This is a part of a longer unit. After students have learned about producers, consumers, ways to pay, and goods and services, they are able to create their own business. They will design a storefront and decide what they're selling. They will then need to include at least one photo of the good or service and define if the item they are selling is a good or service. Cover image created using Canva AI text to image. 

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

Learn effective strategies for discovering and integrating OER into higher education courses. We will specifically explore Utah’s eMedia platform and the brand-new UALC resource hub, which offers freely accessible materials such as textbooks and multimedia.

If you haven’t discovered already, there are myriad open resources that exist. Often the trouble lies in locating those that fit precisely what you need. We’ve broken down these resources with the intent of making the search process more efficient and effective. For each you’ll find a list of unique traits, licensing information, and an example of how to attribute the source. Click one of the media sources in the Find Resources sub-menu for the details.

In this lesson, students learn about the Bill of Rights and analyze primary sources from the Library of Congress to identify freedoms and rights. They will explore the questions: What are our rights? What freedoms are most important to you? Access to this resource requires a free educator login.

Students explore new topics and people to develop a compelling news story.
This lesson will help students understand how journalists decide what kinds of stories to pursue and help them sharpen the focus of their own story ideas.

The purpose of this task is to encourage students to think critically about both the algebraic and graphical interpretation of systems of linear equations. They are expected to take what they know about solving systems of linear equations, and then reverse the usual process.

The purpose of this task is to have students work on a sequence of area problems that shows the advantage of increasingly abstract strategies in preparation for developing general area formulas for parallelograms and triangles.

Students explore the concept of the mean as they examine and compare scores for various sports events.

This task asks students to find and use two different common denominators to add the given fractions. The purpose of this question is to help students realize that they can use any common denominator to find a solution, not just the least common denominator.

This task asks students to use two different denominators to subtract fractions. The purpose of this is to help students realize that any common denominator will work, not just the least common denominator.

In this Common Sense Education Nearpod lesson on Digital Citizenship & Literacy, students learn how they can find credible information on the internet. Students learn strategies for evaluating the credibility of a piece of content.

In this lesson students will practice creating equivalent fractions. Using manipulatives and can be done with pencil and paper. This is a face to face lesson. The program that was used for support is IReady - Grade 3 InstructionAssessment - There is an observational assessment, and then a virtual practice from boom learningThe image on the cover is a picture of my fraction tiles in my classroom. 

Use activity to familiarize students with how living things survive at the Great Salt Lake. Explore who eats who through this hands-on activity, and discover how animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature.

This videos shows a few basics about finding the greatest common factor and least common multiple of 2 numbers.  Attribution:Rovnet, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

The goal of this task is to present students with real world and mathematical situations which can be modeled with linear, exponential, or other familiar functions. In each case, the scenario is presented and students must decide which model is appropriate.