This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

This lesson unit is intended to help you assess how well students are able to: Perform arithmetic operations, including those involving whole-number exponents, recognizing and applying the conventional order of operations; Write and evaluate numerical expressions from diagrammatic representations and be able to identify equivalent expressions; apply the distributive and commutative properties appropriately; and use the method for finding areas of compound rectangles.

This lesson unit is intended to help teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.

This lesson unit is intended to help you assess how well students are able to manipulate and calculate with polynomials. In particular, it aims to identify and help students who have difficulties in: switching between visual and algebraic representations of polynomial expressions; and performing arithmetic operations on algebraic representations of polynomials, factorizing and expanding appropriately when it helps to make the operations easier.

This lesson unit is intended to help you assess how well students are able to: Interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects on the area of a rectangle of systematically varying the dimensions whilst keeping the perimeter constant; interpret and evaluate the data generated and identify the optimum case; and communicate their reasoning clearly.

This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

This lesson unit is intended to help teachers assess how well students are able to: make sense of a real life situation and decide what math to apply to the problem; understand and calculate the conditional probability of an event A, given an event B, and interpret the answer in terms of a model; represent events as a subset of a sample space using tables, tree diagrams, and Venn diagrams; and interpret the results and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students understand conditional probability, and, in particular, to help teachers identify and assist students who have the following difficulties: representing events as a subset of a sample space using tables and tree diagrams; and understanding when conditional probabilities are equal for particular and general situations.

This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the constraints and variables mathematically; select appropriate mathematical methods to use; make sensible estimates and assumptions; investigate an exponentially increasing sequence; and communicate their reasoning clearly.

This lesson unit is intended to help you assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods; interpret and evaluate the data generated; and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students are able to: choose appropriate mathematics to solve a non-routine problem; generate useful data by systematically controlling variables; and develop experimental and analytical models of a physical situation.

This lesson unit is intended to help you assess how well students use algebra in context, and in particular, how well students: explore relationships between variables in everyday situations; find unknown values from known values; find relationships between pairs of unknowns, and express these as tables and graphs; and find general relationships between several variables, and express these in different ways by rearranging formulae.

Every student in Ms. Montgomerys class draws a picture of a monster and then writes a descriptive paragraph about it. Ms. Hoover then connects this class with another via video conference. This new class must now draw pictures based on the descriptions from the first class, who are now very aware of the importance of details in descriptive writing.

Madeline Noonan meets with all of her students individually during writer's workshop. In each conference, she specifically identifies strengths and two goals. Students continue to revise and rewrite throughout the workshop process and build confidence in their writing at the same time.

Madeline Noonan starts every class day with a morning meeting. Students use vocabulary to describe how they're feeling, practice speaking in front of peers, and gain trust by sharing a little about themselves. A daily "greeting" adds a bit of fun.

Madeline Noonan uses "The Sneetches" by Dr. Seuss as a touchstone text creating a shared experience with the class that can be referred back to again and again. In this lesson, the touchstone text teaches students about looking for metaphors and symbols across an entire text rather than just a phrase or sentence.

Challenging math problems worth solving.

The name “Open Middle” might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have:
* a “closed beginning” meaning that they all start with the same initial problem.
* a “closed end” meaning that they all end with the same answer.
* an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.

Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.

This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the constraints and variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the optimum case, checking it for confirmation; and communicate their reasoning clearly.