This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

This lesson unit is intended to help teachers assess whether students are able to: identify when two quantities vary in direct proportion to each other; distinguish between direct proportion and other functional relationships; and solve proportionality problems using efficient methods.

This lesson unit is intended to help teachers assess how well students are able to: translate between decimal and fraction notation, particularly when the decimals are repeating; create and solve simple linear equations to find the fractional equivalent of a repeating decimal; and understand the effect of multiplying a decimal by a power of 10.

This task provides a context for indentifying different ways of representing half of a rectangle.

Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.

Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values. Arabic Language.

Help students understand scale factor by having them re-create their own scale drawing.  We have some images cut out that students can use, or they can bring their own logo/image that they brought from home.  We have students follow the step by step google slide show and break it down as follows:Day 1: Create grid on student's image and determine scale.  Start on grid lines which are on a large white piece of paper and based on the selected scale factor.Day 2: Complete grid lines on paper and model how students are to re-create their drawing one square at a time.  It may also be a good idea to have students label rows and columns (A, B, C... and 1, 2, 3...) so they can easily reference each square.  Students may be ready to start drawing.Day 3 & 4: Work Days-spent recreating their drawing while representing the scale factor and coloring/painting when completed.Day 5: Present

In this task students see different ways of partitioning a circle and a rectangle into two or more equal shares.