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 This is the first lesson in Unit 3. As noted in the introduction, AIR provides scaffolding differentiated for ELL students at the entering (EN), emerging (EM), transitioning (TR), and expanding (EX)...

 This is the first lesson in Unit 2. As noted in the introduction, AIR provides scaffolding differentiated for ELL students at the entering (EN), emerging (EM), transitioning (TR), and expanding (EX)...

 This is the first lesson in Unit 1. As noted in the introduction, AIR provides scaffolding differentiated for ELL/MLL students at the entering (EN), emerging (EM), transitioning (TR), and expanding (...

 This is the first lesson in Unit 3. As noted in the introduction, AIR provides scaffolding differentiated for ELL/MLL students at the Entering (EN), Emerging (EM), Transitioning (TR), and Expanding (...

 This is the first and second lesson in Unit 1. As noted in the introduction, AIR provides scaffolding differentiated for ELL/MLL students at the entering (EN), emerging (EM), transitioning (TR), and...

 This is the first lesson in the Unit 1. As noted in the introduction, AIR provides scaffolding differentiated for ELL students at the entering (EN), emerging (EM), transitioning (TR), and expanding (...

 This is the third lesson in Unit 3. As noted in the introduction, AIR provides scaffolding differentiated for ELL/MLL students at the entering (EN), emerging (EM), transitioning (TR), and expanding (...

 End of Unit Assessment: Making Connections between Song Lyrics and Texts

 Coda: What Gives My Story Power? Celebrating Student Work In Lessons 11 and 12, students return to the guiding question that launched this module: What gives stories and poems their enduring power?...

 Coda: What Gives This Story Power? Reexamining Powerful Stories In Lessons 11 and 12, students return to the guiding question that launched this module: What gives stories and poems their enduring...

 Student Outcomes Students use probability concepts to make decisions in a variety of contexts.

 Student Outcomes Students use probability concepts to make decisions in a variety of contexts.

 Student Outcomes Students use probability to learn what it means for a game to be fair. Students determine whether or not a game is fair. Students determine what is needed to make fair an unfair game...

 Student Outcomes Students use probabilities to make fair decisions (e.g., drawing by lots, using a randomnumber generator).

 Student Outcomes Students calculate expected values. Students make rational decisions based on calculated expected values.

 Student Outcomes Students use expected pay off to compare strategies for a simple game of chance.

 Student Outcomes Students analyze simple games of chance. Students calculate expected pay off for simple games of chance. Students interpret expected pay off in context.

 Student Outcomes Students use empirical data to estimate probabilities associated with a discrete random variable. Students interpret probabilities in context.

 Student Outcomes Students use empirical data to estimate probabilities associated with a discrete random variable. Students interpret probabilities in context.

 Student Outcomes Given a description of a discrete random variable, students determine the probability distribution of that variable. Students interpret probabilities in context.

 Student Outcomes Given a description of a discrete random variable, students determine the probability distribution of that variable.

 Student Outcomes Students interpret expected value in context.

 Student Outcomes Students calculate the expected value of a discrete random variable.

 Student Outcomes Given the probability distribution of a discrete random variable in table or graphical form, students describe the longrun behavior of the random variable. Given a discrete...