The focus of the Count to Know How Many intervention has two phases. Phase 1: Count and write the number of objects up to 20 and understand that the quantitiy stays the same even if objects are moved into different shapes or line. Phase 2: Count out the requested number of objects up to 20 and write the number of objects.

County Fair: Standard 6.EE.6 (Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.).
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 task involves solving equations with rational coefficients, and requires students to use the distributive law ("combine like terms"). The equation also provides opportunities for students to observe structure in the equation to find a quicker solution, as in the second solution presented.

Focusing on the means used by the Incas to send messages over long distances, the lesson introduces students to the Inca Empire, which extended from northern Ecuador to central Chile and from the Andes to the west coast of South America between 1200 and 1535 CE.

This task presents a real world application of finite geometric series. The context can lead into several interesting follow-up questions and projects. Many drugs only become effective after the amount in the body builds up to a certain level. This can be modeled very well with geometric series.

This task presents a real world application of finite geometric series. The context can lead into several interesting follow-up questions and projects. Many drugs only become effective after the amount in the body builds up to a certain level. This can be modeled very well with geometric series.

In this new version of Court Quest, jump on the Justice Express and help guide ordinary citizens who are looking for justice through local, state and federal court systems.

This interactive activity from ChemThink takes a closer look at a covalent bond--how it is formed and how the sharing of two electrons can keep atoms together.

This three-act math task utilizes videos and questioning to help students explore building arrays within 100.

Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.

The Covid-19 Memory Project is designed for K-12 students to share their experiences during this unique time in our history. Student responses will become part of a permanent historical collection retained by Utah Division of State History that will help future generations learn about what life was like during the Covid-19 pandemic in Utah.

What do cowboy hats have to do with fairy tales? Two traditional fairy tales and their Texas-based counterparts set the stage for five different ways to respond to text.

Solvers of this problem apply number sense and logical reasoning to determine the numbers of cows and sheep in each of five fields by using clues about how many cows and sheep can be seen by each animal. The problem includes questions for getting started, suggestions for implementation and differentiation, a printable student page, and sample solutions.

This is a Navajo tale about a character, coyote, tricking bobcat into stealing some corn. Coyote tales are traditional Navajo stories that have been told for thousands of years, passed along from family to family across the generations. As an integral part of the oral traditions of the people, Coyote stories have been used to instruct the young and as well as for guideposts to living a good life. Folded within the humor and misadventure, the listener/reader learns that the results of Coyote's selfishness, greed, tricks, and deceit are often painful and humiliating! Through repeated telling, children learn at a young age how to behave appropriately. Please respect the cultural observances for Coyote stories, books, DVDs, and audio recordings. Coyote tales are intended for the winter story-telling season only, October through February. This lesson could be used to support lessons on Fables, Tales and Native American Storytelling. 

According to Goshute and Ute tradition, Coyote tales should only be told during the winter time. The tribes ask that the teacher use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, “Coyote Loses His Eyes” and the Ute Indian Tribe of the Uintah and Ouray Reservation (UIT) tale, “The Eye Juggler Coyote” to enhance comprehension skills and provide an introduction to comparing and contrasting plot, characters, theme and setting. The students will also be introduced to similarities and differences between the two tribes. Lastly, students will write a response summarizing using compare and contrast key words.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives. 

This is the detailed lesson plan. Students will be guided through the strategies included in reciprocal teaching as they read/listen to the Goshute tale "Coyote Loses His Eyes." based on the Goshute story booklet adapted by Kathryn Hurst and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

This tale's main character is Coyote. Many Native peoples use Coyote stories as a means of teaching morals and lessons. This story is a humorous story where Mouse is the trickster and Coyote is the object of his trickery. "Coyote and Mouse" is a humorous trickster tale of the Shoshone. The is a lesson grossology or scatology? This is a lesson on animal SCAT! 

Learn about the history and culture of the Northwestern Shoshone people. Paint a watercolor landscape of an environment with Utah wildlife.
This lesson is written in partnership with and approved by the Northwestern Shoshone cultural specialist Patty Timbimboo-Madsen. Northwestern Band of Shoshone SealBefore teaching this lesson, please explain to your students that there are many native tribes in the United States and that this lesson specifically focuses on the northwestern band of the Shoshone Nation and does not represent other Native American groups. We hope that other native tribes will respect the northwestern band of the Shoshone Nation's choice to share this aspect of their culture.

The Ute Mountain Ute people are one of three Ute tribes living in southeastern Utah and southwestern Colorado. The Ute Mountain Ute tribal headquarters are located at Towaoc, Colorado.Stories with morals, like “Coyote and Bobcat,” were often used by the Ute Mountain Ute people to teach their children about proper behavior and the consequences of their own actions. Coyote tales are only told during the winter time.

Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson the Paiute tale, Coyote and Duck to enhance comprehension and prediction skills of students. It also helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Paiute Indian Tribe of Utah (PITU) and its location in Utah. The lesson includes a discussion about Native American regalia and explicitly addresses stereotypes.