This is a lesson plan designed to allow students to recall and use the properties of exponents to generate equivalent numeric expressions, identify the appropriate property to use and apply it correctly, and check the numerical value of an expression involving exponents without using a calculator. There is a fun matching activity for students at the end of the lesson to allow students to practice what they have learned and for the teacher to assess their learning by listening to and watching the students work and discuss strategy with each other.

This resource is an assessment task for volume. This resource is two pages for the two questions presented.

This lesson unit is intended to help you assess how well students are able to:
Classify solutions to a pair of linear equations by considering their graphical representations.Use substitution to complete a table of values for a linear equation.Identify a linear equation from a given table of values.Graph and solve linear equations.

This lesson is intended to assess students' understanding of the four quadrants of the coordinateplane, while at the same time introducing them to a mathematical understanding of slope. The taskhelps students to link their intuitive understandings of steepness to a more precise, calculated measureof slope.

The lesson is 23 pages and about the Pythagorean Theorem.  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 about discovering for understanding the Pythagorean Theorem.  The resource uses black and red text to show the difference between what the teacher needs to do/say and wha the student needs to do.

In this lesson students make connections between representations, clear parentheses, simplify, factorize, and use the arithmetic of polynomials in a purposive context.

This lesson is intended to help you 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.Reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.
The lesson includes a pre-assessment activity.  The lesson is designed for students to work in small groups on a collaborative task, matching situations, sketch graphs, and algebraic functions. They refine the graphs and interpret the formulas to answer questions. Students then discuss as a whole-class what has been learned and the strategies used.  Finally, a follow-up post-assessment is included and similar to the pre-assessment to use what they have learned.

This lesson unit is intended to help you assess how well students are able to solve quadratics in one variable. In particular, the lesson will help you identify and help students who have the following difficulties:
Making sense of a real life situation and deciding on the math to apply to the problem.Solving quadratic equations by taking square roots, completing the square, using the quadratic formula, and factoring.Interpreting results in the context of a real life situation.

This lesson unit is intended to help you assess how well students are able to solve real-life mathematical problems. In particular, students will develop their abilities in the following areas:
- Using proportional relationships to solve multistep ratio and percent problems.
- Drawing inferences about a population from a random sample of data.
- Making and stating assumptions based on real-life situations.

The lesson unit is structured in the following way:

- Before the lesson, students attempt the Selling Soup task individually. You review their solutions and formulate questions that will help students to improve their work.
- At the start of the lesson, students respond individually to the questions set.
- In groups, students combine their thinking and work together to produce a collaborative solution in the form of a poster.
- In the same small groups, students evaluate and comment on some sample responses. They evaluate these responses and compare them with their own work.
- In a whole-class discussion, students explain and compare solution strategies.
- Finally, students reflect on their work and their learning.