High School Resource

Subtended Angle by Math Open Reference

This interactive web-based resource demonstrates that a subtended angle is the angle formed by an object from a given external point. The page shows a point of view and an object that is being viewed. The subtended angle is shown as the angle of view that is required to include the entire object to the viewing point. The user can manipulate the viewing position in order to change the angle.

This web page can be enlarged to full-screen size for use with a classroom projector. After use in the classroom, students can access it again from any web browser at home or in the library with no login required.

Related NY State Academic Standards: MST3.A1.R.6 and MST3.G.CN.6!

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High School Resource

Freedom March by History.com

This video, from History.com’s archives, focuses on the Freedom March led by Dr. Martin Luther King Jr.

Related NY State Academic Standards: SS.11.4.a.2, SS.11.10.a, SS.E.1, and more!

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High School Resource

Sol LeWitt’s Concepts and Structures by NGA

In this activity, students will consider the term “conceptual art” and the role of math (geometry, fractions, permutations) in producing this art. They will first create a conceptual art piece by following a set of Sol LeWitt’s instructions. Then, they will design two conceptual art plans using math concepts—one in two dimensions, another in three—for a student-partner to follow.

Related NY State Academic Standards: NAS.VA.Cr2.2.I.a, NAS.VA.Re8.1.I.a, ARTS.VA.C.1.1.GE.A, and more!

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High School Resource

Electrician’s Math

In this activity, students will use formulas to calculate the number of amperes a typical house could use.

Activity:

• Students, working in groups or as a class, determine the typical electrical devices found in a home. (Don’t forget the lights!)
• Students determine the wattage rating of each device. Students check the nameplates of appliances, contact local appliance stores, or use the Internet to gather the specific information.
• Students use the formula, Wattage = Voltage X Ampere, to calculate the amount of current for each appliance.
• The information is to be included in a spreadsheet. Students calculate the total number of amperes.
• Students discuss the concerns of an electrician (e.g., regarding whether or not all devices would be used simultaneously).
• Discuss the most efficient way (mathematically) to reduce the use of electricity.

Related NY State Academic Standards: WST.9-10.6, WST.11-12.6, CDOS.C.2.1.A, and more!

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High School Resource

Food Fat

This activity actively engages the students to determine fat content in foods and can be personalized when students analyze their most frequent or popular snack items. The drawback with any awareness activity is that, despite an understanding of information, a behavior change or making better choices is not a guaranteed result. Therefore, this activity could be enhanced with additional reinforcement activities, heart disease issues, and by stressing the relationship between exercise and health.

Related NY State Academic Standards: ARTS.D.C.2.1.MS.E, CDOS.C.3b.HP.9.A.SW, HPF.HE.C.1.1.B, and more!

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High School Resource

Origins of Christmas by History.com

This video, from History.com’s archives, focuses on holidays like Christmas that were celebrated before Jesus was alive.

Related NY State Academic Standards: SS.6.4, SS.6.4.a, SS.6.4.b.1, and more!

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High School Resource

Financial Markets and Planning

Objective:

In this activity, students will gain valuable life skills in financial markets and planning as they develop an awareness of the United States economy.

Activity:

• Teacher, financial planner, financial reporter, or representative from the business school of a local university speaks to the class on the importance of understanding the financial markets and developing a financial plan for the future.
• Students are presented with definitions and information regarding:
  • NASDAQ/AMEX
  • Credit and credit ratings
  • Standard & Poor’s 500
  • Mutual funds
  • Insurance
  • Savings
  • Interest Rates (both borrowing and investing)
  • The Dow Jones industrial average
• Teacher or speaker explains the financial advantages/disadvantages, and relative risks, of the different investment formats, and discusses the difference between long-term and short-term investment.
• Students access numerous, related websites and various resources (e.g., magazines, newspapers) reinforcing definitions previously discussed.
• Students are taught how to invest and how to check on gains or losses.
• Each student is “given” a set amount of money to invest and develops a financial plan. The status of each student’s account is checked weekly, and each student maintains a spreadsheet of his “investments.”
• At the end of the semester or year, each student reevaluates his/her plan and has the opportunity to make adjustments.
• Each student submits a report of the gains/losses and explains why adjustments were made.
• Students discuss insights they gained from the experience.

Related NY State Academic Standards: RH.9-10.2, RH.11-12.2, WST.9-10.6, and more!

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High School Resource

Ask Steve: The 60’s Music by History.com

This video, from History.com’s archives, focuses on the music of the 1960s and the influence it had on the younger community.

Related NY State Academic Standards: SS.8.9.a.1, SS.8.9.a.2, SS.8.9.a.3, and more!

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High School Resource

History of Thanksgiving by History.com

This video, from History.com’s archives, focuses on the history of Thanksgiving and how it became a holiday.

Related NY State Academic Standards: SS.5.3, SS.5.3.b, SS.5.3.b.1, and more!

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High School Resource

Mind Your Own Business

In this activity, student groups create and illustrate the perfect place to work.

Activity:

• As a group, you create and illustrate the “perfect” place to work.
• You may decide to manufacture a product, provide a service, manage information, etc.
• You may decide to help people in need, build bridges, sell “great ideas,” etc.
• You may decide to do a combination of things (products and services) in order for each member of your group to be happy at work.
• You decide which job each of you will take within this business. You need to include a leader or manager of the business (someone who is in charge). What things will each of you be responsible for to make the workplace or business successful?
• You may also decide what kind of work environment you want; factors to consider include physical appearance, setting, work schedule, relationships among yourselves (supervisors, middle management), etc.
• As in many workplaces, you are short-staffed. There is more work than your team can handle! You may get more staff, but there is no guarantee. How would you divide your current workload if you lost a member of your team to another workplace? How would you recruit new members to your workplace?

Related NY State Academic Standards: CDOS.C.1.1.A, CDOS.C.1.1.B, CDOS.C.1.1.C, and more!

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