This microcredential represents educators' understanding and implementation of history and proof in the classroom. This is the fifth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' implementation of lesson planning and identifying student misconceptions in the classroom. This is the fourth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This piece is focused on showcasing a teacher’s mastery and understanding of the Conceptual Underpinnings of Geometry Pedagogy in the classroom. This is the third of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology as a part of geometry instruction.

This microcredential represents educators' ability to plan an effective Secondary Mathematics lesson plan that utilizes appropriate and varied instructional strategies. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' use of a variety of assessment types contextualized within a unit plan and the use of those assessment results to inform instruction. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' ability to plan an effective Secondary Mathematics unit plan that is aligned to grade-specific standards, anticipates student responses, and includes questions to further student’s learning. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This microcredential represents educators' understanding of how key mathematical ideas build across grades and how that progression of ideas impacts the standards in a selected course.

This is the sixth of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on the use of formative and summative assessments to teach a unit of Probability and Statistics with a focus on conceptual understanding.

This is the first of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on a unit plan related to Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

This microcredential represents an educator's planning for, implementation of, and reflection on a Statistics & Probability leaning unit that addresses the Statistical Habits of Mind, is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the fifth of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This microcredential represents an educator's ability to identify, address, and reflect on student misconceptions related to a Statistics & Probability lesson that is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the second of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This is the third of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on the use of technology to teach Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

The secondary supplemental mathematics course is designed to provide just-in-time, customized support for students during the school day who would benefit from extra scaffolded instruction in addition to their core mathematics course. Despite being an elective mathematics course that does not carry mathematics credit, it should be taught by a certified mathematics teacher because it is intended to increase student understanding and achievement by increasing time and intensity on grade level core standards. Instructional strategies that are used in the just-in-time support course should align with NCTMÕs effective Mathematics Teaching Practices and value each learnerÕs mathematical identity.

This microcredential represents educators' ability to effectively and consistently use mathematical modeling as a part of mathematics instruction. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

Self-directed learning is a strategy where the student takes charge of the learning, seeks out information and develops solutions with minimal or no aid by a teacher.

Self-Reported Grades allows students to assess their performance against predetermined standard criteria. This can include assessing their own work and coming to conclusions about the path toward improvement, progress, and achievement, and supporting other students in connecting their learning to meaningful strategies for growth.

Self-verbalization is talking to oneself about intellectual tasks, focusing one’s attention, planning and responding to tasks, and utilizing self-reinforcement. Self-questioning is an evaluative process where students ask themselves helpful questions before, during, and after learning to check their understanding.

Selling Candy: Standard 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Shapes: Standard 6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).