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: choose appropriate mathematics to solve a non-routine problem; generate useful data by systematically controlling variables; and develop experimental and analytical models of a physical situation.

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.

Learn how to use OER Common Common Core Alignment and Evaluation Tool to align appropriate resources to the Common Core State Standards, and to evaluate the resource against certain aspects of quality.

Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the constraints and variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the optimum case, checking it for confirmation; and communicate their reasoning clearly.

This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

These modules have been created for K-12 professional development, by educators. The purpose is to engage in collaborative study and 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 educators of NGSS working throughout Oregon.To complete the modules, we will meet "virtually" for Zoom meetings. We will be using developed resources in new ways (virtual PLC). The first module is the introductory module for the Oregon Science Project NGSS Program. 

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.

This lesson unit is intended to help teachers assess how well students are able to produce and evaluate geometrical proofs. In particular, this unit is intended to help you identify and assist students who have difficulties in: interpreting diagrams; identifying mathematical knowledge relevant to an argument; linking visual and algebraic representations; and producing and evaluating mathematical arguments.

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 teachers assess how well students are able to: use the area of right triangles to deduce the areas of other shapes; use dissection methods for finding areas; organize an investigation systematically and collect data; deduce a generalizable method for finding lengths and areas (The Pythagorean Theorem.)

This lesson unit is intended to help teachers assess how well students are able to distinguish between rational and irrational numbers. In particular, it aims to help teacher identify and assist students who have difficulties in: classifying numbers as rational or irrational; and moving between different representations of rational and irrational numbers.

This lesson unit is intended to help teachers assess how well students reason about the properties of rational and irrational numbers. In particular, this unit aims to help teachers identify and assist students who have difficulties in: finding irrational and rational numbers to exemplify general statements; and reasoning with properties of rational and irrational numbers.

This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

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 use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.

This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.

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).