Welcome to the STEM Center of Excellence at Girl Scout Camp Whispering Cedars!

talkSTEM worked together Girl Scouts of Northeast Texas to create a walkSTEM experience for all to enjoy and learn together. As part of a walkSTEM experience, we hope that you will use these videos to explore your world through a new lens. In this playlist, you will find several videos exploring the unexpected science, technology, engineering and math found around the STEM Center of Excellence.

Girl Scouts are known for their commitment to empowering Young Women by providing unique and opportunities to engage with STEM. That’s why we were so excited for the opportunity to partner with them to create a walkSTEM® tour at Camp Whispering Cedars for Scouts, Troop Leaders, and other visitors.

education

Quality education

identifying or using equivalent English (square inches, square feet, square yards) or metric systems (square centimeters, square meters)

MA.7.MEA-2

Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units).

MA.3.MD.8

Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole numbers to find volumes (length 𝑥 width 𝑥 height).

MA.5.MD.7.a

Describe the change in perimeter or area when one attribute (length or width) of a rectangle changes.

MA.4.4.4.PO 5

Use variables to represent quantities in a real-world or mathematical problem. Construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of these forms 𝑝𝑥 + 𝑞 = 𝑟 and 𝑝(𝑥 + 𝑞) = 𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Solve equations of these forms fluently. Write an algebraic solution identifying the sequence of the operations used to mirror the arithmetic solution (e.g., The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Subtract 2*6 from 54 and divide by 2; (2*6) + 2𝑤 = 54). Solve word problems leading to inequalities of the form 𝑝𝑥 + 𝑞 > 𝑟 or 𝑝𝑥 + 𝑞 < 𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem (e.g., As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.).

AR.Math.Content.7.EE.B.4

Estimate and measure length, capacity/volume and mass using appropriate customary and metric units Area: square inches, square feet, square centimeters, square meters

MA.4.M.13.4.8.c

Determine the relationship between a semi-circle and a circle.

MA.9-12.MA.912.G.6.In.c

Measure rectangular prisms to find the volume using the literal formula: length x width x height

MA.9-12.MA.912.G.7.In.c

Provide triangular objects and other two-dimensional shapes for children to examine and count the number of sides.

AAAA.PK.A.d.1.d.b

Create large shapes using tape or chalk and have children position their bodies on each line to represent the sides of each shape. Let the children count the number of sides and the number of children each shape took to construct.

AAAA.PK.A.d.1.d.c

Provide a “feely box” with a variety of differently shaped objects and have the children choose one and identify the shape and the number of sides.

AAAA.PK.A.d.1.d.d

Identify the units used in computing volume as cubic centimeters (cm³), cubic meters (m³), cubic inches (in³), cubic feet (ft³), and cubic yards (yd³).

MA.5.M5M4.b

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths (1/2 𝑢), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas 𝑉 = (length) × (width) × (height) and 𝑉 = (area of base) × (height) to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

MGSE6.G.2

Use known measurements (e.g., length, width, and height) to calculate desired measurements (e.g., surface area and volume) of rectangular solids

MA.5.MA.5.4.6

Recognizes that a problem requires two variables (e.g., "What could be the dimensions of a rectangle with a perimeter of 36?"), finds several solutions for the two variables, and if possible, makes a general statement that describes all the possible solutions (e.g., the length and the width must be greater than zero and have a sum of 18).

MA.6.MA.6.10.1.a

Determine if figures are similar, and identify relationships between corresponding parts of similar figures.

MA.7.9.7.14

Determine the distance between two points on a horizontal or vertical number line.

MA.7.9.7.15

Justifications of Conjectures and Conclusions

MA.7.9C

Determine and calculate to an indicated precision the length, width, height, perimeter/circumference, area, volume, surface area, angle measures, or sums of angle measures of common geometric figures or combinations of common geometric figures.

MA.11.7.11.03

Calculate by an appropriate method the length, width, height, perimeter, area, volume, surface area, angle measures, or sums of angle measures of common geometric figures, or combinations of common geometric figures.

MA.8-10.7C.6

estimates to check whether or not measurements and calculations for length, width, weight, volume, temperature, time, and perimeter in real-world problems are reasonable, e.g., which is the most reasonable weight for your scissors – 2 ounces, 2 pounds, 20 ounces, or 20 pounds? A teacher measures one side of a square desktop at 2 feet. Which of the following perimeters is reasonable for the desktop – 2 feet, 4 square feet, 6 square feet, or 8 feet?

MA.4.3.2.A2

adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional information (a frame of reference), e.g., your class has a large jar and a small jar. You estimate it will take 5 small jars of liquid to fill the large jar. After you pour the contents of 2 small jars in, the large jar is more that half full. Should you need to adjust your estimate?

MA.4.3.2.A3

solves real-world problems by applying appropriate measurements and measurement formulas area of squares and rectangles, e.g., a farmer fs field is 35 feet on each side. How many square feet does he have to plow?

MA.5.3.2.A1.h

adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional information (a frame of reference), e.g., after estimating the outside temperature to be 75º F, you find out that yesterday’s high temperature at 3 p.m. was 62º. Should you adjust your estimate? Why or why not?

MA.5.3.2.A4

estimates to check whether or not measurements and calculations for length, width, weight, volume, temperature, time, perimeter, and area in real-world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference), e.g., students estimate, in feet, the height of a bookcase in their classroom. Then a student who is about 5 feet tall stands beside it. The students then adjust their estimate.

MA.6.3.2.A2

estimates to check whether or not the result of a real-world problem using rational numbers, the irrational number pi, and/or simple algebraic expressions is reasonable and makes predictions based on the information, e.g., a goat is staked out in a pasture with a rope that is 7 feet long. The goat needs 200 square feet of grass to graze. Does the goat have enough pasture? If not, how long should the rope be?

MA.7.1.3.A2

estimates to check whether or not measurements or calculations for length, width, weight, volume, temperature, time, perimeter, and area in real-world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference), e.g., students estimate the weight of their book in grams. Then the weight of their calculator is measured in grams. Students then adjust their estimate.

MA.7.3.2.A2

generates and/or solves one- and two-step real-world problems using computational procedures and mathematical concepts rational numbers, e.g., find the height of a triangular garden given that the area to be covered is 400 square feet with a base of 12 1/2 feet

MA.8.1.4.A1.a

generates and/or solves one- and two-step real-world problems using computational procedures and mathematical concepts the irrational number pi as an approximation, e.g., before planting, a farmer plows a circular region that has an approximate area of 7,300 square feet. What is the radius of the circular region to the nearest tenth of a foot?

MA.8.1.4.A1.b

conducts an experiment or simulation with independent or dependent events including the use of concrete objects; records the results in a chart, table, or graph; and uses the results to draw conclusions and make predictions about future events

MA.8.4.1.A1

analyzes the results of an experiment or simulation of two independent events to generate convincing arguments, draw conclusions, and make predictions and decisions in a variety of real-world situations

MA.8.4.1.A2

compares theoretical probability (expected results) with empirical probability (experimental results) in an experiment or simulation with a compound event composed of two independent events and understands that the larger the sample size, the greater the likelihood that the experimental results will equal the theoretical probability

MA.8.4.1.A3

makes predictions based on the theoretical probability of a simple event in an experiment or simulation,

MA.8.4.1.A4.a

makes predictions based on the theoretical probability of compound events composed of two independent events in an experiment or simulation

MA.8.4.1.A4.b

uses data analysis (mean, median, mode, range) in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to develop convincing arguments from these data displays Venn diagrams or other pictorial displays

MA.8.4.2.A1.c

generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with volume and surface area given the measurement formulas of rectangular solids and cylinders, e.g., a silo has a diameter of 8 feet and a height of 20 feet. How many cubic feet of grain can it store?

MA.9-10.1.4.A1.b

represents and/or solves real-world problems with radical equations with no more than one inverse operation around the radical expression, e.g., a square rug with an area of 200 square feet is 4 feet shorter than a room. What is the length of the room?

MA.9-10.2.2.A2.d

uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure.

MA.4.3.2.K1

determines and uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure.

MA.5.3.2.K1

selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using: customary units of measure to the nearest fourth and eighth inch,

MA.5.3.2.K2.a

selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using: metric units of measure to the nearest centimeter,

MA.5.3.2.K2.b

selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using: nonstandard units of measure to the nearest whole unit,

MA.5.3.2.K2.c

selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using: time including elapsed time

MA.5.3.2.K2.d

MA.6.3.2.K1

determines and uses rational number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure.

MA.7.3.2.K1

determines and uses real number approximations (estimations) for length, width, weight, volume, temperature, time, distance, perimeter, area, surface area, and angle measurement using standard and nonstandard units of measure.

MA.9-10.3.2.K1

Calibrates the full width and length of the field or court to regulate personal speed and movement during play.

PHYS.6-8.2B.MS4

Describe measurable attributes (length, height, weight, width, depth) of an object or a set of objects using appropriate vocabulary.

MA.K.KY.K.MD.1

use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials

SCI.K-3.SC-P-STM-S-2

Students will use units of measurement to describe and compare attributes of objects to include length (in, cm), width, height, money (cost), temperature (F) and weight (oz, lb), and sort objects and compare attributes by shape, size and color.

MA.K-3.MA-EP-2.1.5

Students will use nonstandard and standard units of measurement to identify measurable attributes of an object (length and width) using appropriate units of measurement.

MA.4.MA-04-2.1.3

Students will use measurements to describe and compare attributes of objects to include length (in, ft, yd, mile; cm, m, km), width, height, money (cost), temperature and weight (oz, lb, ton; g, kg); sort objects and compare attributes of objects.

MA.4.MA-04-2.1.4

Use estimates and measurements to calculate perimeter and area of rectangular objects (including squares) in U.S. (including square feet) and metric units

MA.4.M.4.25

Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass

SCI.3.PS.19

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Math.Content.7.G.B.6

Know how to derive and use the formula (length x width x height) for the volume of a rectangular prism.

MA.5.C.3.c

Knowledge of the base and height of a right triangle are the length and width of a rectangle to discover the formula A = bh/2

MA.6.6.G.1.C

Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm³, m³, in³, ft³, yd³).

MA.5.M.UN.05.02

Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet.

MA.6.M.UN.06.01

Recognize inversely proportional relationships in contextual situations; know that quantities are inversely proportional if their product is constant, e.g., the length and width of a rectangle with fixed area, and that an inversely proportional relationship is of the form y = k/x where k is some non-zero number.

MA.7.A.PA.07.09

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Math.Content.7.G.B.4

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Math.Content.7.G.B.5

Creates open space by using the width and length of the field/court on offense.

PHYS.6.2.3.a

Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns.

MA.4.4.3.2.3

Math.Content.7.G.4

Know the formulas for the area and circumference of a circle and use them to solve problems from a variety of cultural contexts, including those of Montana American Indians; give an informal derivation of the relationship between the circumference and area of a circle.

MA.7.G.4

MA.7.G.5

Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

MA.9-12.F-TF.4

Convert between various units of area and volume, such as square feet to square yards

MA.9-12.MA 12.2.5.c

Convert between various units of length, area, and volume (e.g., such as square feet to square yards).

MA.9-11.MA 11.3.3.a

An angle that turns through 𝘯 one-degree angles is said to have an angle measure of 𝘯 degrees.

Math.Content.4.MD.C.5.b

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Math.Content.4.MD.C.6

Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Math.Content.4.MD.C.7

Recognize that mathematical facts, procedures, and claims must be justified.

MA.8.4.5.8 D.1

Use reasoning to support their mathematical conclusions and problem solutions.

MA.8.4.5.8 D.2

Select and use various types of reasoning and methods of proof.

MA.8.4.5.8 D.3

Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.

MA.8.4.5.8 D.4

Use technology to gather, analyze, and communicate mathematical information.

MA.8.4.5.8 F.1

Choose and use the appropriate units and measurement tools to quantify the properties of objects (e.g., length [ruler], width [ruler], or mass [balance scale]).

MA.3.3.M.1.2

Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

MA.9-12.F-TF.1

Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

MA.9-12.F-TF.2

Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–𝘹, π+𝘹, and 2π–𝘹 in terms of their values for 𝘹, where 𝘹 is any real number.

MA.9-12.F-TF.3

Objects have properties that can be observed, described, and/ or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

SCI.K-4.4.P3.1c

Apply the formulas for the area and circumference of a circle to solve problems.

MA.NY-7.G.4

NY.CCLS.Math.7.G.4

NY.CCLS.Math.9-12.F-TF.1

NY.CCLS.Math.9-12.F-TF.2

NY.CCLS.Math.9-12.F-TF.3

Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units.

MA.NC.5.MD.4

MATH.9-12.Math.Content.HSF-TF.2

Know the formulas for the area and circumference of a circle and use them to solve problems.

MA.7.G.4.i

Informally derive the relationship between the circumference and area of a circle.

MA.7.G.4.ii

MA.4.MD.5.b

MA.4.MD.6

MA.4.MD.7

Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.

MA.8.3

Use appropriate measurement tools and techniques to construct a figure or approximate an amount of specified length, weight or volume (capacity); e.g., construct a rectangle with length 2 1/2 inches and width 3 inches, fill a measuring cup to the 3/4 cup mark.