Students are more likely to meet Common Core expectations for reading, writing, speaking and listening, and language if they are working with texts on a regular basis. Organizing a curriculum around a series of text sets can provide those opportunities for students. This organization is supported by the PARCC Model Content Frameworks.

This four-part module has been developed as an initial component developed to prepare leaders of K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in throughout the rural areas of Oregon.It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS Learning Facilitator Program. An Oregon Science Project Digital Badge is available for anyone who completes this module.If you have any feedback please email ctrecha at oregonscienceproject.org

This toolkit was developed as part of the Primary Source Project. In creating the toolkit, ISKME collaborated with 12 educators from 8 different states, who possessed varied subject area expertise. The toolkit is a sequenced pathway for selecting informational and non-fiction literary texts, and creating integrated wraparound lessons that meet the Common Core State Standards, as well as the C3 Social Studies Standards and the Next Generation Science Standards.

Welcome to a great opportunity to dive deep into the Next Generation Science Standards! This is part of a larger equity-focused professional development program designed for K-12 classroom teachers who will use NGSS and are working throughout the rural areas of Oregon. It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS Learning Facilitator Program. For feedback, please email me at smartin@lakeesd.k12.or.us 

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

This lesson unit is intended to help teachers assess how well students are able to: recognize and visualize transformations of 2D shapes; and translate, reflect and rotate shapes, and combine these transformations. It also aims to encourage discussion on some common misconceptions about transformations.

Through funding provided by Georgia’s Race to the Top initiative and in partnership with the Georgia Department of Education, new self-paced common core professional development course Mathematics teachers.

The Georgia Department of Education has developed two flexible, ready-to-use courses intended to support Georgia educators in the understanding and effective implementation of the CCGPS.

The courses may be used by individual educators, professional learning communities, or by districts or schools. The time required for the courses may be customized for a variety of applications by expanding the amount of time spent on the activities and in discussion.

Each course contains hands-on activities, related readings and research, recommended topics for discussion, web and video resources, and self-assessments.

The content of the courses was developed under a grant from the U. S. Department of Education. However, the content does not necessarily represent the policy of the U. S. Department of Education, and endorsement by the Federal Government should not be assumed.

This lesson unit is intended to help teachers assess how well students are able to: solve linear equations in one variable with rational number coefficients; collect like terms; expand expressions using the distributive property; and categorize linear equations in one variable as having one, none, or infinitely many solutions. It also aims to encourage discussion on some common misconceptions about algebra.

Through funding provided by Georgia’s Race to the Top initiative and in partnership with the Georgia Department of Education, new self-paced common core professional development courses are available for Mathematics teachers.

The Georgia Department of Education has developed two flexible, ready-to-use courses intended to support Georgia educators in the understanding and effective implementation of the CCGPS.

The courses may be used by individual educators, professional learning communities, or by districts or schools. The time required for the courses may be customized for a variety of applications by expanding the amount of time spent on the activities and in discussion.

Each course contains hands-on activities, related readings and research, recommended topics for discussion, web and video resources, and self-assessments.

The content of the courses was developed under a grant from the U. S. Department of Education. However, the content does not necessarily represent the policy of the U. S. Department of Education, and endorsement by the Federal Government should not be assumed.

Through funding provided by Georgia’s Race to the Top initiative and in partnership with the Georgia Department of Education, new self-paced common core professional development courses are available for English Mathematics teachers.

The Georgia Department of Education has developed two flexible, ready-to-use courses intended to support Georgia educators in the understanding and effective implementation of the CCGPS.

The courses may be used by individual educators, professional learning communities, or by districts or schools. The time required for the courses may be customized for a variety of applications by expanding the amount of time spent on the activities and in discussion.

Each course contains hands-on activities, related readings and research, recommended topics for discussion, web and video resources, and self-assessments.

The content of the courses was developed under a grant from the U. S. Department of Education. However, the content does not necessarily represent the policy of the U. S. Department of Education, and endorsement by the Federal Government should not be assumed.

This lesson unit addresses common misconceptions relating to probability of simple and compound events. The lesson will help you assess how well students understand concepts of: Equally likely events; randomness; and sample sizes.

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

This lesson unit is intended to help teachers assess how well students are able to understand the relationship between the slopes of parallel and perpendicular lines and, in particular, to help identify students who find it difficult to: find, from their equations, lines that are parallel and perpendicular; and identify and use intercepts. It also aims to encourage discussion on some common misconceptions about equations of lines.

This lesson unit is intended to help teachers assess how well students are able to understand what the different algebraic forms of a quadratic function reveal about the properties of its graphical representation. In particular, the lesson will help teachers identify and help students who have the following difficulties: understanding how the factored form of the function can identify a graphŐs roots; understanding how the completed square form of the function can identify a graphŐs maximum or minimum point; and understanding how the standard form of the function can identify a graphŐs intercept.

This lesson unit is intended to help teachers assess whether students are able to: identify when two quantities vary in direct proportion to each other; distinguish between direct proportion and other functional relationships; and solve proportionality problems using efficient methods.

This lesson unit is intended to help you assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods; interpret and evaluate the data generated; and communicate their reasoning clearly.

This lesson unit is intended to help teachers assess how well students are able to solve problems involving area and arc length of a sector of a circle using radians. It assumes familiarity with radians and should not be treated as an introduction to the topic. This lesson is intended to help teachers identify and assist students who have difficulties in: Computing perimeters, areas, and arc lengths of sectors using formulas and finding the relationships between arc lengths, and areas of sectors after scaling.

This lesson unit is intended to help teachers assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in: recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials; and recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x).

This lesson unit is intended to help you assess how well students are able to manipulate and calculate with polynomials. In particular, it aims to identify and help students who have difficulties in: switching between visual and algebraic representations of polynomial expressions; and performing arithmetic operations on algebraic representations of polynomials, factorizing and expanding appropriately when it helps to make the operations easier.

This lesson unit is intended to help teachers assess how well students are able to translate between words, symbols, tables, and area representations of algebraic expressions. It will help teachers to identify and support students who have difficulty in: recognizing the order of algebraic operations; recognizing equivalent expressions; and understanding the distributive laws of multiplication and division over addition (expansion of parentheses).