Students will compare and contrast adult plants and seedlings/young plants using pictures, journaling, growing plants in the classroom and comparing experimental plant growth with natural plant growth to learn why plants survive and where.

PlopIt allows users to build dot plots of data using the mouse. View how the mean, median, and mode change as entries are added to the plot. Parameters: Range for observations.

A teacher records suggestions and comments on writing assignments as a podcast that students can access anytime and replay as needed. This allows for timely formative feedback.

In the game Polygon Capture, students select polygons based on specific attributes as associated with angles of the polygon and sides of the polygons.  During the activity, students will be presented with situations they may not always encounter in geomoetry.  For instance, instead of being asked to select "all polygons with right angles" and "all polygons with 4 equal sides" they may be asked to select "all polygons with at least one right angle" and with "no parallel sides."

This activity is designed to facilitate vocabulary rich conversations about geometric transformations.  The students are randomly paired to play Guess Who games with transformations of shapes. Terms used may include translation, rotation, reflection, dilation, scale factor, image, and pre-image.

Experiment with placing roots of a polynomial in order to get a desired shape.  The desired shape will be a unique format for a roller coaster.   The activity is intended to show the relationship among polynomials, curves, and a very common application.

Drag the points to change the graph of the polynomial and watch the derivative change accordingly. Nice choices will let the graph of the derivative stay within the given window.

Drag the red marker along the x axis to move the point. Choose among polynomials of degree 2, 3, 4, or 5. Check the boxes to see the tangent line and the derivative graphs.

Students identify and describe potential and kinetic energy changes that happen on a roller coaster track.

Students can use this module to create/draw box plots given specific information (i.e., five number summary, mean, and standard deviation).

Students will practice writing decimals, fractions, and the word form associated with them.
Mathematical Practice 4 - Model with Mathematics - is focused on in this lesson as they represent fractions and decimals in numerous forms and with models. 
The students will watch a short video and then the teacher will lead them through discussion and activities.

We define common assessments as teacher-developed assessments, designed around courses where the same standards are assessed, questions are asked, and scoring rubrics are used by each course teacher. (We say this: if you cannot score another teacher's assessments, then your assessments are not common.)
This document poses a process with questions for content teachers to discuss, so that they can identify the standards they want to build common assessments around, and begin the work of creating together. In addition to content standards, the assessment needs to include a writing task based on standard W9: citing textual evidence when analyzing, reflecting, or researching.

This mini-project allows students to choose a brand to complete an analysis of their product offerings and plot them on the product life cycle chart. They then have to explain why each of their 10 selected items is at that point on the chart.

This worksheet allows students to share what they know about product positioning strategies in the marketplace.

This task shows three equivalent expressions and requires that students understand the structure and purpose of each one. This is a critical aspect of Seeing Structure in Expressions. 
The primary purpose of this task is to assess students' knowledge of certain aspects of the mathematics described in the High School domain A-SSE: Seeing Structure in Expressions. Specifically, standard A-SSE.3 reads A-SSE.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
The Standards avoid the term "simplify" as there isn't always an obvious simplest form. The emphasis instead is on, "purposeful transformation of expressions into equivalent forms that are suitable for the purpose at hand." This task shows three equivalent expressions and requires that students understand the structure and purpose of each one. This is a critical aspect of Seeing Structure in Expressions. 
Mathematically this task:
• Prompts students to analyze three equivalent quadratic expressions • Allows students to focus on the structure of the expressions without focusing on the procedural skill of factoring or expanding the expressions • Gives a real-world context for students to interpret the properties of quadratic expressions • Requires students to look for and make use of structure (MP.7)
In the classroom: • Offers students and teachers an opportunity to see an assessment-type task with two response types • Allows teachers to target specific student misunderstandings for reteaching • With follow-up questions, teachers can prompt students to share their thinking about the concepts in this task

This assignment was used during distance learning and required students to find different examples of promotional activities companies were doing during COVID-19.  Students created a slideshow highlighting the different promotional pieces they found and then reflected on how it related to the AIDA model discussed in class. 

This interactive resource allows students to watch instructional videos and practice punctuation skills with a self-check component.  The punctuation included are commas, periods, semicolons, colons, quotation marks, exclamation marks, hyphens, and dashes.

Stanford History Education Group's lesson on Puritans provides students with a background lecture on the Puritans (one of the group's who settled the 13 British colonies).  It then asks students, through reading two primary sources from the Puritans, to assess their motivations for settling in the Americas based on the historical question: Were the Puritans selfish or selfless (in their motivation)? This lesson asks students to engage in historical empathy and understand the purpose behind historical actions as historians would.

This is an example of a poorly constructed survey that I give to my students right after talking about question design in market research.  We identify as a group all of the errors within this survey.See video link below for a quick description of how I use this in my classroom.Questionnaire - Poor Example

This lesson will introduce the students to the challenges of American foreign policy in the late 19 century and specifically to the political debate over whether the United States should acquire further territory and/or become a European-style empire. With the help of primary source documents students will debate this issue to help them come to their own assessment of the idea of an American Empire. (Taken directly from website)