Illustrative Math Alignment: Grade 7 Unit 9

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

This is the transcript for the video of same title. Video contents: Why do rivers meander instead of traveling in a straight line? In going from point A to point B, why should a river take the circuitous route it does instead of a direct path? Furthermore, what information can the ratio of the river's length to its straight-line distance tell us? In this segment the geological forces that account for a river's motion are explained. In the process, the so-called Meander Ratio is explored. Students construct a mathematical model of a meandering river using the TI-Nspire. Having built the model, students then use it to generate data to find the average of many Meander Ratios. The results show that on average the Meander Ratio is equal to pi.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

What Are Ratios?

A ratio is the relationship between two or more quantities among a group of items.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: In this program we explore the properties of three-dimensional figures. We do this in the context of two real-world applications. In the first, we look at the three-dimensional structure of Mayan pyramids. These stair-step structures provide a unique opportunity to also explore sequences and series. In the second application we look at the Shanghai Tower as an example of cylindrically shaped structures.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: We visit ancient Greece to learn about the Platonic Solids. This provides an introduction to the more general topic of three-dimensional figures.

To see the complete collection of video transcriptsy, click on this link.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: Rectangular Prisms. Mayan pyramids are essentially stacks of rectangular prisms. The volume of each successive level is a percentage decrease of its lower neighbor. This introduces the notion of a geometric sequence and series, including an infinite series.

This is the transcript for the video of same title. Video contents: The Shanghai Tower in China is a stack of cylindrical shapes, where each successive layer is a percentage decrease of its lower neighbor. As with the previous section, this introduces the notion of a geometric sequence and series.

This is the transcript for the video of same title. Video contents: The Shanghai Tower in China is a stack of cylindrical shapes, where each successive layer is a percentage decrease of its lower neighbor. As with the previous section, this introduces the notion of a geometric sequence and series.