This task can be used as an instructional task to develop students understanding of independence and students ability to calculate the probability of intersection events using the multiplication rule for independent events.

This activity uses Informational Text to teach Kindergarteners vocabulary. Students will have the opportunity to choose different ways they would like to work with the vocabulary words about the life stages of a butterfly. Butterfly photo credit: Photo by David Clode on Unsplash

8th grade student will apply Newton’s Laws to design, test and evaluate materials to create the most protective helmet for an activity of their choice. Students will use force sensors and Vernier software to analyze the force reduction for their helmets. The culmination of this project is for students to write and present a sales pitch to promote their helmet to their peers at an annual "conference."

Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

This is a task where it would be appropriate for students to use technology such as a graphing calculator or GeoGebra, making it a good candidate for students to engage in Standard for Mathematical Practice 5 Use appropriate tools strategically.

There are two aspects to fluency with division of multi-digit numbers: knowing when it should be applied, and knowing how to compute it. While this task is very straightforward, it represents the kind of problem that sixth graders should be able to recognize and solve relatively quickly.

Buying Jeans: Standard 7.EE.2 Rewriting an expression in different forms sheds light on relationships between quantities.
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).

This lesson is written using the Launch, Explore, Summarize lesson plan format and includes a link to a chart to anticipate student strategies and monitor student strategies and thinking as they work through the problems. Tasks also include a recording sheet where applicable. They are meant to be used as ideas. Please make changes and adaptations as necessary for the students in your class. All of the ideas for the tasks in this bank are common picture book math problems or were created by UVU School of Education Faculty.  If you use one of these tasks, please complete our Picture Book Task Survey so that we can learn more about your experience teaching, how students solve problems, and improve our Picture Book Task Bank.If you have any questions, comments, or concerns, please feel free to contact us at creativelearning@uvu.edu or nicole.gearing@uvu.edu.

The emphasis in this task is not on complex solution procedures. Rather, the progression of equations, from two that involve different values of the sales tax, to one that involves the sales tax as a parameter, is designed to foster the habit of looking for regularity in solution procedures, so that students don't approach every equation as a new problem but learn to notice familiar types.

The emphasis in this task is on the progression of equations, from two that involve different values of the sales tax, to one that involves the sales tax as a parameter. It is designed to foster the habit of looking for regularity in solution procedures, so that students don't approach every equation as a new problem but learn to notice familiar types.

Buying a Car: Standard 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
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).

Buying a Pet: Standard 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
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).

Using guided notes, students will explain the pros and cons of leasing a car and  buying a car. Students will also understand the costs of monthly payments and why they differ between buying and leasing.

This lesson is sure to sizzle, not fizzle, as students use comic strips to find onomatopoetic words, develop a vocabulary list from the words, and discuss why writers use onomatopoeia.

Learn how to not be a 'Bystander' and intervene in bullying. One in five children in the United States experience bullying where a peer harasses, humiliates, or threatens repeatedly. Bullying can have negative psychological, physical, and academic effects.

Faculty who are new to OER may experience difficulty finding an open textbook or other openly licensed materials to adopt for their courses. Searching on your own is time consuming and the choices can be overwhelming. We will hear from a college librarian who helps faculty find and adopt high quality OER to match their course outcomes and the creators of the award winning OER Commons, a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.

Full course of Algebra 1 is presented online by Georgia Virtual Learning. Audio, video, text, games and activities are included to engage ninth grade students in learning.