This lesson unit addresses common misconceptions relating to probability of simple and compound events. The lesson will help you assess how well students understand concepts of: Equally likely events; randomness; and sample sizes.

This lesson unit is intended to help teachers assess how well students are able to: model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions; and interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.

This lesson unit is intended to help teachers 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 teachers identify and help students who have the following difficulties: understanding how the factored form of the function can identify a graphŐs roots; understanding how the completed square form of the function can identify a graphŐs maximum or minimum point; and understanding how the standard form of the function can identify a graphŐs intercept.

Instructional expert Jim Knight visits John Cusick to observe a small groups project and discuss the classroom management techniques he is using. John and Jim discuss structured lessons, giving students respect, and finding the key to unlocking their love of learning.

This lesson unit is intended to help teachers assess how well students are able to: articulate verbally the relationships between variables arising in everyday contexts; translate between everyday situations and sketch graphs of relationships between variables; interpret algebraic functions in terms of the contexts in which they arise; and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.

This lesson unit is intended to help teachers assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with: choosing an appropriate, systematic way to collect and organize data; examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile; generalizing using numerical, geometrical or algebraic structure; and describing and explaining findings clearly and effectively.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

This lesson unit is intended to help teachers assess how well students are able to use geometric properties to solve problems. In particular, the lesson will help you identify and help students who have the following difficulties: solving problems by determining the lengths of the sides in right triangles; and finding the measurements of shapes by decomposing complex shapes into simpler ones. The lesson unit will also help students to recognize that there may be different approaches to geometrical problems, and to understand the relative strengths and weaknesses of those approaches.

Use this resource to review a possible curriculum for a high school level Global Studies course aligned to the English-Language Arts Common Core State Standards and Wisconsin Social Studies Standards. The goal of this course is to ensure that students are purposeful, motivated readers who make meaning from what they read to be democratic citizens now and in the future. Throughout this course, students will become independent learners that understand the value of reading and writing in today’s global community. This course will foster the 21st Century skills of creativity, collaboration, problem solving, critical thinking, communication, productivity, and innovation within a context that uses standards from both the Wisconsin Social Studies Standards and the Common Core State Standards for English-language Arts (CCSS ELA). Moving throughout the year, students will focus on the five strands of social studies aligned by the Wisconsin Standards:

Geography: People, Places, and Environment

History: Time, Continuity, and Change

Political Science and Citizenship: Power, Authority, Governance, and Responsibility

Economics: Production, Distribution, Exchange, and Consumption

The Behavior Sciences: Individuals, Institutions, and Cultures

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

This lesson unit is intended to help you assess how students reason about geometry and, in particular, how well they are able to: use facts about the angle sum and exterior angles of triangles to calculate missing angles; apply angle theorems to parallel lines cut by a transversal; interpret geometrical diagrams using mathematical properties to identify similarity of triangles.

This lesson unit is intended to help teachers assess how well students are able to interpret percent increase and decrease, and in particular, to identify and help students who have the following difficulties: translating between percents, decimals, and fractions; representing percent increase and decrease as multiplication; and recognizing the relationship between increases and decreases.

This lesson unit is intended to help teachers assess how well students are able to use geometric properties to solve problems. In particular, it will help you identify and help students who have difficulty: decomposing complex shapes into simpler ones in order to solve a problem; bringing together several geometric concepts to solve a problem; and finding the relationship between radii of inscribed and circumscribed circles of right triangles.

This lesson unit is intended to help teachers assess how well students are able to translate between words, symbols, tables, and area representations of algebraic expressions. It will help teachers to identify and support students who have difficulty in: recognizing the order of algebraic operations; recognizing equivalent expressions; and understanding the distributive laws of multiplication and division over addition (expansion of parentheses).

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

This lesson unit is intended to help you assess how well students are able to: Perform arithmetic operations, including those involving whole-number exponents, recognizing and applying the conventional order of operations; Write and evaluate numerical expressions from diagrammatic representations and be able to identify equivalent expressions; apply the distributive and commutative properties appropriately; and use the method for finding areas of compound rectangles.