This lesson unit is intended to help teachers assess how well students are able to: Understand conditional probability; represent events as a subset of a sample space using tables and tree diagrams; and communicate their reasoning clearly.

This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.

This lesson unit is intended to help teachers assess how well students are able to interpret distanceĐtime graphs and, in particular, to help you identify students who: interpret distanceĐtime graphs as if they are pictures of situations rather than abstract representations of them; and have difficulty relating speeds to slopes of these graphs.

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 task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This lesson unit is intended to help teachers assess how well students are able to interpret percent increase and decrease, and in particular, to identify and help students who have the following difficulties: translating between percents, decimals, and fractions; representing percent increase and decrease as multiplication; and recognizing the relationship between increases and decreases.

This lesson unit is intended to help teachers assess how well students are able to: translate between decimal and fraction notation, particularly when the decimals are repeating; create and solve simple linear equations to find the fractional equivalent of a repeating decimal; and understand the effect of multiplying a decimal by a power of 10.

This lesson unit is intended to help teachers assess how well students are able to: form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using variables to represent quantities in a real-world or mathematical problem and solving word problems leading to equations of the form px + q = r and p(x + q) = r.

In this unit, students will read and interpret primary sources to address the question “How do we measure the attainment of human rights?” By exploring the Universal Declaration of Human Rights, the UN’s Guide to Indicators of Human Rights, and data about development indicators from multiple databases, students will unpack the complexities of using indicators to measure human rights.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

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 teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.

This lesson unit is intended to help teachers assess how well students are able to understand and use directed numbers in context. It is intended to help identify and aid students who have difficulties in ordering, comparing, adding, and subtracting positive and negative integers. Particular attention is paid to the use of negative numbers on number lines to explore the structures: starting temperature + change in temperature = final temperature final temperature Đ change in temperature = starting temperature final temperature Đ starting temperature = change in temperature.

This lesson unit is intended to help you assess how students reason about geometry and, in particular, how well they are able to: use facts about the angle sum and exterior angles of triangles to calculate missing angles; apply angle theorems to parallel lines cut by a transversal; interpret geometrical diagrams using mathematical properties to identify similarity of triangles.

This lesson unit is intended to help teachers assess how well students can: Understand the concepts of length and area; use the concept of area in proving why two areas are or are not equal; and construct their own examples and counterexamples to help justify or refute conjectures.

This lesson unit is intended to help you assess how well students use algebra in context, and in particular, how well students: explore relationships between variables in everyday situations; find unknown values from known values; find relationships between pairs of unknowns, and express these as tables and graphs; and find general relationships between several variables, and express these in different ways by rearranging formulae.

This lesson unit is intended to help teachers assess how well students are able to identify and use geometrical knowledge to solve a problem. In particular, this unit aims to identify and help students who have difficulty in: making a mathematical model of a geometrical situation; drawing diagrams to help with solving a problem; identifying similar triangles and using their properties to solve problems; and tracking and reviewing strategic decisions when problem-solving.

This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.

Adult education classrooms are commonly comprised of learners who have widely disparate levels of mathematical problem-solving skills. This is true regardless of what level a student may be assessed at when entering an adult education program or what level class they are placed in. Providing students with differentiated instruction in the form of Push and Support cards is one way to level this imbalance, keeping all students engaged in one high-cognitive task that supports and encourages learners who are stuck, while at the same time, providing extensions for students who move through the initial phase of the task quickly. Thus, all
students are continually moving forward during the activity, and when the task ends, all students have made progress in their journey towards developing conceptual understanding of mathematical ideas along with a productive disposition, belief in one’s own ability to successfully engage with mathematics.