Tags » Proportions

A Speedie Foodie Post

Since Friday’s meal out, I have gone back to basics, trying to concentrate on SW’s third of a plate consisting of speed food at each meal. 306 more words


How to Enlarge a Drawing to Scale

This is the method my Drawing professor taught us to transfer the impressionist paintings we’re copying to our large pastel drawing paper. If you look closely at this photo, you’ll see that both my drawing paper and my reference image are covered in a grid of triangles. 180 more words

Art School Advice

Smooth ride

(Source: www.businesstimes.com.sg)

ONE of the things you may or may not notice about the Mercedes-Benz SLC is that it has no “class”. Not that the smallest convertible from the brand with the three-pointed star lacks stylishness or refinement, but rather, it does not have the usual suffix found on other models such as the S-Class, E-Class or C-Class. 482 more words

Money Matters

Wednesday, 9/21: Percents & Proportions (6th & 7th grade only)

Learning Target: Use proportions to solve problems.
Handouts: Percents & Proportions (Turn in: Thurs, 9/22)

Today we did a review on how to solve a proportion and how to set up & solve a percent problem. 17 more words

1st Quarter Math Posting

The Importance of a Clearly Stated Algorithm


I posted a piece earlier in this blog titled Sheldon’s Compound Proportions. It describes what Sheldon labels the “cause and effect” method for solving compound proportions, which as far as I can tell, aren’t in todays’ texts. 1,440 more words


Da Vinci's Vitruvian Explorations

As WordPress has reminded me, this is my very first post. So I guess I should give you a snapshot of my intention.  As someone who has spent a LOT of time developing curriculum and pulling from online resources, I’d like to share the curriculum I put together for my art students this year in hopes to help other teachers, parents or caregivers. 216 more words


Metric to Metric Conversion: Ultimately, it’s a Proportion!


This discussion came about because one student in one class simply asked “Why does this work”? He was referring to the procedure for converting metric units to other metric units, for example, “how many centimeters are there in 10 kilometers?” He could see that the “moving the decimal point” procedure worked but he kept insisting that there must be more to it; that somehow someone had figured this out and he wanted to know how it had been figured out. 743 more words