This lesson unit is intended to help teachers assess how well students are able to visualize two-dimensional cross-sections of representations of three-dimensional objects. In particular, the lesson will help you identify and help students who have difficulties recognizing and drawing two-dimensional cross-sections at different points along a plane of a representation of a three-dimensional object.

This lesson unit is intended to help teachers assess how well students are able to: work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles; Identify and understand the significance of a counter-example; Prove, and evaluate proofs in a geometric context.

This lesson unit is intended to help you assess how well students are able to use geometric properties to solve problems. In particular, it will support you in identifying and helping students who have the following difficulties: Solving problems relating to using the measures of the interior angles of polygons; and solving problems relating to using the measures of the exterior angles of polygons.

This lesson unit is intended to help teachers assess how well students are able to create and solve linear equations. In particular, the lesson will help you identify and help students who have the following difficulties: solving equations with one variable and solving linear equations in more than one way.

This lesson unit is intended to help you 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 you identify and assist students who have difficulties in:
Computing perimeters, areas, and arc lengths of sectors using formulas.Finding the relationships between arc lengths, and areas of sectors after scaling.

This lesson unit is intended to help teahcers assess how well students solve problems involving measurement, and in particular, to identify and help students who have the following difficulties; computing measurements using formulas; decomposing compound shapes into simpler ones; using right triangles and their properties to solve real-world problems.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

This lesson unit is intended to help teachers assess how well students are able to: Select appropriate mathematical methods to use for an unstructured problem; interpret a problem situation, identifying constraints and variables, and specify assumptions; work with 2- and 3-dimensional shapes to solve a problem involving capacity and surface area; and communicate their reasoning clearly.

This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.

This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.

This lesson unit is intended to help teachers assess how well students are able to: use the Pythagorean theorem to derive the equation of a circle; and translate between the geometric features of circles and their equations.

This lesson unit is intended to help teachers assess how well students are able to: translate between the equations of circles and their geometric features; and sketch a circle from its equation.

This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

This lesson unit is intended to help you assess how well students are able to: Model a situation; make sensible, realistic assumptions and estimates; and use assumptions and estimates to create a chain of reasoning, in order to solve a practical problem.

This lesson unit is intended to help teachers assess how well students are able to solve problems involving area and volume, and in particular, to help you identify and assist students who have difficulties with the following: computing perimeters, areas and volumes using formulas; and finding the relationships between perimeters, areas, and volumes of shapes after scaling.

This lesson unit is intended to help teachers assess how well students can: Understand the concepts of length and area; use the concept of area in proving why two areas are or are not equal; and construct their own examples and counterexamples to help justify or refute conjectures.

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 you to assess how well students are able to understand the
meanings of the terms ‘Greatest Common Factor’ (GCF) and ‘Least Common Multiple’ (LCM). In
particular, the lesson will help you to identify and help students who:
*Confuse GCFs and LCMs
*Lack a sense of what values of GCF or LCM might be reasonable for a given pair of numbers.

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.