As a high school science educator at Lac Courte Oreilles Ojibwe school,  indigenous culture and teachings are incorporated into my instruction as much as possible. This text set was incorporated in my Astronomy class tying in Ojibwe Moons and seasonal constellations with northern Wisconsin phenology. A discussion of text set implementation is also included in this OER.Lac Courte Oreilles Ojibwe School is a Bureau of Indian Education/Tribally controlled school catering to students who are themselves tribally enrolled or descendants of a tribal member.

In this two-lesson unit, students will "use estimation and measurement skills to determine the ratio of circumference to diameter and explore the meaning of pi. Students will discover the circumference and area formulas based on their investigations." (from NCTM's Illuminations)

Prior to the introduction of "domestic science" in the late-19th century, housework --especially cooking--depended on skills passed down from mother to daughter or possessed by hired domestic labor. The domestic science (or as it later became more commonly called "home economics") movement wanted to standardize routines and recipes, thereby relieving housewives of the anxieties of inexact cooking and bringing the supposed benefits of efficiency into the home. The influence of domestic scientists on cooking can be seen dramatically by comparing an apple pie recipe from Catherine Beecher's Domestic Receipt Book (1846) with one from Fannie Merritt Farmer's Boston Cooking-School Cook Book (1905 ed.). Beecher, daughter of a prominent New England family, wrote on domestic topics (as well as on social issues, such as abolitionism, with her sister Harriet Beecher Stowe). Farmer was a leader in the movement for scientific cooking, and her Boston Cooking-School Cook Book helped to entrench the notion of exact measures and procedures designed to produce a uniform product.

In this 3-act play for mathematics, students are presented with a question, "How many cubes are needed to balance the beam?".  The students will then watch a short video, answer some questions, and then determine solve the mathematical task using division of fractions. This 3-act play would be appropriate to use to introduce division by a fraction or as an assessment of learning after instruction.

Practical lab into the chemical reaction between calcium carbide and water and the resulting ignition of acetylene gas.

A five day unit for use after student have learned area and volume formulas for 2D and 3D shapes.  This series of lessons connects geomery with history as students explore the size of traditional Native American homes and the space each person would have had within the home. 

We use the derivative to determine the maximum and minimum values of particular functions (e.g. cost, strength, amount of material used in a building, profit, loss, etc.).Differentiation is also used in analysis of finance and economics.

Application of Oral History to Economics: Family Economic History The assignment will connect an oral history approach to the examination of economic concepts such as opportunity cost of attending school, economic crises (inflation and unemployment, etc.), and standard of living over time. Particularly, students will interview parents, grandparents, or family members from older generations regarding the types of work they performed, economic decisions they have made, and the economic conditions while they were growing up. The project develops a student's ability to understand and integrate these concepts from a variety of perspectives and real world situation.

Practical applications of the continuum concept for deformation of solids and fluids, emphasizing force balance. Stress tensor, infinitesimal and finite strain, and rotation tensors developed. Constitutive relations applicable to geological materials, including elastic, viscous, brittle, and plastic deformation. Solutions to classical problems in geodynamics.

The Advanced Certificate and the Advanced Diploma in Applications of ICT in Libraries permit library staff to obtain accreditation for their skills in the use of ICT. Anyone can make use of the materials and assessment is available in variety of modes, including distance learning.

This final lesson in the unit culminates with the Go Public phase of the legacy cycle. In the associated activities, students use linear models to depict Hooke's law as well as Ohm's law. To conclude the lesson, students apply they have learned throughout the unit to answer the grand challenge question in a writing assignment.

Explores how organizations can use system dynamics to achieve important goals. Student teams work with client managers to tackle the clients' most pressing issues. Students discuss experiences with their clients, and learn modeling and consulting skills they need to be effective. Focus on gaining practical insight from the system dynamics process. Projects are sponsored by diverse organizations from a range of industries and sizes from start-ups to the Fortune 500.

This textbook provides a toolbox, a guidebook, and an instruction manual for researchers and interventionists who want to conceptualize and study applied problems from a developmental systems perspective, and for those who want to teach their graduate (or advanced undergraduate) students how to do this. It is designed to be useful to practitioners who focus on applied developmental problems, such as improving the important developmental contexts where people live, learn, and work, including the applied professions in education, social work, counseling, health care, community development, and business, all of which at their core are concerned with optimizing the development of their students, clients, patients, workers, citizens, and others whose lives they touch.

This 45-90 minute Google Applied Digital Skills lesson includes videos, lesson plans, and rubric. It is appropriate for middle school and high school students. It teaches transitions and animation along with collaboration.

This 3-5 hour lesson through Google's Applied Digital Skills allows students to conduct research while learning about the credibility of sources. The resource includes lesson plans with 4 activities and an assessment rubric.

Develops facility with concepts, language, and analytical tools of economics. Covers microeconomics, macroeconomics, and international trade and payments. Emphasizes integration of theory, data, and judgment in the analysis of corporate decisions and public policy, and in the assessment of changing US and international business environments. Restricted to Sloan Fellows. The fact of scarcity forces individuals, firms, and societies to choose among alternative uses -- or allocations -- of its limited resources. Accordingly, the first part of this summer course seeks to understand how economists model the choice process of individual consumers and firms, and how markets work to coordinate these choices. It also examines how well markets perform this function using the economist's criterion of market efficiency. Overall, this course focuses on microeconomics, with some topics from macroeconomics and international trade. It emphasizes the integration of theory, data, and judgment in the analysis of corporate decisions and public policy, and in the assessment of changing U.S. and international business environments.

Applied Finite Mathematics covers topics including linear equations, matrices, linear programming, the mathematics of finance, sets and counting, probability, Markov chains, and game theory. Endorsed by CollegeOpenTextbooks.org.

Laszlo Tisza was Professor of Physics Emeritus at MIT, where he began teaching in 1941. This online publication is a reproduction the original lecture notes for the course "Applied Geometric Algebra" taught by Professor Tisza in the Spring of 1976. Over the last 100 years, the mathematical tools employed by physicists have expanded considerably, from differential calculus, vector algebra and geometry, to advanced linear algebra, tensors, Hilbert space, spinors, Group theory and many others. These sophisticated tools provide powerful machinery for describing the physical world, however, their physical interpretation is often not intuitive. These course notes represent Prof. Tisza's attempt at bringing conceptual clarity and unity to the application and interpretation of these advanced mathematical tools. In particular, there is an emphasis on the unifying role that Group theory plays in classical, relativistic, and quantum physics. Prof. Tisza revisits many elementary problems with an advanced treatment in order to help develop the geometrical intuition for the algebraic machinery that may carry over to more advanced problems. The lecture notes came to MIT OpenCourseWare by way of Samuel Gasster, '77 (Course 18), who had taken the course and kept a copy of the lecture notes for his own reference. He dedicated dozens of hours of his own time to convert the typewritten notes into LaTeX files and then publication-ready PDFs. You can read about his motivation for wanting to see these notes published in his Preface below. Professor Tisza kindly gave his permission to make these notes available on MIT OpenCourseWare.