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: use the area of right triangles to deduce the areas of other shapes; use dissection methods for finding areas; organize an investigation systematically and collect data; deduce a generalizable method for finding lengths and areas (The Pythagorean Theorem.)

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 lesson unit is intended to help teachers assess how well students: are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.

This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.

Mathematical goals
This lesson unit is intended to help you assess how well students are able to understand what the different algebraic forms of a quadratic function reveal about the properties of its graphical representation. In particular, the lesson will help you identify and help students who have the following difficulties:
Understanding how the factored form of the function can identify a graph's roots.Understanding how the completed square form of the function can identify a graph's maximum or minimum point.Understanding how the standard form of the function can identify a graph's intercept.

Before the lesson, students work individually on an assessment task that is designed to reveal their current understandings and difficulties. You then review their work and create questions for students to answer in order to improve their solutions.After a whole-class interactive introduction, students work in pairs on a collaborative discussion task in which they match quadratic graphs to their algebraic representation. As they do this, they begin to link different algebraic forms of a quadratic function to particular properties of its graph.At the end of the lesson there is a whole-class discussion.In a follow-up lesson students attempt to improve their original response to the assessment task.
Materials required
Each individual student will need two copies of the Quadratic Functions assessment task and a mini-whiteboard, pen, and eraser.Each pair of students will need Domino Cards 1 and Domino Cards 2, cut into ten ‘dominoes'.
Time needed
15 minutes before the lesson, a 95-minute lesson (or two shorter lessons), and 10 minutes in a follow-up lesson. Timings are approximate and will depend on the needs of the class.

This lesson unit is intended to help teachers assess how well students are able to: recognize and visualize transformations of 2D shapes; and translate, reflect and rotate shapes, and combine these transformations. It also aims to encourage discussion on some common misconceptions about transformations.

This comprehensive lesson plan taps on students' conceptual understanding of the area model, order of operations, and whole-number exponents to explore and solve a card-matching task. Students will need to match a set of compound rectangles to numerical expression that will give the area for the figure. Students will need to utilize the distributive and commutative properties to solve the task. Aside from the expressions and equations standard, this resource can be used as a geometry/measurement task as well. This lesson plan contemplates individual and group activities producing student engagement.

This lesson unit is intended to help teachers assess how well students are able to solve problems involving area and arc length of a sector of a circle using radians. It assumes familiarity with radians and should not be treated as an introduction to the topic. This lesson is intended to help teachers identify and assist students who have difficulties in: Computing perimeters, areas, and arc lengths of sectors using formulas and finding the relationships between arc lengths, and areas of sectors after scaling.

This lesson unit is intended to help teachers assess how well students are able to identify and use geometrical knowledge to solve a problem. In particular, this unit aims to identify and help students who have difficulty in: making a mathematical model of a geometrical situation; drawing diagrams to help with solving a problem; identifying similar triangles and using their properties to solve problems; and tracking and reviewing strategic decisions when problem-solving.

This lesson unit is intended to help teachers assess how well students are able to: solve linear equations in one variable with rational number coefficients; collect like terms; expand expressions using the distributive property; and categorize linear equations in one variable as having one, none, or infinitely many solutions. It also aims to encourage discussion on some common misconceptions about algebra.

This lesson unit is intended to help teachers assess how well students are able to formulate and solve problems using algebra and, in particular, to identify and help students who have the following difficulties: solving a problem using two linear equations with two variables; and interpreting the meaning of algebraic expressions.

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

This lesson unit is intended to help teachers assess how well students are able to: form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using variables to represent quantities in a real-world or mathematical problem and solving word problems leading to equations of the form px + q = r and p(x + q) = r.

This lesson unit is intended to help you assess how well students are able to: recognize and use common 2D representations of 3D objects and identify and use the appropriate formula for finding the circumference of a circle.

The lesson is 25 pages and about positive and negative numbers.  It starts off with the mathematical goals and standards for the lesson. The resource is laid out with easy to  follow instructions.   There are various bolded titles starting with an introduction, materials needed, it gives a suggested lesson outline, along with practice examples. The lesson is intended to help the teacher assess how well students understand and use numbers in context.  The resource uses black and red text to show the difference between what the teacher needs to do/say and what the student needs to do.

Students explore volume by trying to pack a moving truck with boxes of specified sizes.
The lesson is structured in the following way:
* Before the lesson, students attempt the Packing It In task individually. You review their responses and formulate questions that will help them improve their work.
* At the start of the lesson, students read your comments and consider ways to improve their work.
* In pairs or threes, students work together to develop a better solution, producing a poster to show their conclusions and their reasoning.
* Then, in the same small groups, students look at some sample student work showing different approaches to the problem. They evaluate the strategies used and seek to improve the arguments given.
* In a whole-class discussion, students compare different solution methods.
* Finally, students reflect individually on their learning.