Linear Challenge: Standard 8.F.3 Interpret the equation y = mx + b …
Linear Challenge: Standard 8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. 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 online resource offers extensive ideas and support for teachers looking to …
This online resource offers extensive ideas and support for teachers looking to integrate literature circles into their curriculum. The “first steps, next steps, and later steps” chart provides ideas for those just beginning to integrate literature circles as well as those with experience who are seeking to refine and improve the literature experience.
A longitudinal or compression wave is created by a disturbance that is …
A longitudinal or compression wave is created by a disturbance that is along the direction the wave will travel. A transverse wave is created by a disturbance that is perpendicular to the direction the wave will travel.
Join USBE's Michael Hakkarinen, Katie Hill, and Jennifer Throndsen as they kick …
Join USBE's Michael Hakkarinen, Katie Hill, and Jennifer Throndsen as they kick off the first-ever Magellan Summit and introduce Utah's updated PCBL Framework.
Based on the premise that all students can eventually (at their own …
Based on the premise that all students can eventually (at their own speed) learn difficult material, this practice calls for all students to learn material at equivalently high (or mastery) levels. It often involves engaging in formative assessment processes and providing additional opportunities for students to learn content and skills.
Math Teacher Dilemma: Standard 7.SP.4 Use measures of center and measures of …
Math Teacher Dilemma: Standard 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh grade science book are generally longer than the words in a chapter of a fourth grade science book. 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).
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