Digital Literacy and Responsibility. The student will learn new skills for using technology in productive, creative, and responsible ways. They will use the skills to help themselves and others in their world to make good decisions about technology. (Description taken from site, retrieved on May,3, 2016)

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This Check Your Readiness Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

This resource allows students to record and track their data for multiple formative and summative assessments related to inferencing.

This lesson introduces students to lateral reading, a strategy for investigating who's behind an unfamiliar online source by leaving the webpage and opening a new browser tab to see what trusted websites say about the unknown source. Students watch the teacher model lateral reading and then have a chance to practice the strategy to determine who is behind a website and, ultimately, whether that website is trustworthy.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to the first concept. Registration is required and free.

Student assessment on the topic of Investing.  Assessment includes topics such as stocks, bonds, commodities, retirement plans, mutual funds, and real estate.  Calculation problems include Rule of 72, dividends, and stock splits.  Includes a variety of questioning techniques:  multiple choice, true/false, short answer, and fill in the blank.

Knowing finger types each key on a keyboard is important knowledge to know when learning how to type. This is a blank keyboard fingering chart that can be used in a variety of ways to help students review and assess their knowledge of which fingers type each key.

Knowing where the keys are located on a keyboard is important knowledge to know when learning how to type. This is a blank keyboard that can be used in a variety of ways to help students review and assess their knowledge of where the keys are located on a keyboard.

I have students type an assessment that is located on the following site: http://www.freetypinggame.net/free-typing-test.asp

The assessment should read #26 Classic Tales - (1 Minute Timed Typing Test) I allow 1 to 2 errors to occur. I do encourage the students to use their backspace button to fix their errors. If you have less than 2 errors they may record the higher number of the two numbers. Keyboard must be covered by using one of the following items: cardboard box, rubber skin, painted/blank keyboard, black corrugated cardboard, or a pillow case.

The students simply fill out their progress on the chart and can simply add on to their column once their speeds increase throughout the school year.

Instead of using a students name you could simply post their student number.

Every election year and for years after elections, there are several major issues that persistently trouble Americans. Every election year, politicians pledge that they will address these issues, and nearly every year they fall short of many peoples’ expectations. This time may be different, but it will take an educated voting population to explain to politicians exactly what they want done to address the issues. In this lesson, we begin that process by examining problems surrounding health care costs, funding higher education, and preserving social security. Then, students look at how the current presidential candidates are proposing to address these issues, and formulate a short media presentation using Flipgrid (https://info.flipgrid.com/) or some other media presentation tool to endorse one candidate.

Big Ideas: The same number can be shown in many different ways. 10 bundles of 10 can be combined to make a “hundred."
This lesson introduces the concept of "hundreds" and the various ways that one hundred can be made using groups of tens and ones. The task presents a basketball game in which the points are base ten values. The students are asked to think about and represent the different ways one could score 100 points. Understanding that there is no one "right" way to represent a number using base ten helps students have a solid foundation for later skills such as place value of 3 and 4 digit numbers, addition and subtraction with regrouping, and multiplication.
Special Materials: Base Ten Blocks

Students are demonstrating an understanding of healthy relationships, dating, and life related to your knowledge and experiences of Human Growth and Development.  This is a great way for you to help loved ones understand the best advice on being young and smart in relationships.  Tell a personal story, help your younger sibling make healthy choices in relationships for a variety of reasons, and make it interesting! (However, they do not "have" to give this to their sibling or a younger family member - it is their choice)

Students will explore the microscopic world found living on lichens and mosses. Using a simple collection and extraction process, students will observe extremophiles called tardigrades. This lab includes a reading activity with questions as well as an anticipation guide handout for use with a YouTube video.

This is a performance Task in which students are asked to classify linear and exponential relationships from a table, graph or equation.

These rubrics can be used when students are working in literature circle groups to assess their collaboration and public speaking skills. There is one rubric for the teacher to assess student preparedness and contribution to the group as well as speaking and listening skills. Another rubric has been adapted to allow for students to peer-assess and self-assess at the end of a literature circle cycle. The rubrics provide clear expectations for group collaboration aligned to the Common Core State Standards for Speaking & Listening. 

This lesson plan is prepared to increase the awareness of several mental health disorders. The plan provides team-based activities and a research project for students in three class periods. In Class 1, students explore the depictions of symptoms, treatments, and causes of a mental illness in “The Yellow Wall-Paper,” a short story written in late 1800s by Charlotte Perkins Gilman. Students move from the past and fiction to the present.  InClass 2 as they work in teams to research and gather information on a specific mental health disorder in preparation for creating a poster for the third class. In Class 3 students display their posters as well as view other teams' posters to share information and to raise awareness of various mental health disorders.

Using video segments and web interactives from Get the Math, students engage in an exploration of mathematics, specifically reasoning and sense making, to solve real world problems. In this lesson, students focus on understanding the Big Ideas of Algebra: patterns, relationships, equivalence, and linearity; learn to use a variety of representations, including modeling with variables; build connections between numeric and algebraic expressions; and use what they have learned previously about number and operations, measurement, proportionality, and discrete mathematics as applications of algebra. Methodology includes guided instruction, student-partner investigations, and communication of problem-solving strategies and solutions. In the Introductory Activity, students view a video segment in which they learn how Elton Brand, an accomplished basketball player, uses math in his work and are presented with a mathematical basketball challenge. In Learning Activity 1, students solve the challenge that Elton posed in the video, which involves using algebraic concepts and reasoning to figure out the maximum height the basketball reaches on its way into the basket by using three key variables and Elton Brand's stats. As students solve the problem, they have an opportunity to use an online simulation to find a solution. Students summarize how they solved the problem, followed by a viewing of the strategies and solutions used by the Get the Math teams. In Learning Activity 2, students try to solve additional interactive basketball (projectile motion) challenges. In the Culminating Activity, students reflect upon and discuss their strategies and talk about the ways in which algebra can be applied in the world of sports and beyond.

Mathwire is a free math resource. It is aligned with the NCTM Standards. It has activities for students in various grades and various topics.

This lesson is designed to help students develop strategies for solving optimization problems. Such problems typically involve using limited resources to greatest effect, as in, for example, the allocation of time and materials to maximize profit.
Before the lesson, students attempt the problem individually. You then review their work and formulate questions for students to answer in order to improve their solutions.At the start of the lesson, students work alone answering your questions.Students are then grouped and engage in a collaborative discussion of the same task. In the same small groups, students are given sample solutions to comment on and evaluate.In a whole-class discussion, students explain and compare solution strategies seen and used.Finally, students revise their individual solutions and comment on what they have learned.
Materials required
Each individual student will need a copy of the  task, some plain paper, a calculator, and a copy of the How Did You Work? questionnaire.Each small group of students will need copies of the Sample Responses to Discuss.Graph paper should be kept in reserve and used only when necessary or requested.
Time needed
Approximately 15 minutes before the lesson, a 1-hour lesson, and 10 minutes in a follow-up lesson.