Once students have the concept of doubles down as a fact strategy they can then use this fact to identify relationships about other number facts. Students recognize the patterns and relationships between the numbers while modelling using concrete manipulatives and diagrams. This is a strategy that uses  Counting On and Doubles as a combined strategy. 

Students will use unit cubes (or other counters), spinner, dice,  to build understanding of doubles Working with the doubles strategy is imperative for students to understand how to apply other strategies. Included are several tasks and activities that you can use and/or rotate throughg with students as they progress to proficiency using the doubles strategy. As students work with and learn the doubles strategy (especially at the beginning) they should record their results. This can be done using a sums within 20 addition table which can help students to visualize the pattern.

Provided in the content is only one doubles sheet. To play with more than one student at a time, multiple copies will have to be made with different patterns. Some students will still need to have concrete manipulatives available to them so that the can create the double, or you might ask the students to make a picture to should how they doubled (did they make pairs, did they count out the given value and then make a copy).For each player distribute:1 card.20 counters to mark spaces on the cardCaller should have:1 10-faced die1 spinner split into sixths each sixth should have a letter from the word D-O-U-B-L-E in it.Directions:Have the caller read out a letter-number combination. The caller should roll the die and spinner the spinner to identify the letter-number combination.Place a chip on your scorecard if you have that letter and number. Students will find the letter given by the and will have to double the value from the die since every number on a Doubles card should only have numbers that can be created by doubling. Continue playing until someone gets 5 chips in a row on their scorecard. Othe variations include Blackout (fill the whole card), X Marks the Spot (two diagonal lines that intersect in the middle and include the four corners), Perimeter-or Square (fill all of the spaces on the outside edge), etcShout "DOUBLE” if you get 5 squares in a row (or you have completed the variation).Repeat

The purpose of this task is to study some patterns in a small addition table. Each pattern identified persists for a larger table and if more time is available for this activity students should be encouraged to explore these patterns in larger tables.

Students use this puzzle to practice 2-digit addition. There are two puzzles: one without regrouping and one with regrouping. These puzzles make a great math station/center as students are able to independently check their work. Students can also use this resource as a math choice for when they finished their work. 

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a modification of the Illustrative Math lesson, "Ford and Logan add 45 + 36," https://www.illustrativemathematics.org/content-standards/tasks/2068. This lesson was used with a tier 3 fourth grade intervention math group to help students develop their understanding of place value and use of tens language when adding two digit numbers. I modified it to meet the students' needs by adding ways two other students (Sarah and Tammy) solved the problem: Sarah said, "I know 4 tens plus 3 tens is 7 tens; 5 ones plus 6 ones is eleven ones which is 1 ten and 1 one so 4 tens plus 3 tens plus 1 tens is 8 tens and the one left so the answer is 81." Tammy said, " 45 plus 30 is 75, plus 6 more is 81." Students analyzed and discussed all four methods and compared them to their own methods. I then had students practice using the tens and ones language (like Sarah) for some more addition problems without using place value blocks or models.

Students will have review and practice in two digit addition, with and without regrouping.

As emissions of heat-trapping bases accumulate in our atmosphere, Earth's polar regions are warming more quickly than at lower latitudes. The rapid environmental changes that result from this warming can have a significant impact on the physical and mental health of rural Alaskans: unpredictable weather and changes in the seasons have made harvesting food more difficult, hazardous, and stressful. The risk of physical injury has also increased, as poor ice, extreme weather, and coastal erosion bring new travel hazards. Increasingly difficult harvest conditions for fish, shellfish, berries, caribou, and sea mammals have also increased concerns about food security. Additionally, declines in snow pack, the threat of drought, changes in lake and river conditions, and damage and disruptions to community water systems have prompted concerns of water security. The climate-related challenge faced by Alaska’s tribal health system is to recognize new health stressors and community vulnerabilities, and then find healthy adaptation strategies in an increasingly uncertain future.

This episode features Spelman College student with ADHD who is acing the test when it comes to confronting mental health challenges. Experts offer tips to identify red flags and respond positively to help children with mental health challenges. We introduce “Difference Maker” Dr. John Rhodes, a prominent cardiologist who might never have become a doctor without his own dyslexia diagnosis.

In 2012, water managers in Fredericktown, Missouri, saw their city's main source of water dwindle. They used the EPA’s Climate Ready Water Utilities program to consider options and develop plans to protect their water source.

Stage 1: Digging Into the Data addresses the question “Do disparities in school discipline exist in our school or district?” The guide provides a set of tasks to help determine your data needs, harvest the data you already have at your disposal, identify additional data you may need, disaggregate and analyze your data, and then develop preliminary findings.

Stage 2: Getting at the Roots of Disparities addresses the question “What are the root causes of our disparities in school discipline?” You will learn how to dig deeper and conduct a root cause analysis to understand why disparities exist in your discipline outcomes.

Stage 3: Creating an Action Plan addresses the question “How will root causes of disparities in school discipline be addressed?” This stage walks you through developing an action plan for eliminating the disparities discovered in your root cause analysis that can be implemented, monitored, and continuously improved over time.

The guide includes a Disciplinary Disparities Risk Assessment Tool to aid in data gathering and analysis. The tool contains a series of Microsoft Excel–based worksheets, with detailed instructions on the kind of data to gather and how to analyze your results using a set of key questions. The tool automatically generates visual data displays to enhance analysis. This tool can be used as-is, modified, or serve as a model for designing a tool that can integrate with or import data from an existing school or district database or student management system. The tool also can be used in concert with existing data collection efforts, such as those connected with positive behavioral interventions and supports (PBIS).

The guide also includes the following:
• Templates to help plan and facilitate communication among stakeholders;
• Real-world examples from schools and districts already experiencing success;
• Sidebars and tip sheets to extend knowledge;
• Links to useful resources;
• Strategies for doing a thorough job without getting bogged down; and
• Tips for undertaking tough conversations.

In November 1865 a group of 52 black delegates met in Charleston's Zion Church to formulate a position regarding their future in the still uncertain world of the post-emancipation South. Their address invoked the language of the Declaration of Independence to claim full rights of citizenship for themselves, rights that were endangered by widespread southern "Black Codes." The Black Codes were a series of laws introduced in the months after the war by the reconstituted state legislatures of the South. These laws were enacted to restrict the movements and employment possibilities of blacks regardless of whether they had been free or enslaved before the war?in essence to replace the constrictions of slavery.

This resource is a word and picture sort for students to practice using Spanish adjectives that represent properties of matter. 

In this lab-based activity the students will use their knowledge about the law of conservation of energy to explain the loss of heat by warm water to cold water. Then, the students will use these concepts to design and carry an experiment to determine the unknown temperature of a hot water sample.

Spreadsheets across the Curriculum Module. Students build a spreadsheet to calculate proper medicine dosages using the metric system.

The module Instructional Materials & Professional Learning based on Instructional Partners Curriclum Support Guide Framework is designed to guide district teams as they Understand and explain why instructional materials matterBuild understanding of the Curriculum Support Guide FrameworkBegin to develop the district plan and establish the Review Committee

After learning about introductory Business Law concepts (typically within the first unit of a Business Law course), students will complete research about current events surrounding administrative law. Students will work in teams to research a government agency, it's purpose, current court cases, and potential court cases.

This textbook covers administrative law, rulemaking & legislative control of agencies, executive control of agencies & executive orders, adjudication, judicial review of agency decisions, and reviewability of agency actions. Based on Public Institutions: Administrative Law Cases & Materials Spring 2022  by  Rebecca Bratspies.

In this lesson, students will explore the concept of equity and the varying needs within a community. Using civics and robotics (no previous experience necessary) skills, students will analyze how a robot's trek through a grid represents the endeavor to connect with and assist diverse community members. By reflecting on this symbolic journey, students will deepen their understanding of inclusivity and the importance of addressing individual needs within a community setting.