

Word Count: 7000

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Use 3doodler to understand the structure of dominoes, trominoes, and polyominoes as shapes made up of two or more squares.

This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter.  The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations.  Next students explore geometry.  Students tessellate to bridge geometry experience with the study of perimeter.  Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements.  Students solve word problems involving area and perimeter using all four operations.  The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Students engage in a competitive group relay to construct formal proofs involving triangles.

New proofs can always be written to fit different curriculum and pacing.

View full lesson: http://ed.ted.com/lessons/the-complex-geometry-of-islamic-design-eric-broug In Islamic culture, geometric design is everywhere: you can find it in mosques, madrasas, palaces, and private homes. And despite the remarkable complexity of these designs, they can be created with just a compass to draw circles and a ruler to make lines within them. Eric Broug covers the basics of geometric Islamic design. Lesson by Eric Broug, animation by TED-Ed.

Next lets build a diagram that break rotation into smaller parts. The next exercise will give us a chance to build our understanding of this diagram.

In this unit, the student will learn about transformational geometry. The student will learn about congruence transformations, such as reflections, translations, and rotations, and will also learn about geometric patterns
such as symmetry and tessellations.

This site teaches High Schoolers how to express geometric properties with equations through a series of 1721 questions and interactive activities aligned to 12 Common Core mathematics skills.

In this field exercise, students measure channel cross sections in a rough alluvial and smooth bedrock-floored reach in a local stream. This exercise is hypothesis-driven. The hypothesis states that increasing roughness decreases average stream velocity, and so the depth and/or width must increase for the rougher bed. Working in groups, students use hand levels, tape measures, and surveying rods to document channel geometry. They then must reduce the data and plot it as distance-elevation on a chart. Finally, they analyze and compare the results to the predicted roughness-hydraulic geometry relation. Students learn simple surveying methods to collect field data. Students compare real world data to theoretical predictions. Students gain insight into how bank and bed roughness influences water flow, and thus can also influence flood heights.
Designed for a geomorphology course
Integrates geomorphology into a core course in geology
Designed for an introductory geology course
Uses geomorphology to solve problems in other fields

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Students will use their knowledge of geometric shapes to find real world examples outdoors.

It's a simple review of point, line, line segment, endpoints, angles, and ruler use.

This Remote Learning Plan was created by Taylor Shepard in collaboration with Andrew Easton as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 9-12 Geometry students. Students will find missing lengths of chords, tangent lines, and secant lines. This Remote Learning Plan addresses the following NDE Standard: MA 11.3.1.f It is expected that this Remote Learning Plan will take students 60 minutes to complete. Here is the direct link to the Google Doc:https://docs.google.com/presentation/d/1BmgvbdZ447E8sUaSVzDVKX1SpMOCt5Dm6vY41jQbrJY/edit?usp=sharing

In this undergraduate level seminar series, topics vary from year to year. Students present and discuss the subject matter, and are provided with instruction and practice in written and oral communication. Some experience with proofs required. The topic for fall 2008: Computational algebra and algebraic geometry.