This is the first of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on a unit plan related to Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

This microcredential represents an educator's planning for, implementation of, and reflection on a Statistics & Probability leaning unit that addresses the Statistical Habits of Mind, is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the fifth of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This microcredential represents an educator's ability to identify, address, and reflect on student misconceptions related to a Statistics & Probability lesson that is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the second of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This is the third of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on the use of technology to teach Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

An optional unit plan template that may help you structure your unit plan.

The secondary supplemental mathematics course is designed to provide just-in-time, customized support for students during the school day who would benefit from extra scaffolded instruction in addition to their core mathematics course. Despite being an elective mathematics course that does not carry mathematics credit, it should be taught by a certified mathematics teacher because it is intended to increase student understanding and achievement by increasing time and intensity on grade level core standards. Instructional strategies that are used in the just-in-time support course should align with NCTMÕs effective Mathematics Teaching Practices and value each learnerÕs mathematical identity.

This microcredential represents educators' ability to effectively and consistently use mathematical modeling as a part of mathematics instruction. This microcredential fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This article provides both a rationale for vocabulary instruction to build reading comprehension and some specific strategies for choosing and teaching vocabulary connected to reading. It has a specific section on teaching vocabulary with word parts.

This document provides a brief overview of adolescent literacy as a separate and distinct skill from childhood literacy and the importance of continuing literacy instruction into higher grades (4-12). This source also includes links to several important reports on adolescent literacy, e.g. Reading Next, Writing Next, etc.

Self-directed learning is a strategy where the student takes charge of the learning, seeks out information and develops solutions with minimal or no aid by a teacher.

Self-Reported Grades allows students to assess their performance against predetermined standard criteria. This can include assessing their own work and coming to conclusions about the path toward improvement, progress, and achievement, and supporting other students in connecting their learning to meaningful strategies for growth.

Self-verbalization is talking to oneself about intellectual tasks, focusing one’s attention, planning and responding to tasks, and utilizing self-reinforcement. Self-questioning is an evaluative process where students ask themselves helpful questions before, during, and after learning to check their understanding.

Selling Candy: Standard 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
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 text is a collection of over 300 strategies that teachers can integrate into a variety of approaches to reading instruction. The author includes clear descriptions of each strategy, as well as effective teaching tips when applying each strategy.

This microcredential represents educators' effective instruction on sexually transmitted diseases/infections (STDs/STIs), including HIV/AIDS. This is the fourth microcredential in the Human Sexuality stack. This stack of microcredentials fulfills one of the requirements of a pathway for endorsement. Click the More Info button to learn more.

This resource is a free, downloadable audio file of short music clips to use for instruction.

This resource is a free, downloadable audio file of short music clips to use for instruction.

Shapes: Standard 6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
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 article helps teachers consider what it means for a text to be culturally relevant. The author highlights three steps to cultural authenticity for teachers to consider in text selection.