The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities

This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings.The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps. Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. (7th Grade Math)

This lesson is based on the results of a performance task in which we realized that students' understanding of area and perimeter was mostly procedural. Therefore the purpose of this re-engagement lesson was to address student misconceptions and deepen student understanding of area and perimeter. The standards addressed in this lesson involve finding perimeter and area of various shapes, finding the perimeter when given a fixed area, and using a formula in a practical context. Challenges for our students included decoding the language in the problem and proving their thinking. (7th Grade Math)

By the end of this unit teachers should be able to:

Deepening knowledge 6- (c) Using information and communication technology to search for, manage, analyze, employ and evaluate information so that it can be used to support the professional learning process of teachers.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 6- (ج) استخدام تكنولوجيا المعلومات والاتصالات للبحث عن المعلومات وإدارتها وتحليلها وتوظيفها وتقييمها بحيث يمكن استخدامها لدعم عملية التعلم المهني للمعلمين.

The foundation of this lesson is constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans. Students are given three different DVD rental plans and asked to analyze each one to see if they could determine when the 3 different DVD plans cost the same amount of money, if ever. (7th/8th Grade Math)

With ever increasing cultural diversity in our schools, how do educators establish and maintain effective relationships with those whose experiences and beliefs differ from their own? Dr. Darryle Craig, program manager for Fairfax County Public Schools College Success Program, presents her ideas and strategies for becoming "Culturally Competent.” According to Dr. Craig—cultural competency is “the ability to interact effectively with people from different cultures.” During the program, Dr. Craig defines and examines the importance of cultural competence. Using first-hand examples and questions from the studio audience, Craig advises how to use this important skill to help close the achievement gap, and promote best practices that create success among diverse learners.

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

This presents a general discussion of the development of the Common Core Mathematics Standards and the aspirations within them for student college-and-career readiness and success.

This lesson is a re-engagement lesson designed for learners to revisit a problem-solving task they have already experienced. Students will activate prior knowledge of graphical representations through the 'what's my rule' number talk; compare and contrast two different learners' interpretations of the growing pattern; use multiple representations to demonstrate how one of these learners would represent the numeric pattern; make connections between the different representations to more critically compare the two interpretations. (5th/6th Grade Math)

This lesson is about properties of quadrilaterals and learning to investigate, formulate, conjecture, justify, and ultimately prove mathematical theorems. Students will: Analyze characteristics and properties of two- and three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and apply appropriate techniques, tools, and formulas to determine measurements.Explore relationships among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them. Employ forms of mathematical reasoning and proof appropriate to the solution of the problem at hand, including deductive and inductive reasoning, making and testing conjectures, and using counter examples and indirect proof. Identify, formulate and confirm conjectures. Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others. (9th/10th Grade Math)

This lesson is about ratios and proportions using candy boxes as well as a recipe for making candy as situations to be considered. It addresses many Mathematical Reasoning standards and asks students to: Use models to understand fractions and to solve ratio problems; think about a ratio as part/part model and to think about the pattern growing in equal groups or a unit composed of the sum of the parts; find a scale factor and apply it to a ratio. (5th Grade Math)

This lesson focuses on students making decisions about what tools to apply to solve different problems related to quadratic expressions and equations. It is also intended to build awareness of the form an answer will take in order to help students make sense of the kind of problem they are solving. (9th/10th/11th Grade Math)

The event includes high-profile speakers and breakout sessions that provide strategies for understanding equity through a trauma-informed practices approach. The site will provide access to speaker keynotes and breakout session recordings and materials from both.
With consideration to current social movements in the U.S., as well as the recent advent of widespread distance learning, equity work is needed now more than ever. Our students deserve our highest-level of support.

Native Wellness Institute: Jillene Joseph
Communication Across Barriers: Dr. Donna Beagle
Ricky Robertson
Resolve: Raphaelle Miller, Cara Walsh
Oregon Center for Educational Equity; Daryl Dixon, Jesse Scott
John Krownapple

Students work to understand the language of word problems, using specific words as clues to the mathematical operations embedded in the problem. Teacher will use examples of student work to uncover misconceptions and errors and help support the students in developing the ability to critically evaluate their own strategies.Mathematics tasks include: Ability to read a problem in context and choose an operation to solve the problem; Ability to set up a number sentence that represents the problem; Accurately and efficiently solves two-digit addition and subtraction equations; Understands how to compose and decompose numbers; Can prove a sum or difference is correct using pictures, words, and/or symbols. (2nd Grade Math)