These resources have been vetted by staff at the Utah State Board of Education. LEAs have the duty to select instructional materials that best correlate to the core standards for Utah public schools. (CA 53G-4-402(1(a)). Vetting of these resources by USBE staff curriculum specialists does not imply the resources have received official endorsement of the State Board. Educators are responsible to ensure use of these materials complies with LEA policies and directives.
These resources have been vetted by staff at the Utah State Board of Education.
This real-life modeling task could serve as a summative exercise in which many aspects of students' knowledge of functions are put to work.
Scaling personalized learning at the district level may seem like a daunting task, and it is. But when the right conditions are put in place, schools can move beyond pockets of excellence to a truly personalized approach for every student. Building a vision with district stakeholders and creating a culture of innovation where everyone is encouraged to try new things and learn from failure while ensuring the transparency required for each person to understand their role in pursuing that vision are the foundation for aligning all aspects of the system behind your district's vision for personalized teaching and learning.
This lesson contains an applet that allows students to explore translations, reflections, and rotations.
Too often math students lean on teachers to think for them, but there are some simple ways to guide them to think for themselves.
Teachers can create positive learning experiences for students that combine assessment with agency, opportunity, and community building.
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.
This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.
This Illustrative Mathematics task is a refinement of "Carbon 14 dating" which focuses on accuracy. While the mathematical part of this task is suitable for assessment, the context makes it more appropriate for instructional purposes. This type of question is very important in science and it also provides an opportunity to study the very subtle question of how errors behave when applying a function: in some cases the errors can be magnified while in others they are lessened.
This task asks students to solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
This task is a somewhat more complicated version of ''Accurately weighing pennies I'' as a third equation is needed in order to solve part (a) explicitly.
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.
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.
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.
Partnership for Drug-Free Kids resource on brain science behind teenage behavior.
This report offers guidance – including practical advice – to education leaders and teachers in redesigning schools and classrooms by centering on learner agency, through a shift in the ownership of learning. It also provides clarity around the definition and meaning of learner agency and addresses the implications for high-quality practices in new learning models.
The problem statement describes a changing algae population as reported by the Maryland Department of Natural Resources. In part (a), students are expected to build an exponential function modeling algae concentration from the description given of the relationship between concentrations in cells/ml and days of rapid growth (F-LE.2). The intent of part (b) is for students to gain an appreciation for the exponential growth exhibited despite an apparently modest growth rate of 1 cell division per day.
This Teaching Channel video illustrates how two teachers' collaboration impacted their algebra program. This site provides a lesson plan and student handouts. (10 min.)
This Math Fun Fact focuses on proof by induction.
Math Fun Facts were developed as warm-up activities. They are mathematical tidbits meant to arouse curiosity and fascination with the subject. Fun Facts give students a glimpse that mathematics is full of interesting ideas, patterns, and new modes of thinking.
The purpose of the task is to help students become accustomed to evaluating exponential functions at non-integer inputs and interpreting the values.
Guidelines from the American Heart Association for first aid including care for stroke, asprin for chest pain, control of bleeding, and cooling techniques.