Website Terms of Use

Description of Site Services; Acceptance of Terms of Use

Welcome to www.amplify.com (together with any successor sites and the Site Services and Company Content (each as defined below), in whole and in part, the “Site”). The Site is operated by Amplify Education, Inc. (“Company” or “we”). The services that Company makes available on or through the Site include education-related articles, information and instructional services, purchasing functionality, support chat functionality and any other features, content, services, functionality and applications offered from time to time by Company on or through the Site (collectively, “Site Services”).

BY ACCESSING OR USING THE SITE, YOU REPRESENT AND WARRANT THAT YOU ARE OF LEGAL AGE TO ENTER INTO THIS TERMS OF USE AGREEMENT (“AGREEMENT”) AND YOU AGREE TO BE BOUND BY THE TERMS AND CONDITIONS OF THIS AGREEMENT. BY PURCHASING GOODS AND SERVICES ON THE SITE, YOU ARE ACCEPTING THE PRACTICES DESCRIBED IN THIS AGREEMENT AS WELL AS ANY ADDITIONAL TERMS OF USE THAT MAY BE ASSOCIATED WITH THE PARTICULAR GOODS AND SERIVICES YOU ARE PURCHASING.

Please read this Agreement carefully. If you are an employee or other representative of a school or other organization who is accessing or using the Site on behalf of such organization, then you are agreeing to this Agreement on behalf of yourself and such organization. We may modify this Agreement at any time in our discretion, and we may provide such modifications to you by any reasonable means, including by posting the revised version of this Agreement on the Site. You can determine when this Agreement was last revised by referring to the “LAST UPDATED” legend at the top of this Agreement. Your access to or use of the Site following any changes to this Agreement will constitute your acceptance of those changes. Notwithstanding the foregoing, any changes to this Agreement shall not apply to any dispute between you and us arising prior to the date on which we posted the revised version of this Agreement incorporating such changes or otherwise notified you of such changes. If you do not agree to be bound by this Agreement, you must not access or use the Site. Your access to and use of certain parts of the Site may require you to accept additional terms and conditions, and may require you to download certain Software or Content (each as defined below).

Jurisdictional Issues

The Site is controlled and operated by Company from the United States, and is not intended to subject Company to the laws or jurisdiction of any state, country or territory other than that of the United States. Company does not represent or warrant that the Site is appropriate or available for use in any particular jurisdiction other than the United States. In choosing to access and use the Site, you do so on your own initiative and at your own risk, and you are responsible for complying with all local laws, rules and regulations. You are also subject to United States export controls and are responsible for any violations of such controls, including any United States embargoes and other federal rules and regulations restricting exports. We may limit the Site’s availability to any person, geographic area or jurisdiction we choose, at any time and in our discretion. Not all products or services described on the Site are available in all states or territories.

Company content

The Site contains information, text, files, images, video, sounds, musical works, computer code, works of authorship, applications, and other materials and content (collectively, “Content”) of Company or its licensors (“Company Content”). The Site (including the Company Content) is protected by copyright, trademark, trade secret and other laws, and as between you and Company, Company owns and retains all rights in the Site. Company hereby grants to you a limited, revocable, non-sublicensable license, during the term of the Agreement, to access, display and perform the Company Content (excluding any computer code) solely for your personal, non-commercial use and solely as necessary to access and use the Site. Except as expressly permitted by Company in this Agreement or on the Site, you may not copy, download, stream, capture, reproduce, duplicate, archive, upload, modify, translate, create derivative works based upon, publish, broadcast, transmit, retransmit, distribute, perform, display, sell or otherwise use or transfer any Content. You may not, either directly or through the use of any device, software, online resource or other means, remove, alter, bypass, avoid, interfere with or circumvent any copyright, trademark or other proprietary notice on the Content or any digital rights management mechanism, device, or other content protection or access control measure associated with the Content.

User content

You may not access or use the Site for any commercial purpose. You are responsible for all Content that you post, upload, transmit, e-mail or otherwise make available on, through or in connection with the Site (collectively, “User Content”). Please choose carefully the Content that you make available on, through or in connection with the Site. Company does not control any Content other than Company Content, and as such you may be exposed to offensive, indecent, inaccurate or otherwise objectionable Content by accessing or using the Site. Company is not responsible or liable for any Content or the conduct of any Site user. If you become aware of any misuse of the Site, please report such misuse immediately to Company at general@amplify.com. Company reserves the right (but has no obligation) to monitor the Site, including for inappropriate Content or conduct, and to remove any Content in Company’s discretion and without liability to you or any third party.

Your proprietary rights

You retain any ownership rights that you have in your User Content. You hereby grant to Company and its affiliates, licensees and authorized users, a perpetual, non-exclusive, fully paid-up and royalty-free, sublicensable (through multiple tiers), transferable (in whole or in part), worldwide license to use, modify, excerpt, adapt, create derivative works and compilations based upon, publicly perform, publicly display, reproduce and distribute such User Content on, through or in connection with the Site and/or any other commercial or non-commercial endeavor of Company or any of its affiliates, including in connection with any distribution or syndication thereof to Third Party Services (as defined below), on and through all media formats now known or hereafter devised, for any and all purposes including promotional, marketing, trade and commercial purposes. The exercise of such rights shall not require any further permission or notice, payment or attribution to you or any third party. Company reserves the right to limit the storage capacity made available for User Content.

You represent and warrant that: (a) you own the User Content made available by you, or otherwise have the right to grant the license set forth in this Section, and (b) the posting of such User Content through or in connection with the Site does not violate the privacy rights, publicity rights, copyrights, contract rights or any other rights of any person or entity. You agree to pay for all royalties, fees and any other monies owing to any person or entity by reason of the use of such User Content.

Use of the site

You agree not to:

  • Post, upload or otherwise transmit or link to Content that is: unlawful; threatening; harmful; abusive; pornographic or includes nudity; offensive; harassing; excessively violent; tortious; defamatory; false or misleading; obscene; vulgar; libelous; hateful; or discriminatory.
  • Violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract or other proprietary rights.
  • Harass or harm another person.
  • Exploit or endanger a minor.
  • Impersonate any person or entity.
  • Introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, Easter eggs, time bombs, spyware or any other computer code, files or programs that interrupt, destroy or limit the functionality of any computer software or hardware or telecommunications equipment, or otherwise permit the unauthorized access to or use of a computer or a computer network.
  • Interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Site or any Account, or Company’s servers or networks;
  • Restrict or inhibit any other person from using the Site (including by hacking or defacing the Site). Cover, remove, disable, block or obscure the Site (including advertisements on the Site).
  • Use technology or any automated system, such as scripts or bots, to collect user names, passwords, e-mail addresses or any other data from or through the Site, or to circumvent or modify any security technology or software that is part of the Site.
  • Send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Site. If you do so, you acknowledge you will have caused substantial harm to Company, and that the amount of such harm would be extremely difficult to measure. As a reasonable estimation of such harm, you agree to pay to Company $50.00 for each actual or intended recipient of such communication.
  • Modify, adapt, translate, reverse engineer, decompile or disassemble the Site.
  • Solicit, collect or request any information for commercial or unlawful purposes.
  • Post, upload or otherwise transmit an image or video of another person without that person’s consent.
  • Use the Site to advertise, promote or engage in any commercial activity (including engaging in sales, contests or sweepstakes) without Company’s prior written consent.
  • Frame or mirror the Site without Company’s express prior written consent.
  • Use the Site in a manner inconsistent with any applicable law, rule or regulation.
  • Use any robot, spider, site search/retrieval application or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Site or reproduce or circumvent the navigational structure or presentation of the Site without Company’s express prior written consent. Notwithstanding the foregoing, Company grants to the operators of public search engines the permission to use spiders to copy material from the Site for the sole purpose of, and solely to the extent necessary for, creating publicly-available searchable indices of such material, but not caches or archives of such material. Company reserves the right to revoke these exceptions either generally or in specific cases.
  • Attempt, facilitate or encourage others to do any of the foregoing.

Company reserves the right to investigate and take appropriate legal action against anyone who, in Company’s discretion, violates this Agreement or attempts to do so, including terminating or suspending a user’s Account or access to or use of the Site, or reporting any User Content or conduct to law enforcement authorities.

You (and not Company) are responsible for obtaining and maintaining all telecommunications, broadband and computer hardware, equipment and services needed to access and use the Site, and for paying all charges related thereto.

User disputes

You are solely responsible for your interactions with other users of the Site, providers of Third Party Services (as defined below) or any other third parties with whom you interact on, through or in connection with the Site.

Purchases

Company may make available products and services for purchase through the Site, and may use third-party suppliers and service providers to enable e-commerce functionality on the Site. You may only purchase products and services that appear on the Site and that are delivered to an address located in the United States. You may only purchase products and services for personal, non-commercial use by you, your educational institution or students of your educational institution. We may limit quantities or refuse any order for any reason or no reason, including if we have reasonable cause to believe an order is for onward sale or resale other than through distribution channels approved by us. We make no promise that products or services available on the Site are appropriate or available for use in locations outside the United States, and purchasing products or services for delivery to or use in territories where their contents are unlawful is prohibited. If you choose to purchase products or services from locations outside the United States, you do so at your own risk. It is your responsibility to ascertain and obey all applicable local, state, federal and international laws (including minimum age requirements) in regard to the possession, use and sale of any product or service made available through the Site.

If you wish to purchase any product or service made available through the Site, you may be asked to supply certain information relevant to your transaction, including your credit card number, the expiration date of your credit card, your billing address and your shipping information. YOU REPRESENT AND WARRANT THAT YOU HAVE THE LEGAL RIGHT TO USE ANY CREDIT CARD(S) USED IN CONNECTION WITH ANY TRANSACTION. By submitting such information, you grant to Company the right to provide such information to third parties for purposes of facilitating the completion of transactions initiated by you or on your behalf. Verification of information may be required prior to the acknowledgement or completion of any transaction. While it is our practice to confirm orders by e-mail, the receipt of an e-mail order confirmation does not constitute our acceptance of an order or our confirmation of an offer to sell a product or service.

Details of the products and services available for purchase are set forth on the Site. All prices are displayed exclusive of all taxes and shipping/freight charges. Available payment methods, methods of shipping and shipping charges (including charges for expedited shipping, if available) are detailed on the Site. Company may also collect and remit sales tax on your purchase as required by United States law. If you are a tax-exempt entity, please enter the appropriate information where requested on your order form and we will not collect sales tax on your purchase.

Generally, credit and debit cards are not charged until we either ship the product(s) or confirm store availability (at which time you will be charged only for the products we have actually shipped along with any applicable taxes and shipping charges). However, we may pre-authorize your order amount with your credit or debit card issuer at the time you place the order, which may have an effect on your available credit line. When paying for a preorder with a debit card, you will be charged at the time you place your preorder. Please contact your credit or debit card issuer for more information. If you ordered a special delivery product, you will be charged once a delivery time is confirmed. For digitally delivered orders, your credit or debit card will be charged at the time that you initiate the download of the product.

All purchases made through the Site are made pursuant to a shipment contract. As a result, risk of loss and title for products purchased through the Site pass to you upon delivery of the products to the carrier. You are responsible for filing any claims with carriers for damaged and/or lost shipments. Please note that all shipping addresses must be compliant with the shipping restrictions contained on the Site.

Products, services and specifications

All products and services described or depicted on the Site, and all related features, content, specifications and prices, are subject to change at any time without notice. Certain weights, measures and similar descriptions are approximate and are provided for convenience purposes only. Packaging may vary from that shown. We make reasonable efforts to accurately display the attributes of our products, including the applicable colors; however, the actual color you see will depend on your computer system, and we cannot guarantee that your computer will accurately display such colors. The inclusion of any product or service on the Site at a particular time does not imply or warrant that such product or service will be available at any time. Occasionally, the manufacture or distribution of a certain product or service may be delayed for a number of reasons. In such event, we will make reasonable efforts to notify you of the delay and keep you informed of the revised delivery schedule. By placing an order, you represent that the products and services ordered will be used only in a lawful manner. All DVDs and similar products are sold for private, non-commercial home use (where no admission fee is charged), non-public performance, or classroom or instructional use only, and may not be duplicated.

Return and exchange policy

Unless otherwise specified in the terms associated with a particular product, you may return or exchange any product purchased through the Site within fourteen (14) days of receipt, by calling our customer service hotline, 1–800–823–1969, in the event that the purchased product is defective or you received the wrong product. Except for the foregoing, you may not return, cancel or exchange any product or service. Certain jurisdictions may provide additional statutory rights. Nothing herein is meant to limit your return or cancellation rights under local law. In the event that a return or exchange is due to an incorrect order or faulty product, we will be responsible for the shipping costs associated with such return. We will ship a replacement product upon receiving your defective or incorrect product and verifying the reason for the return or exchange.

Accuracy of information

We attempt to ensure that information on the Site is complete, accurate and current. Despite our efforts, the information on the Site may occasionally be inaccurate, incomplete or out of date. We make no representation as to the completeness, accuracy or currency of any information on the Site. For example, products or services included on the Site may be unavailable, may have different attributes than those listed, or may carry a different price than that stated on the Site. If an item’s correct price is higher than our stated price, we will, at our discretion, either contact you for instructions before shipping or cancel your order and notify you of such cancellation. Items in your “Shopping Bag” reflect the current price displayed on the item’s product detail page. Please note that this price may differ from the price displayed when the item was first placed in your Shopping Bag. In addition, we may make changes in information about price and availability without notice.

Chemicals, agricultural materials, and other hazardous materials

Certain products made available through the Site may include chemicals, agricultural materials or other material that may be subject to regulations or restrictions with respect to import or export, or to whom we may sell such material or where or how such material may be used. It is your responsibility to read and abide by all warning notices that accompany any products that you purchase. In addition, we reserve the right to request additional information from you, verify your identity, limit sales to certified educational or research institutions, or cancel or delay your order if required by law or if we believe it is necessary or advisable. Due to special shipping and handling requirements, freight companies routinely impose a surcharge on each package of hazardous material shipped. In such event, we will add such surcharge to your order.

Registration and account security

You may have the ability to create an account on or through the Site (an “Account”). If you submit registration information to create an Account, you represent and warrant that all information submitted to Company in connection with such registration is complete and accurate, and that you will update such information if it changes. If you create an Account, you are responsible for all use of your Account, and for maintaining the confidentiality of the information used to access your Account (including user name and password). You agree not to share your user name or password with anyone, or use anyone else’s Account at any time. You agree to notify Company immediately if you suspect any unauthorized use of, or access to, your Account (including your user name and password). You acknowledge that the reuse of your password in connection with accounts on other websites increases the risk that the security of your Account may be compromised.

The Site may make available, or third parties may provide, links to other websites, applications, resources, advertisements, Content or other products or services created, hosted or made available by third parties (“Third Party Services”), and such third party may use other third parties to provide portions of the Third Party Service to you, such as technology, development or payment services. When you access or use a Third Party Service, you are interacting with the applicable third party, not with Company, and you do so at your own risk. Company is not responsible for and makes no warranties, express or implied, as to the Third Party Services or the providers of such Third Party Services (including the accuracy or completeness of the information provided by such Third Party Service or the privacy practices of any third party). Inclusion of any Third Party Service or a link thereto on the Site does not imply approval or endorsement of such Third Party Service. Company is not responsible or liable for the content or practices of any Third Party Service or third party, even if such Third Party Service links to or is linked by the Site, and even if such Third Party Service is operated by an affiliate of Company or a company otherwise connected with us or the Site

Feedback

Unless we expressly agree otherwise in writing, if you provide us with any ideas, proposals, suggestions or materials (“Feedback”), whether related to the Site or otherwise, you hereby acknowledge and agree that (a) your provision of any Input is gratuitous, unsolicited and without restriction and does not place Company under any fiduciary or other obligation; and (b) any Feedback is not confidential and Company has no confidentiality obligations with respect to such Feedback.. You hereby grant to us a world-wide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable and fully sublicensable (through multiple tiers) license, without additional consideration to you or any third party, to reproduce, distribute, perform and display (publicly or otherwise), adapt, modify and otherwise use and exploit such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license. We may use Feedback for any purpose whatsoever without permission or notice, compensation or attribution to you or any third party. You are and remain responsible and liable for the content of any Feedback.

Privacy

Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.

Disclaimers

THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.

Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.

Limitations on liability

IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.

Indemnity

You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.

Termination

This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.

U.S. export controls

All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.

Governing law

The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.

Arbitration

EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.

Arbitration procedure

Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.

Employment opportunities

Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.

The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Site infringes your copyright, please send (or have your agent send) to Company’s Copyright Agent a notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Site (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed or are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Company’s Copyright Agent for notification of claimed infringement can be reached as follows: Copyright Agent, Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201; Facsimile: 212-796-2311; Attn: Legal. Company’s Copyright Agent for notification of claimed infringement can also be reached electronically at: legal@amplify.com. Company reserves the right to terminate infringers’ and suspected infringers’ Accounts or their access to or use of the Site.

Notice for California residents

Under California Civil Code Section 1789.3, California users are entitled to the following consumer rights notice: If you have a question or complaint regarding the Site, please contact us by writing to Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201 or by calling us at 212–213–8177 or sending a fax to 212–796–2311. California residents may reach the Complaint Assistance Unit of the Division of Consumer Services of the California Department of Consumer Affairs by mail at 1625 North Market Blvd., Sacramento, CA 95834, or by telephone at (916) 445–1254 or (800) 952–5210.

Other terms

This Agreement does not, and shall not be construed to, create any partnership, joint venture, employer-employee, agency or franchisor-franchisee relationship between you and Company. You may not assign, transfer or sublicense any or all of your rights or obligations under this Agreement without our express prior written consent. We may assign, transfer or sublicense any or all of our rights or obligations under this Agreement without restriction. The failure of Company to exercise or enforce any right or provision of this Agreement will not operate as a waiver of such right or provision. The Section titles in this Agreement are for convenience only and have no legal or contractual effect. References to and mentions of the word “include,” “includes,” “including,” or “e.g.” will mean “including, without limitation.” References to “discretion” will mean “sole discretion.” This Agreement operates to the fullest extent permissible by law. If any provision of this Agreement is unlawful, void or unenforceable, that provision is deemed severable from this Agreement and does not affect the validity or enforceability of any remaining provisions. Without limitation, you agree that a printed version of this Agreement and of any notice given in electronic form shall be admissible in judicial or administrative proceedings based upon or relating to this Agreement to the same extent and subject to the same conditions as other business documents and records originally generated and maintained in printed form. Company will not be responsible for failures to fulfill any obligations due to causes beyond its control.

Please contact us at legal@amplify.com with any questions regarding this Agreement.

Welcome, K–8 Reviewers!

We’re honored to introduce you to Amplify Desmos Math California. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California Math Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your Review Samples

As a curriculum that incorporates both print and digital resources, it’s important that you explore both our physical materials (delivered to you in grade-specific tubs) and our digital materials (accessible through our platform). We invite you to explore both types of resources using the instructions and tips below.

Print Samples

Your print samples should have arrived in grade-specific tubs with a copy of two Reviewer binders. The K-5 Reviewer binder is contained within the Grade K shipping box and the Grade 6-8 Reviewer binder can be located in the Grade 6 shipping box. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each tub as well as within your Reviewer Binder.

Digital Samples

In order to access your digital samples, you’ll need to log into our platform using your unique login credentials found on a Digital Access Flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Access Flyer.

Navigation Tips

Below you will find helpful tips for navigating Amplify Desmos Math California. We recommend reading these pages alongside the program’s print materials and digital experience to gain a deeper understanding of the program. 

Click the links below to read about navigating program features including:

Built for California

The Amplify Desmos Math California program is designed around the vision articulated in the California Mathematics Framework to enable all California students to become powerful users of mathematics. Our program incorporates the latest research in student learning, meaning that we:

  • Focus on the Big Ideas: Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons.
  • Center on open and engaging tasks: Amplify Desmos Math California is grounded in engaging tasks meant to address students’ often-asked question: “Why am I learning this?”  Students are invited into learning with low-floor, high-ceiling tasks that provide an entry point for all. Open tasks in Amplify Desmos Math California provide the space for students to try on multiple strategies and represent their thinking in different ways, and allow student explanation and discussion to serve as the center of the classroom. All lessons offer both print and digital representations of lessons.
  • Provide enhanced digital experiences: Amplify Desmos Math California includes digitally-enhanced lesson activities, incorporating interactive digital tools alongside print materials. These purposefully-placed resources allow students to visualize mathematical concepts, receive actionable feedback while practicing, encounter personalized learning support from an onscreen tutor, and engage in discussions about their thinking and approaches.
  • Treat core instruction and differentiation as integral partners: The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to lesson content and offer students the individualized support as they dive into the mathematics.

Category 1: Mathematics Content/Alignment with the Standards

Standards Maps

The links below provide the Standards Maps for Amplify Desmos Math California for each grade level.

Evaluation Criteria Map

Linked here is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

Standards for Mathematical Practice

The links below provide the alignment of Amplify Desmos Math California to the Standards for Mathematical Practice at each grade level.

Drivers of Investigation and Content Connections

Amplify Desmos Math California incorporates the Drivers of Investigation (DIs) and Content Connection (CCs) throughout the program. Throughout the year, students engage with open and authentic tasks of varying durations — from lesson activities to unit-level Explore lessons and longer course-level Investigations. Every lesson and investigation opportunity is grounded around the why, how, and what of the learning experience, and helps teachers bring mathematical concepts to life. 

A three-column chart details: Drivers of Investigation, Standards for Mathematical Practice, and Content Connections, each with their respective codes and brief descriptions.

California English Language Development Standards

The links below provide the alignment of Amplify Desmos Math California to the California English Language Development Standards at each grade level.

California Environmental Principles and Concepts

Select lessons, performance tasks, and investigations across grade levels in Amplify Desmos Math California are aligned to one or more of the California Environmental Principles and Concepts. Click the links below to view how the California Environmental Principles and Concepts are represented in each grade level.

Category 2: Program Organization

Amplify Desmos Math California thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Big Ideas

Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons. Please refer to Keeping the Big Ideas at the Center (linked below) for specific lesson designs and alignment with the Big Ideas for each grade level.

Program Structure

Amplify Desmos Math California combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A diagram showing three stages: Core instruction, Integrated personalized learning, and Embedded intervention, under Screening and progress monitoring with daily tiered support.

Lessons and units in Amplify Desmos Math California are designed around a Proficiency Progression, a model that steps out problem-based learning by systematically building students’ curiosity into lasting grade-level understanding.

Five steps for learning: 1. Activate prior knowledge, 2. Collaborate, 3. Refine ideas, 4. Guide to understanding, 5. Practice and extend for lasting understanding.

In the Proficiency Progression, lessons begin by activating students’ natural curiosity and offering opportunities to generate new ideas through collaboration. Teachers are then able to refine ideas through intentional facilitation and guide students to grade-level understanding, while students retain the ability to use different strategies and methods to show their comprehension of the content. Students are provided ample opportunities to develop lasting understanding.

Scope and Sequence

Below you can view the scope and sequence for each grade level. 

A chart displaying seven kindergarten math units with themes, number of instructional days, and assessment days, totaling 136 suggested instructional days.
Grade 1 instructional units overview showing 7 units on math topics, total suggested days is 153, with each unit listing instructional and assessment days.
Grade 2 math curriculum map showing 8 units with topics, number of instructional and assessment days, and total days; suggested instructional days: 156.
Seven instructional units are shown, each with a title, icon, number of instructional and assessment days, and total days; a note suggests 150 instructional days in total.
A Grade 4 math curriculum overview showing seven units with titles, number of instructional days, and assessment days; the suggested total instructional days is 152.
A curriculum map displays seven math units with icons, titles, instructional days, and assessment days, totaling 149 suggested instructional days.
A chart showing Grade 6 math units, each with instructional days, assessment days, and optional days. Total suggested instructional days is 142, plus 19 optional days.
Overview of Grade 7 math curriculum units, showing unit titles, number of instructional, assessment, and optional days for each, with a total of 125 instructional days plus 22 optional days.
Eight illustrated cards display Grade 8 math units, each with the unit title, topics covered, number of instructional and assessment days, and a total of 131 suggested instructional days.
Curriculum chart showing eight units split into two volumes, with topics, instructional days, assessment days, and optional days listed for each unit over an accelerated 6th-grade year.
A chart displays the breakdown of Accelerated 7 math units, indicating topics, number of instructional days, assessment days, and optional days for each of the nine units across two volumes.

Lesson Design and Structure

A four-part diagram shows: Warm-Up, Activities with a graph of student ideas to grade-level understanding, Synthesis with notes, and Practice and differentiation with students building a structure.

Amplify Desmos Math California is designed with a structured approach to problem-based learning that systematically builds on students’ curiosity and allows students to grapple with the Big Ideas of the California Framework. Every lesson activity is organized into a Launch, Monitor, Connect format.

  • Launch: The launch is a short, whole-class conversation that creates a need or excitement, provides clarity, or helps students connect their prior knowledge or personal experience, which ensures that everyone has access to the upcoming work.  
  • Monitor: As students work individually, in pairs, or in groups, teachers explore student thinking, ask questions, and provide support to help move the conversations closer to the intended math learning goal. 
  • Connect: Teachers connect students’ ideas to the key learning goals of the lesson, facilitating class discussions that help synthesize and solidify the Big Ideas 

Each lesson within Amplify Desmos Math California follows the same structure. 

  • Warm-Up: Every Amplify Desmos Math California lesson begins with a whole class Warm-Up. Warm-Ups are an invitational Instructional Routine intended to provide a social moment at the start of the lesson in which every student has an opportunity to contribute. Warm-Ups may build fluency or highlight a strategy that may be helpful in the current lesson or act as an invitation into the math of the lesson.
  • Lesson Activities: Each lesson includes one or two activities. These activities are the heart of each lesson. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers launch, monitor, and connect student thinking over the course of the activity.
  • Synthesis and Show What You Know: The Synthesis is an opportunity for the teacher and students to pull all the learning of the lesson together into a lesson takeaway. Students engage in a facilitated discussion to consolidate and refine their ideas about the learning goals, and the teacher synthesizes students’ learning. Show What You Know is a daily assessment opportunity for students to show what they know about the learning goals and what they are still learning.
  • Centers (K–5): Centers are hands-on activities for students in grades K–5 to play collaboratively to strengthen their understanding of key skills and concepts. In grades K–1, students have Daily Center Time built into every lesson. 
  • Practice and Differentiation: Daily practice problems for the day’s lesson are included both online and in the print Student Edition, including fluency, test practice, and spiral review.

Kindergarten–Grade 1

A lesson plan timeline showing phases: Warm-Up (5–10 min, whole class), Lesson Activities (25–30 min), Synthesis (10 min), Centers (15 min), and Practice (time varies).

Grades 2–5

A horizontal flowchart shows a classroom lesson sequence: Warm-Up (5–10 min), Lesson Activities (35 min), Synthesis (10 min), and Practice (time varies); groupings vary.

Grades 6–8

A horizontal timeline shows four lesson segments: Warm-Up (5 min), Lesson Activities (30 min), Synthesis (10 min), and Practice (time varies).

Routines

Amplify Desmos Math California features a variety of lesson routines. Instructional routines and Math Language Routines (MLRs) are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition. Both are called out at point-of-use within the Teacher Edition and Teacher Presentation Screens. Below are the types of routines used throughout the Amplify Desmos Math California curriculum:

  • MLR1: Stronger and Clearer Each Time
  • MLR2: Collect and Display
  • MLR3: Critique, Correct, Clarify
  • MLR5: Co-Craft Questions
  • MLR6: Three Reads
  • MLR7: Compare and Connect
  • MLR 8: Discussion Supports
  • Decide and Defend
  • Notice and Wonder
  • Number Talk
  • Tell a Story
  • Think-Pair-Share
  • Which One Doesn’t Belong?

Category 3: Assessments

A variety of performance data in Amplify Desmos Math California provides evidence of student learning, while helping students bolster their skills and understanding.

Unit-Level Assessment

Amplify Desmos Math California has embedded unit assessments that offer key insights into students’ conceptual understanding of math. These assessments provide regular, actionable information about how students are thinking about and processing math, with both auto-scoring and in-depth rubrics that help teachers anticipate and respond to students’ learning needs.

  • Pre-Unit Check: Each unit in grades 2–8 begins with a formative assessment designed to identify the student skills that will be particularly relevant to the upcoming unit. This check is agnostic to the standards covered in the following unit and serves not as a deficit-based acknowledgment of what students do not know, but rather as an affirmation of the knowledge and skills with which students come in.
  • End-of-Unit Assessment: Students engage with rigorous grade-level mathematics through a variety of formats and tasks in the summative End-of-Unit Assessment. A combination of auto-scored (when completed digitally) and rubric-scored items provides deep insights into student thinking. All Amplify Desmos Math California End-of-Unit Assessments include two forms.
  • Sub-Unit Quizzes: Sub-Unit Quizzes are formative assessments embedded regularly in Grades Kindergarten through Algebra 1. In these checks, students are assessed on a subset of conceptual understandings from the unit, with rubrics that help illuminate students’ current understanding and provide guidance for responding to student thinking.
  • Sub-Unit Checklists: These checklists enable teachers to observe key skills and concepts that cannot be assessed on a pencil-and-paper assessment in Kindergarten–Grade 1. The checklists outline the supports students need to achieve mathematical growth and success.
  • Performance Tasks: At the end of each unit in grades 3–8, there is a summative assessment performance task provided to evaluate students’ proficiency with the concepts and skills addressed in the unit. 

Lesson-Level Assessments

Amplify Desmos Math California lessons include daily moments of assessment to provide valuable evidence of learning for both the teacher and student. Beyond formative, summative, and benchmark assessments, students also have opportunities for self-reflection with Watch Your Knowledge Grow. Students take ownership of their learning by reflecting and tracking their progress before and after each unit.

  • Show What You Know: Each lesson has a daily formative assessment focused on one of the key concepts in the lesson. Show What You Know moments are carefully designed to minimize completion time for students while maximizing daily teacher insights to attend to student needs during the following class. 
  • Responsive Feedback™: Teachers have the ability to see and provide in-the-moment feedback as students progress through a digital lesson. Responsive Feedback motivates students and engages them in the learning process.

Diagnostic Assessment

Every grade level features an asset-based diagnostic assessment designed to be administered at the beginning of the year.  Delivered digitally and to the whole class, our diagnostic assessment is uniquely designed to reveal underlying math thinking and identify what students know about grade-level math. With data beyond just right and wrong, teachers have the type of deeper level of insights need to take the right next step.

CAASPP-Aligned Assessment Preparation

Amplify Desmos Math is designed to support students’ mathematical development through problem-based learning, differentiation, and embedded assessments. The program’s emphasis on conceptual understanding, procedural fluency, and application aligns with the mathematical practices and content standards assessed by the CAASPP.

Amplify Desmos Math California includes a CAASPP-aligned Item Bank. This standards-aligned bank of questions allows teachers to filter and search by grade and standard to find items. Once assigned on the digital platform, students will experience CAASPP-like practice with the online digital tools.

Data and Reporting

Amplify Desmos Math California provides teachers and administrators with unified reporting and insights so that educators have visibility into what students know about grade-level math—and can plan instruction accordingly for the whole class, small groups, and individual students. Reporting functionality integrates unit assessments, lesson assessments, diagnostic data, and progress monitoring for a comprehensive look at student learning. Program reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments, then highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.

Administrator reporting provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.

Category 4: Access and Equity

The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Our lessons are developed using the Universal Design for Learning (UDL) framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to the day’s content and offer students the individualized supports they need to be successful.

Each lesson and unit contains guidance for teachers on how to identify students who may need support, students who need to keep strengthening their understanding, and students who may be ready to stretch their learning. In addition, teachers are provided with recommendations for resources to use with each group of students.

Universal Design for Learning

Each lesson in the program incorporates opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning (UDL).

  • Multiple Means of Engagement: Students engage in both print and digital learning, and are regularly participating in discussions and hands-on activities. Students are invited to build their own challenge for other students to solve, which provides opportunities for choice and
    autonomy, as well as joy and play.
  • Multiple Means of Representation: Students are encouraged to demonstrate their learning using mathematical representations, both print and digital, and regularly engage with their peers in analyzing multiple possible solutions. Classes engage in open-ended discussions about what individual students notice and wonder about mathematical concepts.
  • Multiple Means of Action and Expression: Learners differ in how they navigate learning environments and express what they know. Students can communicate their ideas in multiple ways, including in print, sketching, uploading photos, or recording an audio response.

Accessibility

Lesson facilitation supports

Every lesson includes at least one specific suggestion the teacher can use to increase access to the lesson without reducing the mathematical demand of the tasks. These suggestions address the following areas:

  • Visual-spatial processing
  • Conceptual processing
  • Executive functioning
  • Memory and attention
  • Fine motor skills

Accessibility tools

Students have the ability to control accessibility tools so that each learning experience is customized to their individual needs. In many instances, these tools can be turned on or off at any point of instruction.

  • Text to speech: Reads text instructions to students in multiple languages
  • Enlarged font: Increases the size of all text on screen
  • Braille mode: Includes narration of digital interactions
  • Language selection: Toggles between languages

Differentiation: In-Lesson Teacher Moves

Within every lesson activity, teachers can use the suggestions in the Differentiation Teacher Moves table to provide in-the-moment instructional support while students are engaged in the work of the lesson. This table can help teachers anticipate the ways students may approach the activity, and provides prompts that they can use during the lesson to Support, Strengthen, and Stretch individual students in their thinking. Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.

A table showing differentiation teacher moves with examples of representing groups in different ways, support prompts, and a stretch question about patterns with more teams.

Differentiation: Beyond the Lesson

Teachers are provided with recommendations for resources to use with each group of students needing support, strengthening, and stretching after each lesson. Support, Strengthen, and Stretch resources include:

  • Mini-Lessons: 15-minute, small-group direct instruction lessons targeted to a specific concept or skill
  • Item Banks: Space for teachers to create practice and assessments by using filters and searching for standards, summative-style items, and more
  • Fluency Practice: Adaptive, personalized practice built out for basic operations and more
  • Centers (K–5): Lesson-embedded routines and practice for students that are vertically aligned across grade levels
  • Extensions: Lesson-embedded Teacher Moves including possible stretch questions and activities for students
  • Lesson Practice: Additional practice problems support every lesson
  • Math Adventures: Strategy-based math games where students engage with math concepts and practice skills in a fun digital environment
  • Lesson Summary Support: Support for students and caregivers that provides efficient explanation of the learning goal with clear examples

Math Identity and Community

The Math Identity and Community feature supports teachers in helping students build confidence in their own mathematical thinking, develop skills to work with and learn from others when doing math, and learn how math is an interwoven part of their broader community. The embedded prompts throughout the lessons are designed to highlight what it means to be good at math, the value of sharing ideas, and the power of flexible and creating thinking. Here are some examples of the Math Identity and Community supports embedded in each lesson:

  • I can be all of me in math class. You will work with partners every day in math class. What do you want your partners to know about you? 
  • We are a math community. What does good listening look like and sound like in a math community? 
  • I am a doer of math. What math strengths did you use today?

Unit Stories

Every unit in grades K–5 contains a Unit Story. These Unit Stories are brief fiction stories read aloud by the teacher at the beginning of each unit that connect to the math of the unit and introduce characters that students will get to know as they engage in the unit. Teachers read the story aloud from their Teacher Edition while projecting illustrations for students from the story, found in the Teacher Presentation Screens for the story. Across the unit, the Unit Story context and characters are used at appropriate points to inspire and engage students in the math as well as in reflections about their math identity and community.

Math Language Development

Every lesson in Amplify Desmos Math California includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math California purposefully progresses language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise. This systematic approach to the development of math language can be broken down into the following four categories of support:

  • Vocabulary: Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit. This honors the language assets that students bring into their learning.
  • Language goals: Language goals attend to the mathematics students are learning, and are written through the lens of one or more of four language modalities: reading, writing, speaking, and listening.
  • Math Language Routines: Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition.
  • Multilingual/English learner supports: Supports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These specific, targeted suggestions support ML/ELs with modifications that increase access to a task, or through development of contextual or mathematical language (both of which can be supportive of all learners). 

Multilingual and English Learner Supports

Amplify partnered with the English Learner Success Forum (ELSF), a national nonprofit organization that advocates for high-quality instructional materials that are inclusive of multilingual learners. ELSF reviewed Amplify Desmos Math California, and provided directional guidance and feedback to ensure that the program reflects their research-based instructional strategies for multilingual/English learners.

Our Math Language Development Resources book contains lesson-specific strategies and activities for all levels of English Learners (i.e., Emerging, Expanding, Bridging). With support for every lesson, teachers are empowered to help all students, regardless of their language skills, to participate fully, grasp the material, and excel in their mathematical journey.

Amplify Desmos Math California includes a digital glossary for languages other than Spanish. Translations will be provided for up to nine languages.

Amplify Desmos Math California will include Spanish student-facing materials beginning in the 2026–27 school year.

Category 5: Instructional Planning and Support

Amplify Desmos Math California includes a variety of embedded instructional supports to empower teachers to lead effectively and gain actionable insights into student growth and progress. Teachers are equipped with a comprehensive set of resources designed to fulfill the requirements of Category 5.

Within the Teacher Edition front matter:

  • Scope and sequence
  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Unit and Sub-Unit Overview:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Math that Matters Most
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Lesson:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

At the course level (within the Teacher Edition front matter):

  • Navigating the Program (both print and digital)
  • Facilitating Lesson Activities with Launch, Monitor and Connect
  • Overview of the Digital Facilitation Tools

At the lesson level:

  • Suggestions for timing
  • What materials to prep
  • How to organize and group students 
  • Key lesson takeaways with the Synthesis
  • Recommendations for Differentiation
  • Strategies for intervention and extensions (in the Intervention, Extensions, and Investigation Resources book)

At the activity level:

  • Differentiation recommendations
  • Accessibility tips
  • ML / EL tips
  • Teacher look-fors
  • Recommended Teacher Moves
  • Prompts for guiding student thinking 
  • Sample student responses

A variety of language development supports are provided within the Student and Teacher Editions and Math Language Development Resources book. 

At the lesson level:

  • Diagrams and visuals
  • Sentence frames and word banks
  • Graphic organizers, including Frayer models
  • Vocabulary routines
  • Embedded language supports aligned to the CA ELDs
  • Lesson-specific strategies for Emerging, Expanding, and Bridging

At the unit level: 

  • Words With Multiple Meanings
  • Contextual vocabulary

At the course level:

  • English/Spanish cognates
  • Multilingual Glossary 
  • Additional Practice Resources book
  • Assessment Resources book 
  • Assess and Respond guidance paired with each assessment opportunity
  • Show-What-You-Know activities
  • Answer keys and rubrics 
  • Performance tasks

Security

To protect the security of Amplify’s virtual events, we request you do not share login credentials with unregistered individuals.

Harassment

Amplify has zero tolerance for any form of discrimination, harassment, or bullying. If you experience harassment or hear of any incidents of unacceptable behavior, we ask that you inform hr-support@amplify.com so that we can take the appropriate action.

Unacceptable behavior is defined as:

  • Harassment, intimidation, or discrimination in any form.
  • Verbal abuse of any attendee, speaker, volunteer, industry partner, exhibitor, Amplify staff member, service provider, or other event guest. (Examples of verbal abuse include, but are not limited to, verbal comments related to gender, sexual orientation, disability, physical appearance, body size, race, religion, or national origin.)
  • Inappropriate use of nudity and/or sexual images in public spaces or in presentations, or threatening or stalking any attendee, speaker, volunteer, industry partner, exhibitor, Amplify staff member, service provider, or other meeting guest.

Solicitation

Presentations, postings, and messages should not contain promotional materials, special offers, job offers, product announcements, or solicitation for services. Amplify reserves the right to remove such messages and potentially ban sources of those solicitations.

Amplify reserves the right to take any action deemed necessary and appropriate, including immediate removal from the meeting without warning, in response to any incident of unacceptable behavior, and Amplify reserves the right to prohibit attendance at any future meeting, virtual or in person.

Welcome, Algebra 1 Reviewers!

We’re honored to introduce you to Amplify Desmos Math California. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California Math Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your Review Samples

As a curriculum that incorporates both print and digital resources, it’s important that you explore both our physical materials (delivered to you in grade-specific tubs) and our digital materials (accessible through our platform). We invite you to explore both types of resources using the instructions and tips below.

Print Samples

Your print samples should have arrived in grade-specific tubs with a copy of your Reviewer Binder contained within the Algebra 1 shipping box. As you begin the process of organizing your materials, please refer to the inventory checklist found inside the tub as well as within your Reviewer Binder.

Digital Samples

In order to access your digital samples, you’ll need to log into our platform using your unique login credentials found on a Digital Access Flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Access Flyer.

Navigation Tips

Below you will find helpful tips for navigating Amplify Desmos Math California. We recommend reading these pages alongside the program’s print materials and digital experience to gain a deeper understanding of the program. 

Click the links below to read about navigating program features including:

Built for California

The Amplify Desmos Math California program is designed around the vision articulated in the California Mathematics Framework to enable all California students to become powerful users of mathematics. Our program incorporates the latest research in student learning, meaning that we:

  • Focus on the Big Ideas: Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons.
  • Center on open and engaging tasks: Amplify Desmos Math California is grounded in engaging tasks meant to address students’ often-asked question: “Why am I learning this?”  Students are invited into learning with low-floor, high-ceiling tasks that provide an entry point for all. Open tasks in Amplify Desmos Math California provide the space for students to try on multiple strategies and represent their thinking in different ways, and allow student explanation and discussion to serve as the center of the classroom. All lessons offer both print and digital representations of lessons.
  • Provide enhanced digital experiences: Amplify Desmos Math California includes digitally-enhanced lesson activities, incorporating interactive digital tools alongside print materials. These purposefully-placed resources allow students to visualize mathematical concepts, receive actionable feedback while practicing, encounter personalized learning support from an onscreen tutor, and engage in discussions about their thinking and approaches.
  • Treat core instruction and differentiation as integral partners: The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to lesson content and offer students the individualized support as they dive into the mathematics.

Category 1: Mathematics Content/Alignment with the Standards

Standards Map

Linked here is the Standards Map for Amplify Desmos Math California for Algebra 1.

Evaluation Criteria Map

Linked here is the Evaluation Criteria Map Algebra 1. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

Standards for Mathematical Practice

Linked here is the alignment of Amplify Desmos Math California to the Standards for Mathematical Practice at Algebra 1.

Drivers of Investigation and Content Connections

Amplify Desmos Math California incorporates the Drivers of Investigation (DIs) and Content Connection (CCs) throughout the program. Throughout the year, students engage with open and authentic tasks of varying durations — from lesson activities to unit-level Explore lessons and longer course-level Investigations. Every lesson and investigation opportunity is grounded around the why, how, and what of the learning experience, and helps teachers bring mathematical concepts to life.

A three-column chart details: Drivers of Investigation, Standards for Mathematical Practice, and Content Connections, each with their respective codes and brief descriptions.

California English Language Development Standards

Linked here is the alignment of Amplify Desmos Math California to the California English Language Development Standards for Algebra 1.

California Environmental Principles and Concepts

Select lessons, performance tasks, and investigations across grade levels in Amplify Desmos Math California are aligned to one or more of the California Environmental Principles and Concepts. Click this link to view how the California Environmental Principles and Concepts are represented in Amplify Desmos Math California Algebra 1.

Category 2: Program Organization

Amplify Desmos Math California thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Big Ideas

Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons. Please refer to Keeping the Big Ideas at the Center, linked here, for the Amplify Desmos Math California Algebra 1 lesson design and alignment to the Big Ideas.

Program Structure

Amplify Desmos Math California combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A diagram showing three stages: Core instruction, Integrated personalized learning, and Embedded intervention, under Screening and progress monitoring with daily tiered support.

Lessons and units in Amplify Desmos Math California are designed around a Proficiency Progression, a model that steps out problem-based learning by systematically building students’ curiosity into lasting grade-level understanding.

Five steps for learning: 1. Activate prior knowledge, 2. Collaborate, 3. Refine ideas, 4. Guide to understanding, 5. Practice and extend for lasting understanding.

In the Proficiency Progression, lessons begin by activating students’ natural curiosity and offering opportunities to generate new ideas through collaboration. Teachers are then able to refine ideas through intentional facilitation and guide students to grade-level understanding, while students retain the ability to use different strategies and methods to show their comprehension of the content. Students are provided ample opportunities to develop lasting understanding.

Scope and Sequence

Below you can view the scope and sequence for Amplify Desmos Math California Algebra 1. 

A chart showing Algebra 1 units across two volumes, detailing instructional days, assessment days, and optional days for each unit, totaling 180 days plus 40 optional days.

Lesson Design and Structure

A four-part diagram shows: Warm-Up, Activities with a graph of student ideas to grade-level understanding, Synthesis with notes, and Practice and differentiation with students building a structure.

Amplify Desmos Math California is designed with a structured approach to problem-based learning that systematically builds on students’ curiosity and allows students to grapple with the Big Ideas of the California Framework. Every lesson activity is organized into a Launch, Monitor, Connect format.

Launch: The launch is a short, whole-class conversation that creates a need or excitement, provides clarity, or helps students connect their prior knowledge or personal experience, which ensures that everyone has access to the upcoming work.  

Monitor: As students work individually, in pairs, or in groups, teachers explore student thinking, ask questions, and provide support to help move the conversations closer to the intended math learning goal. 

Connect: Teachers connect students’ ideas to the key learning goals of the lesson, facilitating class discussions that help synthesize and solidify the Big Ideas 

Each lesson within Amplify Desmos Math California follows the same structure. 

Warm-Up: Every Amplify Desmos Math California lesson begins with a whole class Warm-Up. Warm-Ups are an invitational Instructional Routine intended to provide a social moment at the start of the lesson in which every student has an opportunity to contribute. Warm-Ups may build fluency or highlight a strategy that may be helpful in the current lesson or act as an invitation into the math of the lesson.

Lesson Activities: Each lesson includes one or two activities. These activities are the heart of each lesson. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers launch, monitor, and connect student thinking over the course of the activity.

Synthesis and Show What You Know: The Synthesis is an opportunity for the teacher and students to pull all the learning of the lesson together into a lesson takeaway. Students engage in a facilitated discussion to consolidate and refine their ideas about the learning goals, and the teacher synthesizes students’ learning. Show What You Know is a daily assessment opportunity for students to show what they know about the learning goals and what they are still learning.

Practice and Differentiation: Daily practice problems for the day’s lesson are included both online and in the print Student Edition, including fluency, test practice, and spiral review.

Flowchart showing classroom activity timing: Warm-Up (5 min), Lesson Activities (30 min), Synthesis and Show What You Know (10 min), Practice and Differentiation (time varies).

Routines

Amplify Desmos Math California features a variety of lesson routines. Instructional routines and Math Language Routines (MLRs) are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition. Both are called out at point-of-use within the Teacher Edition and Teacher Presentation Screens. Below are the types of routines used throughout the Amplify Desmos Math California curriculum:

  • MLR1: Stronger and Clearer Each Time
  • MLR2: Collect and Display
  • MLR3: Critique, Correct, Clarify
  • MLR5: Co-Craft Questions
  • MLR6: Three Reads
  • MLR7: Compare and Connect
  • MLR 8: Discussion Supports
  • Decide and Defend
  • Notice and Wonder
  • Number Talk
  • Tell a Story
  • Think-Pair-Share
  • Which One Doesn’t Belong?

Category 3: Assessments

A variety of performance data in Amplify Desmos Math California provides evidence of student learning, while helping students bolster their skills and understanding.

Unit-Level Assessment

Amplify Desmos Math California has embedded unit assessments that offer key insights into students’ conceptual understanding of math. These assessments provide regular, actionable information about how students are thinking about and processing math, with both auto-scoring and in-depth rubrics that help teachers anticipate and respond to students’ learning needs.

Pre-Unit Check: Each unit begins with a formative assessment designed to identify the student skills that will be particularly relevant to the upcoming unit. This check is agnostic to the standards covered in the following unit and serves not as a deficit-based acknowledgment of what students do not know, but rather as an affirmation of the knowledge and skills with which students come in.

End-of-Unit Assessment: Students engage with rigorous grade-level mathematics through a variety of formats and tasks in the summative End-of-Unit Assessment. A combination of auto-scored (when completed digitally) and rubric-scored items provides deep insights into student thinking. All Amplify Desmos Math California End-of-Unit Assessments include two forms.

Sub-Unit Quizzes: Sub-Unit Quizzes are formative assessments embedded regularly in Algebra 1. In these checks, students are assessed on a subset of conceptual understandings from the unit, with rubrics that help illuminate students’ current understanding and provide guidance for responding to student thinking.

Performance Tasks: At the end of each unit there is a summative assessment performance task provided to evaluate students’ proficiency with the concepts and skills addressed in the unit. 

Lesson-Level Assessments

Amplify Desmos Math California lessons include daily moments of assessment to provide valuable evidence of learning for both the teacher and student. Beyond formative, summative, and benchmark assessments, students also have opportunities for self-reflection with Watch Your Knowledge Grow. Students take ownership of their learning by reflecting and tracking their progress before and after each unit.

Show What You Know: Each lesson has a daily formative assessment focused on one of the key concepts in the lesson. Show What You Know moments are carefully designed to minimize completion time for students while maximizing daily teacher insights to attend to student needs during the following class. 

Responsive Feedback™: Teachers have the ability to see and provide in-the-moment feedback as students progress through a digital lesson. Responsive Feedback motivates students and engages them in the learning process.

Diagnostic Assessment

Every grade level features an asset-based diagnostic assessment designed to be administered at the beginning of the year.  Delivered digitally and to the whole class, our diagnostic assessment is uniquely designed to reveal underlying math thinking and identify what students know about grade-level math. With data beyond just right and wrong, teachers have the type of deeper level of insights need to take the right next step.

CAASPP-Aligned Assessment Preparation

Amplify Desmos Math is designed to support students’ mathematical development through problem-based learning, differentiation, and embedded assessments. The program’s emphasis on conceptual understanding, procedural fluency, and application aligns with the mathematical practices and content standards assessed by the CAASPP.

Amplify Desmos Math California includes a CAASPP-aligned Item Bank. This standards-aligned bank of questions allows teachers to filter and search by grade and standard to find items. Once assigned on the digital platform, students will experience CAASPP-like practice with the online digital tools.

Data and Reporting

Amplify Desmos Math California provides teachers and administrators with unified reporting and insights so that educators have visibility into what students know about grade-level math—and can plan instruction accordingly for the whole class, small groups, and individual students. Reporting functionality integrates unit assessments, lesson assessments, diagnostic data and progress monitoring for a comprehensive look at student learning. Program reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments, then highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.

Administrator reporting provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.

Category 4: Access and Equity

The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Our lessons are developed using the Universal Design for Learning (UDL) framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to the day’s content and offer students the individualized supports they need to be successful.

Each lesson and unit contains guidance for teachers on how to identify students who may need support, students who need to keep strengthening their understanding, and students who may be ready to stretch their learning. In addition, teachers are provided with recommendations for resources to use with each group of students.

Universal Design for Learning

Each lesson in the program incorporates opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning (UDL).

  • Multiple Means of Engagement: Students engage in both print and digital learning, and are regularly participating in discussions and hands-on activities. Students are invited to build their own challenge for other students to solve, which provides opportunities for choice and autonomy, as well as joy and play.
  • Multiple Means of Representation: Students are encouraged to demonstrate their learning using mathematical representations, both print and digital, and regularly engage with their peers in analyzing multiple possible solutions. Classes engage in open-ended discussions about what individual students notice and wonder about mathematical concepts.
  • Multiple Means of Action and Expression: Learners differ in how they navigate learning environments and express what they know. Students can communicate their ideas in multiple ways, including in print, sketching, uploading photos, or recording an audio response.

Accessibility

Every lesson includes at least one specific suggestion the teacher can use to increase access to the lesson without reducing the mathematical demand of the tasks. These suggestions address the following areas:

  • Conceptual Processing
  • Visual-Spatial Processing
  • Executive Functioning
  • Memory and Attention
  • Fine Motor Skills

Students have the ability to control accessibility tools so that each learning experience is customized to their individual needs. In many instances, these tools can be turned on or off at any point of instruction.

  • Text to speech: Reads text instructions to students in multiple languages
  • Enlarged font: Increases the size of all text on screen
  • Braille mode: Includes narration of digital interactions
  • Language selection: Toggles between languages

Differentiation: In-Lesson Teacher Moves

Within every lesson activity, teachers can use the suggestions in the Differentiation Teacher Moves table to provide in-the-moment instructional support while students are engaged in the work of the lesson. This table can help teachers anticipate the ways students may approach the activity, and provides prompts that they can use during the lesson to Support, Strengthen, and Stretch individual students in their thinking. Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.

A chart outlines three differentiation strategies—Support, Strengthen, and Stretch—with specific actions for each. A Math Language Development box is shown at the bottom.

Differentiation: Beyond the Lesson

Teachers are provided with recommendations for resources to use with each group of students needing support, strengthening, and stretching after each lesson. Support, Strengthen, and Stretch resources include:

  • Mini-Lessons: 15-minute, small-group direct instruction lessons targeted to a specific concept or skill
  • Item Banks: Space for teachers to create practice and assessments by using filters and searching for standards, summative-style items, and more
  • Fluency Practice: Adaptive, personalized practice built out for basic operations and more
  • Extensions: Lesson-embedded Teacher Moves including possible stretch questions and activities for students
  • Lesson Practice: Additional practice problems support every lesson
  • Math Adventures: Strategy-based math games where students engage with math concepts and practice skills in a fun digital environment
  • Lesson Summary Support: Support for students and caregivers that provides efficient explanation of the learning goal with clear examples

Math Identity and Community

The Math Identity and Community feature supports teachers in helping students build confidence in their own mathematical thinking, develop skills to work with and learn from others when doing math, and learn how math is an interwoven part of their broader community. The embedded prompts throughout the lessons are designed to highlight what it means to be good at math, the value of sharing ideas, and the power of flexible and creating thinking. Here are some examples of the Math Identity and Community supports embedded in each lesson:

  • I can be all of me in math class. You will work with partners every day in math class. What do you want your partners to know about you? 
  • We are a math community. What does good listening look like and sound like in a math community? 
  • I am a doer of math. What math strengths did you use today?

Math Language Development

Every lesson in Amplify Desmos Math California includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math California purposefully progresses language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise. This systematic approach to the development of math language can be broken down into the following four categories of support:

  • Vocabulary: Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit. This honors the language assets that students bring into their learning.
  • Language Goals: Language goals attend to the mathematics students are learning, and are written through the lens of one or more of four language modalities: reading, writing, speaking, and listening.
  • Math Language Routines: Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition.
  • Multilingual/English Learner Supports: Supports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These specific, targeted suggestions support ML/ELs with modifications that increase access to a task, or through development of contextual or mathematical language (both of which can be supportive of all learners). 

Multilingual and English Learner Supports

Amplify partnered with the English Learner Success Forum (ELSF), a national nonprofit organization that advocates for high-quality instructional materials that are inclusive of multilingual learners. ELSF reviewed Amplify Desmos Math California, and provided directional guidance and feedback to ensure that the program reflects their research-based instructional strategies for multilingual/English learners.

Our Math Language Development Resources book contains lesson-specific strategies and activities for all levels of English Learners (i.e., Emerging, Expanding, Bridging). With support for every lesson, teachers are empowered to help all students, regardless of their language skills, to participate fully, grasp the material, and excel in their mathematical journey.

Amplify Desmos Math California includes a digital glossary for languages other than Spanish. Translations will be provided for up to nine languages.

Amplify Desmos Math California will include Spanish student-facing materials beginning in the 2026–27 school year.

Category 5: Instructional Planning and Support

Amplify Desmos Math California includes a variety of embedded instructional supports to empower teachers to lead effectively and gain actionable insights into student growth and progress. Teachers are equipped with a comprehensive set of resources designed to fulfill the requirements of Category 5.

Within the Teacher Edition front matter:

  • Scope and sequence
  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Unit and Sub-Unit Overview:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Math that Matters Most
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Lesson:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

At the course level (within the Teacher Edition front matter):

  • Navigating the Program (both print and digital)
  • Facilitating Lesson Activities with Launch, Monitor and Connect
  • Overview of the Digital Facilitation Tools

At the lesson level:

  • Suggestions for timing
  • What materials to prep
  • How to organize and group students 
  • Key lesson takeaways with the Synthesis
  • Recommendations for Differentiation
  • Strategies for intervention and extensions (in the Intervention, Extensions, and Investigation Resources book)

At the activity level:

  • Differentiation recommendations
  • Accessibility tips
  • ML / EL tips
  • Teacher look-fors
  • Recommended Teacher Moves
  • Prompts for guiding student thinking 
  • Sample student responses

A variety of language development supports are provided within the Student and Teacher Editions and Math Language Development Resources book. 

At the lesson level:

  • Diagrams and visuals
  • Sentence frames and word banks
  • Graphic organizers, including Frayer models
  • Vocabulary routines
  • Embedded language supports aligned to the CA ELDs
  • Lesson-specific strategies for Emerging, Expanding, and Bridging

At the unit level: 

  • Words With Multiple Meanings
  • Contextual vocabulary

At the course level:

  • English/Spanish cognates
  • Multilingual Glossary 

Other Curriculum Guidance

  • Additional Practice Resources book
  • Assessment Resources book 
  • Assess and Respond guidance paired with each assessment opportunity
  • Show-What-You-Know activities
  • Answer keys and rubrics 
  • Performance tasks

Welcome, Math 1 Reviewers!

We’re honored to introduce you to Amplify Desmos Math California. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California Math Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your Review Samples

As a curriculum that incorporates both print and digital resources, it’s important that you explore both our physical materials (delivered to you in grade-specific tubs) and our digital materials (accessible through our platform). We invite you to explore both types of resources using the instructions and tips below.

Print Samples

Your print samples should have arrived in grade-specific tubs with a copy of your Reviewer Binder contained within the Math 1 shipping box. As you begin the process of organizing your materials, please refer to the inventory checklist found inside the tub as well as within your Reviewer Binder.

Digital Samples

  • In order to access your digital samples, you’ll need to log into our platform using your unique login credentials found on a Digital Access Flyer inside of your Reviewer Binder. Once you have located the flyer:
    • Click the orange button below to access the platform.
    • Click “Log in with Amplify.”
    • Enter the username and password provided on your Digital Access Flyer.

Navigation Tips

Below you will find helpful tips for navigating Amplify Desmos Math California. We recommend reading these pages alongside the program’s print materials and digital experience to gain a deeper understanding of the program. 

Click the links below to read about navigating program features including:

Built for California

The Amplify Desmos Math California program is designed around the vision articulated in the California Mathematics Framework to enable all California students to become powerful users of mathematics. Our program incorporates the latest research in student learning, meaning that we:

  • Focus on the Big Ideas: Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons.
  • Center on open and engaging tasks: Amplify Desmos Math California is grounded in engaging tasks meant to address students’ often-asked question: “Why am I learning this?”  Students are invited into learning with low-floor, high-ceiling tasks that provide an entry point for all. Open tasks in Amplify Desmos Math California provide the space for students to try on multiple strategies and represent their thinking in different ways, and allow student explanation and discussion to serve as the center of the classroom. All lessons offer both print and digital representations of lessons.
  • Provide enhanced digital experiences: Amplify Desmos Math California includes digitally-enhanced lesson activities, incorporating interactive digital tools alongside print materials. These purposefully-placed resources allow students to visualize mathematical concepts, receive actionable feedback while practicing, encounter personalized learning support from an onscreen tutor, and engage in discussions about their thinking and approaches.
  • Treat core instruction and differentiation as integral partners: The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to lesson content and offer students the individualized support as they dive into the mathematics.

Category 1: Mathematics Content/Alignment with the Standards

Standards Map

Linked here is the Standards Map for Amplify for Math 1.

Evaluation Criteria Map

Linked here is the Evaluation Criteria Map for Math 1. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

Standards of Mathematical Practice

Linked here is the alignment of Amplify Desmos Math California to the Standards for Mathematical Practice at Math 1.

Drivers of Investigation and Content Connections

Amplify Desmos Math California incorporates the Drivers of Investigation (DIs) and Content Connection (CCs) throughout the program. Throughout the year, students engage with open and authentic tasks of varying durations — from lesson activities to unit-level Explore lessons and longer course-level Investigations. Every lesson and investigation opportunity is grounded around the why, how, and what of the learning experience, and helps teachers bring mathematical concepts to life. 

A chart with three columns: Drivers of Investigation, Standards for Mathematical Practice, and Content Connections. Each column lists related activities and skills.

California English Language Development Standards

Linked here is the alignment of Amplify Desmos Math California to the California English Language Development Standards for Math 1.

California Environmental Principles and Concepts

Select lessons, performance tasks, and investigations across grade levels in Amplify Desmos Math California are aligned to one or more of the California Environmental Principles and Concepts. Click this link to view how the California Environmental Principles and Concepts are represented in Amplify Desmos Math California Math 1.

Category 2: Program Organization

Amplify Desmos Math California thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Big Ideas

Amplify Desmos Math California’s courses, units, and lessons are centered around the Big Ideas. Big Ideas, like standards, are not considered in isolation. In addition to each unit and lesson’s focal Big Ideas, Amplify Desmos Math California also provides connections among the Big Ideas across units and lessons. Please refer to Keeping the Big Ideas at the Center, linked here, for the Amplify Desmos Math California Math 1 lesson design and alignment to the Big Ideas.

Program Structure

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A flowchart diagram showing "Screening and progress monitoring" linked to three phases: Core instruction, Integrated personalized learning, and Embedded Intervention, with daily support noted.

Lessons and units in Amplify Desmos Math California are designed around a Proficiency Progression, a model that steps out problem-based learning by systematically building students’ curiosity into lasting grade-level understanding.

Five steps for learning: 1. Activate prior knowledge, 2. Collaborate, 3. Refine ideas, 4. Guide to understanding, 5. Practice and extend for lasting understanding.

In the Proficiency Progression, lessons begin by activating students’ natural curiosity and offering opportunities to generate new ideas through collaboration. Teachers are then able to refine ideas through intentional facilitation and guide students to grade-level understanding, while students retain the ability to use different strategies and methods to show their comprehension of the content. Students are provided ample opportunities to develop lasting understanding.

Scope and Sequence

Below you can view the scope and sequence for Amplify Desmos Math California Math 1. 

Mathematics I syllabus: Unit 1 to Unit 7 across two volumes, covering various math topics with instructional, assessment, and optional days detailed for each unit.

Lesson Design and Structure

Infographic showing a learning process: Warm-Up, Activities, Synthesis, and Reinforcement. Activities aim to increase student understanding over time.

Amplify Desmos Math California is designed with a structured approach to problem-based learning that systematically builds on students’ curiosity and allows students to grapple with the Big Ideas of the California Framework. Every lesson activity is organized into a Launch, Monitor, Connect format.

Launch: The launch is a short, whole-class conversation that creates a need or excitement, provides clarity, or helps students connect their prior knowledge or personal experience, which ensures that everyone has access to the upcoming work.  

Monitor: As students work individually, in pairs, or in groups, teachers explore student thinking, ask questions, and provide support to help move the conversations closer to the intended math learning goal. 

Connect: Teachers connect students’ ideas to the key learning goals of the lesson, facilitating class discussions that help synthesize and solidify the Big Ideas 

Each lesson within Amplify Desmos Math California follows the same structure. 

Warm-Up: Every Amplify Desmos Math California lesson begins with a whole class Warm-Up. Warm-Ups are an invitational Instructional Routine intended to provide a social moment at the start of the lesson in which every student has an opportunity to contribute. Warm-Ups may build fluency or highlight a strategy that may be helpful in the current lesson or act as an invitation into the math of the lesson.

Lesson Activities: Each lesson includes one or two activities. These activities are the heart of each lesson. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers launch, monitor, and connect student thinking over the course of the activity.

Synthesis and Show What You Know: The Synthesis is an opportunity for the teacher and students to pull all the learning of the lesson together into a lesson takeaway. Students engage in a facilitated discussion to consolidate and refine their ideas about the learning goals, and the teacher synthesizes students’ learning. Show What You Know is a daily assessment opportunity for students to show what they know about the learning goals and what they are still learning.

Practice and Differentiation: Daily practice problems for the day’s lesson are included both online and in the print Student Edition, including fluency, test practice, and spiral review.

Flowchart showing classroom activity timing: Warm-Up (5 min), Lesson Activities (30 min), Synthesis and Show What You Know (10 min), Practice and Differentiation (time varies).

Routines

Amplify Desmos Math California features a variety of lesson routines. Instructional routines and Math Language Routines (MLRs) are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition. Both are called out at point-of-use within the Teacher Edition and Teacher Presentation Screens. Below are the types of routines used throughout the Amplify Desmos Math California curriculum:

  • MLR1: Stronger and Clearer Each Time
  • MLR2: Collect and Display
  • MLR3: Critique, Correct, Clarify
  • MLR5: Co-Craft Questions
  • MLR6: Three Reads
  • MLR7: Compare and Connect
  • MLR 8: Discussion Supports
  • Decide and Defend
  • Notice and Wonder
  • Number Talk
  • Tell a Story
  • Think-Pair-Share
  • Which One Doesn’t Belong?

Category 3: Assessments

A variety of performance data in Amplify Desmos Math California provides evidence of student learning, while helping students bolster their skills and understanding.

Unit-Level Assessment

Amplify Desmos Math California has embedded unit assessments that offer key insights into students’ conceptual understanding of math. These assessments provide regular, actionable information about how students are thinking about and processing math, with both auto-scoring and in-depth rubrics that help teachers anticipate and respond to students’ learning needs.

Pre-Unit Check: Each unit begins with a formative assessment designed to identify the student skills that will be particularly relevant to the upcoming unit. This check is agnostic to the standards covered in the following unit and serves not as a deficit-based acknowledgment of what students do not know, but rather as an affirmation of the knowledge and skills with which students come in.

End-of-Unit Assessment: Students engage with rigorous grade-level mathematics through a variety of formats and tasks in the summative End-of-Unit Assessment. A combination of auto-scored (when completed digitally) and rubric-scored items provides deep insights into student thinking. All Amplify Desmos Math California End-of-Unit Assessments include two forms.

Sub-Unit Quizzes: Sub-Unit Quizzes are formative assessments embedded regularly in Math 1. In these checks, students are assessed on a subset of conceptual understandings from the unit, with rubrics that help illuminate students’ current understanding and provide guidance for responding to student thinking.

Performance Tasks: At the end of each unit there is a summative assessment performance task provided to evaluate students’ proficiency with the concepts and skills addressed in the unit. 

Lesson-Level Assessments

Amplify Desmos Math California lessons include daily moments of assessment to provide valuable evidence of learning for both the teacher and student. Beyond formative, summative, and benchmark assessments, students also have opportunities for self-reflection with Watch Your Knowledge Grow. Students take ownership of their learning by reflecting and tracking their progress before and after each unit.

Show What You Know: Each lesson has a daily formative assessment focused on one of the key concepts in the lesson. Show What You Know moments are carefully designed to minimize completion time for students while maximizing daily teacher insights to attend to student needs during the following class. 

Responsive Feedback™: Teachers have the ability to see and provide in-the-moment feedback as students progress through a digital lesson. Responsive Feedback motivates students and engages them in the learning process.

Diagnostic Assessment

Every grade level features an asset-based diagnostic assessment designed to be administered at the beginning of the year.  Delivered digitally and to the whole class, our diagnostic assessment is uniquely designed to reveal underlying math thinking and identify what students know about grade-level math. With data beyond just right and wrong, teachers have the type of deeper level of insights need to take the right next step.

CAASPP-Aligned Assessment Preparation

Amplify Desmos Math is designed to support students’ mathematical development through problem-based learning, differentiation, and embedded assessments. The program’s emphasis on conceptual understanding, procedural fluency, and application aligns with the mathematical practices and content standards assessed by the CAASPP.

Amplify Desmos Math California includes a CAASPP-aligned Item Bank. This standards-aligned bank of questions allows teachers to filter and search by grade and standard to find items. Once assigned on the digital platform, students will experience CAASPP-like practice with the online digital tools.

Data and Reporting

Amplify Desmos Math California provides teachers and administrators with unified reporting and insights so that educators have visibility into what students know about grade-level math—and can plan instruction accordingly for the whole class, small groups, and individual students. Reporting functionality integrates unit assessments, lesson assessments, diagnostic data, and progress monitoring for a comprehensive look at student learning. Program reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments, then highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.

Administrator reporting provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.

Category 4: Access and Equity

The Amplify Desmos Math California curriculum provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level content without reducing the mathematical demand of tasks. Our lessons are developed using the Universal Design for Learning (UDL) framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Every activity has multiple entry points to ensure that all students are supported and challenged. Intervention and personalized learning activities are directly connected to the day’s content and offer students the individualized supports they need to be successful.

Each lesson and unit contains guidance for teachers on how to identify students who may need support, students who need to keep strengthening their understanding, and students who may be ready to stretch their learning. In addition, teachers are provided with recommendations for resources to use with each group of students.

Universal Design for Learning

Each lesson in the program incorporates opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning (UDL).

  • Multiple Means of Engagement: Students engage in both print and digital learning, and are regularly participating in discussions and hands-on activities. Students are invited to build their own challenge for other students to solve, which provides opportunities for choice and
    autonomy, as well as joy and play.
  • Multiple Means of Representation: Students are encouraged to demonstrate their learning using mathematical representations, both print and digital, and regularly engage with their peers in analyzing multiple possible solutions. Classes engage in open-ended discussions about what individual students notice and wonder about mathematical concepts.
  • Multiple Means of Action and Expression: Learners differ in how they navigate learning environments and express what they know. Students can communicate their ideas in multiple ways, including in print, sketching, uploading photos, or recording an audio response.

Accessibility

Every lesson includes at least one specific suggestion the teacher can use to increase access to the lesson without reducing the mathematical demand of the tasks. These suggestions address the following areas:

  • Conceptual Processing
  • Visual-Spatial Processing
  • Executive Functioning
  • Memory and Attention
  • Fine Motor Skills

Students have the ability to control accessibility tools so that each learning experience is customized to their individual needs. In many instances, these tools can be turned on or off at any point of instruction.

  • Text to speech: Reads text instructions to students in multiple languages
  • Enlarged font: Increases the size of all text on screen
  • Braille mode: Includes narration of digital interactions
  • Language selection: Toggles between languages

Differentiation: In-Lesson Teacher Moves

Within every lesson activity, teachers can use the suggestions in the Differentiation Teacher Moves table to provide in-the-moment instructional support while students are engaged in the work of the lesson. This table can help teachers anticipate the ways students may approach the activity, and provides prompts that they can use during the lesson to Support, Strengthen, and Stretch individual students in their thinking. Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.

A differentiation guide for Lesson 3 showing strategies for support, strengthen, and stretch, plus a section on math language development resources, all in a structured layout.

Differentiation: Beyond the Lesson

Teachers are provided with recommendations for resources to use with each group of students needing support, strengthening, and stretching after each lesson. Support, Strengthen, and Stretch resources include:

  • Mini-Lessons: 15-minute, small-group direct instruction lessons targeted to a specific concept or skill
  • Item Banks: Space for teachers to create practice and assessments by using filters and searching for standards, summative-style items, and more
  • Fluency Practice: Adaptive, personalized practice built out for basic operations and more
  • Extensions: Lesson-embedded Teacher Moves including possible stretch questions and activities for students
  • Lesson Practice: Additional practice problems support every lesson
  • Math Adventures: Strategy-based math games where students engage with math concepts and practice skills in a fun digital environment
  • Lesson Summary Support: Support for students and caregivers that provides efficient explanation of the learning goal with clear examples

Math Identity and Community

The Math Identity and Community feature supports teachers in helping students build confidence in their own mathematical thinking, develop skills to work with and learn from others when doing math, and learn how math is an interwoven part of their broader community. The embedded prompts throughout the lessons are designed to highlight what it means to be good at math, the value of sharing ideas, and the power of flexible and creating thinking. Here are some examples of the Math Identity and Community supports embedded in each lesson:

  • I can be all of me in math class. You will work with partners every day in math class. What do you want your partners to know about you? 
  • We are a math community. What does good listening look like and sound like in a math community? 
  • I am a doer of math. What math strengths did you use today?

Math Language Development

Every lesson in Amplify Desmos Math California includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math California purposefully progresses language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise. This systematic approach to the development of math language can be broken down into the following four categories of support:

  • Vocabulary: Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit. This honors the language assets that students bring into their learning.
  • Language Goals: Language goals attend to the mathematics students are learning, and are written through the lens of one or more of four language modalities: reading, writing, speaking, and listening.
  • Math Language Routines: Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition.
  • Multilingual/English Learner Supports: Supports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These specific, targeted suggestions support ML/ELs with modifications that increase access to a task, or through development of contextual or mathematical language (both of which can be supportive of all learners). 

Multilingual and English Learner Supports

Amplify partnered with the English Learner Success Forum (ELSF), a national nonprofit organization that advocates for high-quality instructional materials that are inclusive of multilingual learners. ELSF reviewed Amplify Desmos Math California, and provided directional guidance and feedback to ensure that the program reflects their research-based instructional strategies for multilingual/English learners.

Our Math Language Development Resources book contains lesson-specific strategies and activities for all levels of English Learners (i.e., Emerging, Expanding, Bridging). With support for every lesson, teachers are empowered to help all students, regardless of their language skills, to participate fully, grasp the material, and excel in their mathematical journey.

Amplify Desmos Math California includes a digital glossary for languages other than Spanish. Translations will be provided for up to nine languages.

Amplify Desmos Math California will include Spanish student-facing materials beginning in the 2026–27 school year.

Category 5: Instructional Planning and Support

Amplify Desmos Math California includes a variety of embedded instructional supports to empower teachers to lead effectively and gain actionable insights into student growth and progress. Teachers are equipped with a comprehensive set of resources designed to fulfill the requirements of Category 5.

Within the Teacher Edition front matter:

  • Scope and sequence
  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Unit and Sub-Unit Overview:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Math that Matters Most
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

Within each Lesson:

  • Big Ideas, Drivers of Investigation, and Content Connections
  • Grade level standards
  • Standards for Mathematical Practice
  • English Language Development Standards
  • Environmental Principals and Concepts

At the course level (within the Teacher Edition front matter):

  • Navigating the Program (both print and digital)
  • Facilitating Lesson Activities with Launch, Monitor and Connect
  • Overview of the Digital Facilitation Tools

At the lesson level:

  • Suggestions for timing
  • What materials to prep
  • How to organize and group students 
  • Key lesson takeaways with the Synthesis
  • Recommendations for Differentiation
  • Strategies for intervention and extensions (in the Intervention, Extensions, and Investigation Resources book)

At the activity level:

  • Differentiation recommendations
  • Accessibility tips
  • ML / EL tips
  • Teacher look-fors
  • Recommended Teacher Moves
  • Prompts for guiding student thinking 
  • Sample student responses

A variety of language development supports are provided within the Student and Teacher Editions and Math Language Development Resources book.

At the lesson level:

  • Diagrams and visuals
  • Sentence frames and word banks
  • Graphic organizers, including Frayer models
  • Vocabulary routines
  • Embedded language supports aligned to the CA ELDs
  • Lesson-specific strategies for Emerging, Expanding, and Bridging

At the unit level: 

  • Words With Multiple Meanings
  • Contextual vocabulary

At the course level:

  • English/Spanish cognates
  • Multilingual Glossary
  • Additional Practice Resources book
  • Assessment Resources book 
  • Assess and Respond guidance paired with each assessment opportunity
  • Show-What-You-Know activities
  • Answer keys and rubrics 
  • Performance tasks

Grade 6

Unit 1: Area and Surface Area

Illustrative MathematicsDesmos Math 6–A1
Topic A: Reasoning to Find Area 
Lesson 1: Tiling the PlaneUnit 1
Lesson 1: Shapes on a Plane [Free lesson]
Lesson 2: Finding Area by Decomposing and Rearranging
Lesson 3: Reasoning to Find Area
Unit 1
Lesson 2: Letters
Topic 2: Parallelograms
Lesson 4: Parallelograms
Lesson 5: Bases and Heights of Parallelograms
Lesson 6: Area of Parallelograms
Unit 1
Lesson 3: Exploring Parallelograms (Print available) [Free lesson]
Lesson 4: Off the Grid
Topic 3: Triangles
Lesson 7: From Parallelograms to TrianglesUnit 1
Lesson 3: Exploring Parallelograms (Print available) [Free lesson]
Lesson 4: Off the Grid
Lesson 6: Triangles and Parallelograms
Lesson 8: Area of TrianglesUnit 1
Lesson 5: Exploring Triangles (Print available)
Lesson 9: Formula for the Area of a Triangle
Lesson 10: Bases and Heights of Triangles
Unit 1
Lesson 4: Off the Grid
Lesson 6: Triangles and Parallelograms
Topic 4: Polygons
Lesson 11: PolygonsUnit 1
Lesson 2: Letters
Lesson 8: Pile of Polygons
Practice Day 1 (Print available)
Unit 7
Lesson 11: Polygon Maker
Topic 5: Surface Area
Lesson 12: What is Surface Area?Unit 1
Lesson 9: Renata´s Stickers [Free lesson]
Lesson 13: PolyhedraUnit 1Lesson 10: Plenty of Polyhedra
Lesson 14: Nets and Surface AreaUnit 1
Lesson 10: Plenty of Polyhedra
Lesson 11: Nothing But Nets (Print available)
Lesson 13: Take It To Go
Lesson 15: More Nets, More Surface AreaUnit 1
Lesson 10: Plenty of Polyhedra
Lesson 11: Nothing But Nets (Print available)
Lesson 12: Face Value
Lesson 13: Take It To Go (Print available)
Practice Day 2 (Print available)
Lesson 16: Distinguishing Between Surface Area and Volume
Topic 6: Squares and Cubes 
Lesson 17: Squares and CubesUnit 6
Lesson 12: Squares and Cubes
Lesson 18: Surface Area of a Cube 
Topic 7: Let’s Put It to Work 
Lesson 19: Designing a TentUnit 1
Lesson 13: Take It To Go (Print available)

Unit 2: Introducing Ratios

Topic 1: Introducing Ratios
Lesson 1: Introducing Ratios and Ratio LanguageUnit 2Lesson 1: Pizza Maker [Free lesson]Lesson 2: Ratio Rounds (Print available)
Lesson 2: Representing Ratios with DiagramsUnit 2Lesson 1: Pizza Maker [Free lesson]Lesson 2: Ratio Rounds (Print available)Lesson 3: Rice Ratios (Print available)
Topic 2: Equivalent Ratios
Lesson 3: RecipesUnit 2Lesson 1: Pizza Maker [Free lesson]Lesson 3: Rice Ratios (Print available)
Lesson 4: Color MixturesUnit 2Lesson 7: Mixing Paint, Part 1Lesson 12: Mixing paint, Part 2
Lesson 5: Defining Equivalent RatiosUnit 2Lesson 3: Rice Ratios (Print available)Lesson 4: Fruit Lab [Free lesson]Lesson 11: Community LifePractice Day 1 (Print available)
Topic 3: Representing Equivalent ratios
Lesson 6: Introducing Double Number Line DiagramsUnit 2Lesson 5: Balancing Act
Lesson 7: Creating Double Line DiagramsUnit 2Lesson 5: Balancing ActLesson 6: Product prices (Print available)
Lesson 8: How Much for One?Unit 2Lesson 6: Product prices (Print available)
Lesson 9: Constant SpeedUnit 2Lesson 8: World Records (Print available)
Lesson 10: Comparing Situations by Examining RatiosUnit 2Lesson 7: Mixing Paint, Part 1 
Topic 4: Solving Ratio and Rate Problems
Lesson 11: Representing Ratios with TablesUnit 2Lesson 9: Disaster Preparation [Free lesson]
Lesson 12: Navigating a Table of Equivalent Ratios
Lesson 13: Tables and Double Line Diagrams
Unit 2Lesson 6: Product prices (Print available)Lesson 7: Mixing Paint, Part 1
Lesson 14: Solving Equivalent Ratio ProblemsUnit 2Lesson 6: Product prices (Print available)Lesson 7: Mixing Paint, Part 1Lesson 10: BalloonsLesson 11: Community Life (Print available)
Topic 5: Part-Part-Whole Ratios
Lesson 15: Part-Part-Whole RatiosUnit 2Lesson 12: Mixing paint, Part 2Lesson 13: City Planning
Lesson 16: Solving More Ratio ProblemsUnit 2Lesson 13: City PlanningLesson 14: Lunch Waste (Print available)
Topic 6: Let’s Put It to Work 
Lesson 17: A Fermi ProblemUnit 2Lesson 13: City PlanningLesson 14: Lunch Waste (Print available)Practice Day 2 (Print available)

Unit 3: Rates and Percentages

Topic 1: Units of Measurement 
Lesson 1: The Burj KhalifaUnit 3
Lesson 4: Model Trains
Topic 2: Unit Conversion
Lesson 2: Anchoring Units of MeasurementUnit 3
Lesson 1: Many Measurements (Print available) [Free lesson]
Lesson 3: Measuring with Different-Sized Units
Lesson 4: Converting Units
Unit 3
Lesson 2: Counting Classrooms
Lesson 3: Pen Pals
Topic 3: Rates
Lesson 5: Comparing Speeds and PricesUnit 2
Lesson 8: World Records (Print available) 

Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]
Lesson 6: Welcome to the Robot Factory
Lesson 6: Interpreting Rates
Lesson 7: Equivalent Ratios Have the Same Unit Rates
Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]
Lesson 8: More About Constant SpeedUnit 2
Lesson 8: World Records (Print available) 

Unit 3
Lesson 4: Model Trains
Lesson 9: Solving Rate ProblemsUnit 3
Lesson 7: More Soft Serve
Topic 4: Percentages
Lesson 10: What Are percentagesUnit 3
Lesson 8: Lucky Duckies [Free lesson]
Lesson 9: Bicycle Goals
Lesson 11: Percentages and Double Number LinesUnit 3
Lesson 9: Bicycle Goals
Lesson 10: What’s Missing? (Print available)
Lesson 12: Percentages and Tape DiagramsUnit 3
Lesson 10: What’s Missing? (Print available)
Lesson 13: Benchmark percentagesUnit 3
Lesson 8: Lucky Duckies [Free lesson]
Lesson 14: Solving Percentage Problems
Lesson 15: Finding This Percent of That
Lesson 16: Finding the Percentage
Unit 3
Lesson 10: What’s Missing? (Print available)
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Lesson 13: A Country as a Village
Topic 5: Let’s Put It to Work 
Lesson 17: Painting a RoomUnit 3
Lesson 13: A Country as a Village
Lesson 7: Equivalent Ratios Have the Same Unit RatesUnit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]

Unit 4: Dividing Fractions

Topic 1: Making Sense of Division 
Lesson 1: Size of Divisor and Size of Quotient
Lesson 2: Meanings of Division
Unit 4Lesson 1: Cookie Cutter
Lesson 3: Interpreting Division SituationsUnit 4Lesson 2: Making Connections (Print available)
Topic 2: Meanings of Fraction Division
Lesson 4: How Many Groups (Part 1)Unit 4Lesson 3: Flour Planner [Free lesson]Lesson 4: Flower Planters 
Lesson 5: How Many Groups (Part 2)Unit 4Lesson 5: Garden Bricks (Print available)
Lesson 6: Using Diagrams to Find the Number of GroupsUnit 4Lesson 5: Garden Bricks (Print available)Lesson 6: Fill the Gap [Free lesson]
Lesson 7: What Fraction of a Group?
Lesson 8: How Much in Each Group? (Part 1)
Lesson 9: How Much in Each Group? (Part 2)
Unit 4Lesson 8: Potting Soil
Topic 3: Algorithm for Fraction Division
Lesson 10: Dividing by Unit and Non-Unit FractionsUnit 4Lesson 7: Break It DownLesson 8: Potting SoilLesson 9: Division Challenges 
Lesson 11: Using an Algorithm to Divide FractionsUnit 4Lesson 9: Division ChallengesPractice Day
Topic 4: Fractions in Lengths, Areas, and Volumes
Lesson 12: Fractional LengthsUnit 4Lesson 11: Classroom Comparisons
Lesson 13: Rectangles with Fractional Side LengthsUnit 4Lesson 12: Puzzling Areas (Print available) [Free lesson]
Lesson 14: Fractional Lengths in Triangles and Prisms
Lesson 15: Volume of PrismsUnit 4Lesson 13: Volume Challenges
Topic 5: Let’s Put It to Work
Lesson 16: Solving Problems with FractionsUnit 4Lesson 10: Swap Meet (Print available)
Lesson 17: Fitting Boxes into BoxesUnit 4Lesson 14: Planter Planner (Print available)

Unit 5: Arithmetic in Base Ten

Topic 1: Warming Up to Decimals 
Lesson 1: Using Decimals in a Shopping ContextUnit 5Lesson 1: Dishing Out Decimals (Print available) [Free lesson]
Topic 2: Adding and Subtracting Decimals
Lesson 2: Using Decimals to Represent Addition and SubtractionUnit 5Lesson 3: Fruit by the PoundLesson 4: Missing Digits
Lesson 3: Adding and Subtracting Decimals with Few Non-Zero DigitsUnit 5Lesson 4: Missing Digits
Lesson 4: Adding and Subtracting Decimals with Many Non-Zero Digits 
Topic 3: Multiplying Decimals
Lesson 5: Decimal Points in ProductsUnit 5Lesson 5: Decimal Multiplication
Lesson 6: Methods for Multiplying DecimalsUnit 5Lesson 5: Decimal MultiplicationLesson 6: Multiplying with AreasLesson 7: Multiplication methods (Print available)
Lesson 7: Using Diagrams to Represent MultiplicationUnit 5Lesson 5: Decimal MultiplicationLesson 6: Multiplying with Areas
Lesson 8: Calculating Products of DecimalsUnit 5Lesson 6: Multiplying with Areas
Topic 4: Dividing Decimals
Lesson 9: Using the Partial Quotients MethodUnit 5Lesson 8: Division Diagrams
Lesson 10: Using Long DivisionUnit 5Lesson 8: Division DiagramsLesson 9: Long Division Launch (Print available)Lesson 10: Return of the Long Division (Print available)
Lesson 11: Dividing Numbers That Result in Decimals
Lesson 12: Dividing Decimals by Whole Numbers
Lesson 13: Dividing Decimals by Decimals
Unit 5Lesson 9: Long Division Launch (Print available)Lesson 10: Return of the Long Division (Print available)
Topic 5: Let’s Put It to Work
Lesson 14: Using Operations on Decimals to Solve ProblemsUnit 5Lesson 11: Movie Time [Free lesson]
Lesson 15: Making and Measuring Boxes
Lesson 12: Dividing Decimals by Whole Numbers 
Lesson 13: Dividing Decimals by DecimalsUnit 5Lesson 9: Long Division Launch (Print available)Lesson 10: Return of the Long Division (Print available)

Unit 6: Expressions and Equations

Lesson 1: Tape Diagrams and Equations
Lesson 2: Truth and Equations
Unit 6Lesson 1: Weight for It [Free lesson]Lesson 2: Five Equations (Print available)
Lesson 3: Staying in BalanceUnit 6Lesson 1: Weight for It [Free lesson]Lesson 2: Five Equations (Print available)Lesson 3: Hanging Around
Lesson 4: Practice Solving Equations and Representing Situations with EquationsUnit 6Lesson 3: Hanging AroundLesson 4: Hanging It UpLesson 5: Swap and Solve (Print available)
Lesson 5: A New Way to Interpret a and bUnit 6Lesson 4: Hanging It UpLesson 5: Swap and Solve (Print available)
Topic 2: Equal and Equivalent
Lesson 6: Write Expressions Where Letters Stand for NumbersUnit 6Lesson 6: Vari-applesLesson 7: Border Tiles
Lesson 7: Revisit PercentagesUnit 3Lesson 10: What’s Missing?Lesson 11: Cost BreakdownLesson 12: More Bicycle Goals
Lesson 8: Equal and EquivalentUnit 6Lesson 1: Weight for It [Free lesson]Lesson 2: Five Equations (Print available)Lesson 3: Hanging AroundLesson 6: Vari-apples
Topic 9: The Distributive Property, Part 1Unit 6Lesson 8: Products and Sums [Free lesson]
Lesson 10: The Distributive Property, Part 2
Lesson 11: The Distributive Property, Part 3
Unit 6Lesson 8: Products and Sums [Free lesson]Lesson 9: Products, Sums, and Differences (Print available)
Topic 3: Expressions with Exponents
Lesson 12: Meaning of ExponentsUnit 6Lesson 10: PowersLesson 11: Exponent Expressions (Print available)
Lesson 13: Expressions with Exponents
Lesson 14: Evaluating Expressions with Exponents
Lesson 15: Equivalent Exponential Expressions
Unit 6Lesson 11: Exponent Expressions (Print available)Lesson 12: Squares and Cubes
Topic 4: Relationships Between Quantities 
Lesson 16: Two Related Quantities, Part 1
Lesson 17: Two Related Quantities, Part 2
Lesson 18: More Relationships
Unit 6Lesson 13: Turtles All the WayLesson 14: Representing RelationshipsLesson 15: Connecting Representations (Print available)
Topic 5: Let’s Put It to Work
Lesson 19: Tables, Equations, and Graphs, Oh My!Unit 6Lesson 16: Subway fares (Print available) [Free lesson]

Unit 7: Rational Numbers

Topic 1: Positive and Negative Numbers
Lesson 1: Positive and Negative NumbersUnit 7Lesson 1: Can You Dig In [Free lesson]Lesson 2: Digging Deeper
Lesson 2: Points on the Number LineUnit 7Lesson 2: Digging Deeper
Lesson 3: Comparing Positive and Negative Numbers
Lesson 4: Ordering Rational Numbers
Unit 7Lesson 3: Order in the Class (Print available) [Free lesson]
Lesson 5: Using Negative Numbers to make Sense of ContextsUnit 7 Lesson 4: Sub-Zero
Lesson 6: Absolute Value of Numbers
Lesson 7: Comparing Numbers and Distance from Zero
Unit 7Lesson 5: Distance on the Number Line
Topic 2: Inequalities
Lesson 8: Writing and Graphing InequalitiesUnit 7Lesson 13: Popcorn Possibilities
Lesson 9: Solutions of Inequalities
Lesson 10: Interpreting Inequalities
Unit 7Lesson 6: Tunnel Travel [Free lesson]Lesson 7: Comparing WeightsLesson 8: Shira´s Solutions
Topic 3: The Coordinate Plane
Lesson 11: Points on the Coordinate Plane
Lesson 12: Constructing the Coordinate Plane
Unit 7Lesson 9: Sand Dollar SearchLesson 10: The A-maze-ing Coordinate Plane
Lesson 13: Interpreting Points on a Coordinate PlaneUnit 7Lesson 9: Sand Dollar SearchLesson 10: The A-maze-ing Coordinate PlaneLesson 11: Polygon Maker
Lesson 14: Distances on a Coordinate PlaneUnit 7Lesson 11: Polygon MakerLesson 12: Graph Telephone (Print available)
Lesson 15: Shapes on the Coordinate PlaneUnit 1Lesson 1: Shapes on a Plane [Free lesson]Lesson 2: LettersLesson 5: Exploring Triangles (Print available)Lesson 6: Triangles and ParallelogramsUnit 7Lesson 3: Exploring Parallelograms (Print available)Lesson 11: Polygon MakerLesson 12: Graph Telephone (Print available)
Topic 4: Common Factors and Common Multiples
Lesson 16: Common FactorsUnit 5Lesson 15: Common factors
Lesson 17: Common MultiplesUnit 5Lesson 14: Common Multiples
Lesson 18: Using Common Multiples and Common FactorsUnit 5Lesson 14: Common MultiplesLesson 15: Common factorsPractice Day 2 (Print available)
Topic 5: Let’s Put It to Work
Lesson 19: Drawing on the Coordinate PlaneUnit 7Lesson 11: Polygon MakerLesson 12: Graph Telephone (Print available)

Unit 8: Data Sets and Distributions

Topic 1: Data, Variability, and Statistical Questions
Lesson 1: Got Data?
Lesson 2: Statistical Questions
Unit 8Lesson 1: Screen TimeLesson 2: Dot Plots
Topic 2: Dot Plots and Distributions
Lesson 3: Representing Data Graphically
Lesson 4: Dot Plots
Lesson 5: Using Dot Plots to Answer Statistical Questions
Unit 8Lesson 2: Dot PlotsLesson 3: Minimum Wage (Print available) [Free lesson]Lesson 4: Lots More Dots
Lesson 6: Interpreting Histograms
Lesson 7: Using Histograms to Answer Statistical Questions
Lesson 8: Describing Distributions on Histograms
Unit 8Lesson 5: The Plot Thickens [Free lesson]Lesson 6: DIY Histograms (Print available)
Topic 3: Measures of Center and Variability
Lesson 9: Mean
Lesson 10: Finding and Interpreting the Mean as a Balance Point
Unit 8Lesson 7: Snack Time
Lesson 11: Variability and MADUnit 8Lesson 8: Pop It!
Lesson 12: Using Mean and MAD to Make ComparisonsUnit 8Lesson 9: Hoops
Topic 4: Median and IQR
Lesson 13: MedianUnit 8Lesson 11: Toy Cars [Free lesson]Lesson 12: In the News
Lesson 14: Comparing Mean and MedianUnit 8Lesson 12: In the News
Lesson 15: Quartiles and Interquartile RangeUnit 8Lesson 13: Pumpkin Patch
Lesson 16: Box PlotsUnit 8Lesson 14: Car, Plane, Bus, or Train? (Print available)
Lesson 17: Using Box PlotsUnit 8Lesson 14: Car, Plane, Bus, or Train? (Print available)Lesson 15: Hollywood Part 2Lesson 16: Hollywood Part 3 (Print available)Practice Day 2 (Print available)
Topic 5: Let’s Put It to Work
Lesson 18: Using Data to Solve ProblemsUnit 8Lesson 16: Hollywood Part 3 (Print available)

Unit 9: Putting It All Together

Topic 1: Making Connections
Lesson 1: Fermi Problems
Lesson 2: In Our Class Were the World
Unit 3Lesson 13: A Country as a Village
Lesson 3: Rectangle MadnessUnit 5Lesson 14: Common MultiplesLesson 15: Common factors
Topic 2: Voting
Lesson 4: How Do We Choose?Unit 2Lesson 13: City PlanningLesson 14: Lunch Waste (Print available)
Lesson 5: More than Two ChoicesUnit 3Lesson 13: A Country as a Village
Lesson 6: Picking RepresentativesUnit 8Lesson 16: Hollywood Part 3 (Print available)

Grade 7

Unit 1: Scale Drawings

Illustrative MathematicsDesmos Math 6–A1
Topic 1: Scaled Copies 
Lesson 1: What are Scaled Copies?Unit 1Lesson 1: Scaling Machines [Free lesson]
Lesson 2: Corresponding Parts and Scale FactorsUnit 1Lesson 2: Scaling Robots Unit 3Lesson 1: Toothpicks
Lesson 3: Making Scaled Copies
Lesson 4: Scaled Relationship
Unit 1Lesson 3: Make It Scale Unit 4Lesson 3: Sticker Sizes
Lesson 5: The Size and the Scale FactorUnit 1Lesson 4: Scale Factor Challenges
Lesson 6: Scaling and AreaUnit 1Lesson 5: TilesPractice Day 1 (Print available)
Topic 2: Scale Drawings 
Lesson 7: Scale DrawingsUnit 1Lesson 6: Introducing ScaleLesson 7: Will It Fit? (Print available) [Free lesson]
Lesson 8: Scale Drawings and Maps 
Lesson 9: Creating Scale Drawings
Lesson 10: Changing Scales in Scale Drawings
Unit 1Lesson 8: Scaling StatesLesson 9: Scaling BuildingsLesson 10: Room Redesign (Print available)
Lesson 11: Scales without Units 
Lesson 12: Units in Scale DrawingsUnit 1Lesson 8: Scaling StatesLesson 9: Scaling BuildingsLesson 10: Room Redesign (Print available)Practice Day 2 (Print available)
Topic 3: Let’s Put It to Work
Lesson 13: Draw It to ScaleUnit 1Lesson 10: Room Redesign (Print available)

Unit 2: Introducing Proportional Relationships

Topic 1: Representing Proportional Relationships with Tables
Lesson 1: One of These Things Is Not Like the OthersUnit 2Lesson 1: Paint [Free lesson] 
Lesson 2: Introducing Proportional Relationships with TablesUnit 2Lesson 2: Balloon FloatLesson 3: Sugary Drinks (Print available)Lesson 4: Robot Factory
Lesson 3: More About Constant of ProportionalityUnit 2Lesson 3: Sugary Drinks (Print available)Unit 4Lesson 3: Sticker Sizes
Topic 2: Representing Proportional Relationships with Equations 
Lesson 4: Proportional Relationships with EquationsUnit 2Lesson 4: Robot FactoryLesson 5: SnapshotsLesson 6: Two and Two (Print available) [Free lesson]Lesson 7: All Kinds of Equations
Lesson 5: Two Equations for Each Relationship
Lesson 6: Using Equations to Solve Problems
Unit 2Lesson 6: Two and Two (Print available) [Free lesson]Lesson 7: All Kinds of EquationsPractice Day
Topic 3: Comparing Proportional and Nonproportional Relationships 
Lesson 7: Comparing Relationships with TablesUnit 2Lesson 2: Balloon FloatLesson 3: Sugary Drinks (Print available)Lesson 4: Robot Factory
Lesson 8: Comparing Relationships with EquationsUnit 2Lesson 4: Robot FactoryLesson 5: SnapshotsLesson 6: Two and Two (Print available) [Free lesson]Lesson 7: All Kinds of EquationsLesson 11: Four RepresentationsLesson 12: Water Efficiency
Lesson 9: Solving Problems About Proportional RelationshipsUnit 2Lesson 12: Water Efficiency
Topic 4: Representing Proportional Relationships with Graphs
Lesson 10: Introducing Graphs of Proportional Relationships
Lesson 11: Interpreting Graphs of Proportional Relationships
Lesson 12: Using Graphs to Compare Relationships
Lesson 13: Two Graphs for Each Relationship
Unit 2Lesson 8: Dino Pops [Free lesson]Lesson 9: Gallon ChallengeLesson 10: Three TurtlesLesson 11: Four RepresentationsLesson 12: Water Efficiency
Topic 5: Let’s Put It to Work
Lesson 14: For RepresentationsUnit 2Lesson 11: Four Representations (Print available)
Lesson 15: Using Water EfficiencyUnit 2Lesson 12: Water Efficiency

Unit 3: Measuring Circles

Topic 1: Circumference of a Circle 
Lesson 1: How Well Can You Measure?Unit 3Lesson 1: Toothpicks
Lesson 2: Exploring Circles
Lesson 3: Exploring Circumference
Lesson 4: Applying Circumference
Unit 3Lesson 2: Is It a Circle?Lesson 3: Measuring Around [Free lesson]
Lesson 5: Circumference and Wheels 
Topic 2: Area of a Circle
Lesson 6: Estimating AreasUnit 3Lesson 5: Area Strategies
Lesson 7: Exploring the Area of a Circle
Lesson 8: Relating Area to Circumference
Unit 3Lesson 5: Area StrategiesLesson 6: Radius Squares (Print available)Lesson 7: Why Pi?Lesson 8: Area Challenges [Free lesson]Lesson 9: Circle vs. SquarePractice Day 2 (Print available)
Lesson 9: Applying Area of CirclesUnit 3Lesson 6: Radius Squares (Print available)
Topic 3: Let’s Put It to Work
Lesson 10: Distinguishing Circumference and AreaUnit 3Lesson 7: Why Pi?
Lesson 11: Stained-Glass WindowsUnit 3Lesson 5: Area StrategiesLesson 6: Radius Squares (Print available)

Unit 4: Proportional Relationships and Percentages

Topic 1: Proportional Relationships with Fractions 
Lesson 1: Lots of Flags
Lesson 2: Ratios and Rates with Fractions
Lesson 3: Revisiting Proportional Relationships
Lesson 4: Half as Much Again
Unit 4Lesson 1: Mosaics [Free lesson]Lesson 2: Peach Cobbler (Print available)Lesson 3: Sticker Sizes
Lesson 5: Say It with Decimals 
Topic 2: Percent Increase and Decrease 
Lesson 6: Increasing and DecreasingUnit 4Lesson 4: More and LessLesson 5: All the EquationsLesson 6: 100% (Print available)Lesson 7: Percent machines [Free lesson]Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Lesson 7: One Hundred percentUnit 4Lesson 6: 100% (Print available)
Lesson 8: Percent Increase and Decrease with EquationsUnit 4Lesson 5: All the Equations
Lesson 9: More and Less than 1% 
Topic 3: Applying Percentages
Lesson 10: Tax and Tip
Lesson 11: Percentage Contexts
Unit 4Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Lesson 12: Finding the PercentagesUnit 4Lesson 4: More and Less
Lesson 13: Measurement Error
Lesson 14: Percent Error
Lesson 15: Error Intervals
Unit 4Lesson 11: Bookcase Builder
Topic 4: Let’s Put It to Work 
Lesson 16: Posing Percent ProblemsUnit 4Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]Practice Day

Unit 5: Rational Number Arithmetic

Topic 1: Interpreting Negative Numbers 
Lesson 1: Interpreting Negative NumbersUnit 5Lesson 1: Floats and Anchors [Free lesson]
Topic 2: Adding and Subtracting Rational Numbers
Lesson 2: Changing Temperatures
Lesson 3: Changing Elevation
Unit 5Lesson 2: More Floats and AnchorsLesson 3: BumpersLesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 4: Money and Debts 
Lesson 5: Representing SubtractionUnit 5Lesson 5: Number Puzzles
Lesson 6: Subtracting Rational Numbers
Lesson 7: Adding and Subtracting to Solve Problems
Unit 5Lesson 3: BumpersLesson 4: Draw Your Own (Print available) [Free lesson]Lesson 5: Number PuzzlesLesson 10: Integer Puzzles [Free lesson]Lesson 11: Changing TemperaturesLesson 13: Solar Panels and More (Print available)Practice Day 1 (Print available)
Topic 3: Multiplying and Dividing Rational Numbers
Lesson 8: Position, Speed, and Direction
Lesson 9: Multiplying Rational Numbers
Lesson 10: Multiply!
Unit 5Lesson 7: Back in Time
Lesson 11: Dividing Rational NumbersUnit 5Lesson 8: Speeding Turtles
Lesson 12: Negative Rates 
Topic 4: Four Operations with Rational Numbers 
Lesson 13: Expressions with Rational NumbersUnit 5Lesson 9: Expressions (Print available)
Lesson 14: Solving Problems with Rational NumbersLesson 11: Changing Temperatures
Lesson 12: Arctic Ice Sea (Print available)
Lesson 13: Solar Panels and More (Print available)
Topic 5: Solving Equations When There Are Negative Numbers 
Lesson 15: Making and Measuring Boxes 
Lesson 16: Representing Contexts with Equations 
Topic 6: Let’s Put It to Work 
Lesson 17: The Stock market

Unit 6: Expressions, Equations, and Inequalities

Topic 1: Representing Situations of the Form px + q and p(+ q) = r
Lesson 1: Relationships Between Quantities
Unit 2 Lesson 1: Paint [Free lesson] Lesson 2: Balloon Float
Unit 4 Lesson 1: Mosaics [Free lesson] Lesson 2: Peach Cobbler (Print available)
Unit 6 Lesson 1: Toothpicks and Tiles
Lesson 2: Reasoning about Contexts with Tape Diagrams
Lesson 3: Reasoning about Equations with Tape Diagrams
Lesson 4: Reasoning about Equations and Tape Diagrams (Part 1)
Lesson 5: Reasoning about Equations and Tape Diagrams (Part 2)
Unit 6Lesson 2: Smudged ReceiptsLesson 3: EquationsLesson 4: Seeing Structure (Print available)
Lesson 6: Distinguishing between Two Types of SituationsUnit 6Lesson 6: Balancing EquationsLesson 7: Keeping It True (Print available)
Topic 2: Solving Equations of the Form px + q and p(+ q) = and Problems That lead to Those Equations 
Lesson 7: Reasoning about Solving Equations (Part 1)Unit 6Lesson 5: Balancing MovesLesson 6: Balancing EquationsLesson 7: Keeping It True (Print available) 
Lesson 8: Reasoning about Solving Equations (Part 2)Unit 6Lesson 5: Balancing MovesLesson 6: Balancing EquationsLesson 7: Keeping It True (Print available)Lesson 9: Always-Equal Machines
Topic 9 Dealing with Negative Numbers 
Lesson 10: Different Options for Solving One EquationUnit 6Lesson 7: Keeping It True (Print available)Lesson 9: Always-Equal MachinesLesson 10: Collect the Squares [Free lesson]Lesson 11: Equation Roundtable (Print available)
Lesson 11: Using Equations to Solve ProblemsUnit 6Lesson 12: Community Day (Print available)
Lesson 12: Solving Problems about Percent Increase or DecreaseUnit 4Lesson 10: Cost of College (Print available)
Topic 3: Inequalities 
Lesson 13: Reintroducing InequalitiesUnit 6Lesson 13: I Saw the SignsLesson 15: BudgetingLesson 16: Shira the Sheep [Free lesson]
Lesson 14: Finding Solutions to Inequalities in Context
Lesson 15: Efficiency Solving Inequalities
Unit 6Lesson 14: Unbalanced HangersLesson 15 Budgeting (Print available)Lesson 16: Shira the Sheep [Free lesson]Lesson 17: Write Them and Solve Them (Print available)
Lesson 16: Interpreting Inequalities
Lesson 17: Modeling with Inequalities
Unit 6Lesson 16: Shira the Sheep [Free lesson]Lesson 17: Write Them and Solve Them (Print available)Practice Day 2 (Print available)
Topic 4: Writing Equivalent Expressions 
Lesson 18: Subtraction in Equivalent ExpressionsUnit 6Lesson 9: Always-Equal MachinesLesson 10: Collect the Squares [Free lesson]Lesson 11: Equation Roundtable (Print available) 
Lesson 19: Expanding and FactoringUnit 6Lesson 8: Factoring and Expanding (Print available)Lesson 11: Equation Roundtable (Print available)
Lesson 20: Combining Like Terms (Part 1)
Lesson 21: Combining Like Terms (Part 2)
Lesson 22: Combining Like Terms (Part 3)
Unit 6Lesson 2: Smudged ReceiptsLesson 6: Balancing EquationsLesson 8: Factoring and Expanding (Print available)Lesson 9: Always-Equal MachinesLesson 10: Collect the Squares [Free lesson]Lesson 11: Equation Roundtable (Print available)Practice Day 1 (Print available)
Topic 5: Let’s Put It to Work
Lesson 23: Applications of ExpressionsUnit 6Lesson 12: Community Day (Print available)

Unit 7: Angles, Triangles, and Prisms

Topic 1: Angle Relationships
Lesson 1:Relationships of Angles
Unit 7 Lesson 1: Pinwheels Lesson 2: Friendly Angles [Free lesson] Lesson 3: Angle Diagrams
Lesson 2: Adjacent Angles
Lesson 3: Nonadjacent Angles
Unit 7Lesson 2: Friendly Angles [Free lesson]Lesson 3: Angle Diagrams
Lesson 4: Solving for Unknown AnglesUnit 7Lesson 2: Friendly Angles [Free lesson]Lesson 3: Angle DiagramsLesson 4: Missing Measures (Print available)
Lesson 5: Using Equations to Solve for Unknown AnglesUnit 7Lesson 3: Angle DiagramsLesson 4: Missing Measures (Print available) [Free lesson]
Topic 2: Drawing Polygons with Given Conditions 
Lesson 6: Building Polygons (Part 1)
Lesson 7: Building Polygons (Part 2)
Unit 7Lesson 6: Is It Enough?
Lesson 8: Triangles with 3 Common MeasuresUnit 7Lesson 13: Popcorn Possibilities
Lesson 9: Drawing Triangles (Part 1)
Lesson 10: Drawing Triangles (Part 2)
Unit 7Lesson 5: Can You Build It? [Free lesson]Lesson 6: Is It Enough?Lesson 7: More Than OneLesson 8: Can You Draw It? (Print available)Practice Day 1 (Print available)
Topic 3: Solid Geometry
Lesson 11: Slicing SolidsUnit 7Lesson 9: Slicing Solids
Lesson 12: Volume of Right PrismsUnit 7Lesson 10: Simple Prisms
Lesson 13: Decomposing Bases for AreasUnit 7Lesson 11: More Complicated Prisms
Lesson 14: Surface Area of Right PrismsUnit 7Lesson 10: Simple PrismsLesson 11: More Complicated PrismsLesson 12: Surface Area Strategies (Print available)
Lesson 15: Distinguishing Volume and Surface Area
Lesson 16: Applying Volume and Surface AreaUnit 7Lesson 13: Popcorn Possibilities
Topic 4: Let’s Put It to Work
Lesson 17: Building Prisms

Unit 8: Probability and Sampling

Topic 1: Probabilities of Single Step Events
Lesson 1: Mystery Bags
Lesson 2: Chance Experiments
Lesson 3: What Are Probabilities?
Unit 8 Lesson 1: How Likely? (Print available) [Free lesson] Lesson 2: Prob-bear-bilities [Free lesson] Lesson 3: Mystery Bag
Lesson 4: Estimating Probabilities Through Repeated ExperimentsUnit 8Lesson 4: Spin ClassLesson 5: Is It Fair?Lesson 6: Fair Games
Lesson 5: More Estimating ProbabilitiesUnit 8Lesson 6: Fair GamesLesson 7: Weather or NotLesson 9: Car, Bike, or Train? (Print available)
Lesson 6: Estimating Probabilities Using SimulationUnit 8Lesson 6: Fair GamesLesson 7: Weather or NotLesson 8: Simulate ItLesson 9: Car, Bike, or Train? (Print available)
Topic 2: Probabilities of Multi-step Events
Lesson 7: Simulating Multi-step EventsUnit 8Lesson 7: Weather or NotLesson 8: Simulate ItLesson 9: Car, Bike, or Train? (Print available)
Lesson 8: Keeping Track of All Possible OutcomesUnit 8Lesson 4: Spin ClassLesson 5: Is It Fair?Lesson 6: Fair Games
Topic 9: Multi-step experiments
Lesson 10: Designing SimulationsUnit 8Lesson 7: Weather or NotLesson 8: Simulate ItLesson 9: Car, Bike, or Train? (Print available)
Topic 3: Sampling
Lesson 11: Comparing Groups
Lesson 12: Larger Populations
Lesson 13: What Makes a Good Sample?
Lesson 14: Sampling in a Fair Way
Unit 8Lesson 10: Crab Island [Free lesson]Lesson 11: Headlines
Topic 4: Using Samples
Lesson 15: Estimating Population Measures of Center
Lesson 16: Estimating Population Proportions
Unit 8 Lesson 9: Car, Bike, or Train? (Print available)Lesson 10: Crab Island [Free lesson]Lesson 11: HeadlinesLesson 12: Flower Power
Lesson 17: More about Sampling Variability
Lesson 18: Comparing Populations Using Samples
Lesson 19: Comparing Populations with Friends
Unit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 10: Crab Island [Free lesson]Lesson 13: Plots and SamplesLesson 14: School Newspaper (Print available)Lesson 15: Asthma Rates (Print available)
Topic 5: Let’s Put It to Work
Lesson 20: Memory TestUnit 8Lesson 14: School Newspaper (Print available)Lesson 15: Asthma Rates (Print available)

Grade 8

Unit 1: Rigid Transformations and Congruence

Illustrative MathematicsDesmos Math 6–A1
Topic 1: Rigid Transformations 
Lesson 1: Moving in the PlaneUnit 1Lesson 1: Transformers [Free lesson]
Lesson 2: Naming the MovesUnit 1Lesson 2: Spinning, Flipping, Sliding [Free lesson]
Lesson 3: Grid MovesUnit 1Lesson 3: Transformation GolfLesson 4: Moving Day (Print available) [Free lesson]Lesson 5: Getting CoordinatedUnit 3Lesson 6: Translations
Lesson 4: Making the MovesUnit 1Lesson 1: Transformers [Free lesson]Lesson 2: Spinning, Flipping, Sliding [Free lesson]Lesson 4: Moving Day (Print available) [Free lesson]Lesson 5: Getting Coordinated
Lesson 5: Coordinate MovesUnit 1Lesson 4: Moving Day (Print available) [Free lesson]Lesson 5: Getting Coordinated
Lesson 6: Describing TransformationsUnit 1Lesson 5: Getting CoordinatedLesson 6: Connecting the Dots [Free lesson]
Topic 2: Properties of Rigid Transformations 
Lesson 7: No Bending or StretchingUnit 1Lesson 7: No Bending, No Stretching
Lesson 8: Rotation PatternsUnit 1Lesson 1: Transformers [Free lesson]Lesson 2: Spinning, Flipping, Sliding [Free lesson]Lesson 4: Moving Day (Print available) [Free lesson]Lesson 5: Getting Coordinated
Lesson 9: Moves in Parallel
Lesson 10: Composing Figures
Unit 1 Lesson 10: Transforming Angles
Topic 3: Congruence 
Lesson 11: What is the Same?
Lesson 12: Congruent Polygons
Lesson 13: Congruence
Unit 1 Lesson 7: Are They the Same?Lesson 9: Are They Congruent?Practice Day (Print available)
Topic 4: Angles in a Triangle
Lesson 14: Alternate Interior Angles
Lesson 15: Adding the Angles in a Triangle
Unit 1 Lesson 11: Tearing It Up (Print available)
Lesson 16: Parallel Lines and the Angles in a TriangleUnit 1 Lesson 10: Transforming Angles
Topic 5: Let’s Put It to Work
Lesson 17: Rotate and TessellateLesson 13: Tessellate [Free lesson]

Unit 2: Dilations, Similarity, and Introducing Slope

Topic 1: Dilations
Lesson 1: Projecting and ScalingUnit 2Lesson 1: Sketchy Dilations [Free lesson]Lesson 2: Dilation Mini Golf (Print available) [Free lesson]
Lesson 2: Circular Grid
Lesson 3: Dilations with No Grid
Lesson 4: Dilations on a Square Grid
Lesson 5: More Dilations
Unit 2Lesson 1: Sketchy Dilations [Free lesson]Lesson 2: Dilation Mini Golf (Print available) [Free lesson]Lesson 3: Match My DilationLesson 4: Dilations on a Plane
Topic 2: Similarity 
Lesson 6: SimilarityUnit 2Lesson 5: Transformations Golf with DilationsLesson 6: Social Scavenger Hunt (Print available) [Free lesson]
Lesson 7: Similar Polygons 
Lesson 8: Similar Triangles
Lesson 9: Side Length Quotients in Similar Triangles
Unit 2Lesson 7: Are Angles Enough?Lesson 8: Shadows
Topic 3: Slope
Lesson 10: Meet SlopeUnit 2Lesson 9: Water SlideLesson 10: Points on a PlanePractice Day (Print available)Unit 3Lesson 3: PostersLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations Unit 4Lesson 8: When Are They the Same?
Lesson 11: Writing Equations of LinesUnit 3Lesson 3: PostersLesson 6: TranslationsLesson 10: SolutionsLesson 11: Pennies and Quarters Unit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)
Lesson 12: Using Equations of LinesUnit 3Lesson 9: Coin Capture
Topic 4: Let’s Put It to Work
Lesson 13: The Shadow KnowsUnit 2Lesson 8: Shadows

Unit 3: Linear Relationships

Topic 1: Proportional Relationships 
Lesson 1: Understanding Proportional RelationshipsUnit 3Lesson 1: Turtle Time Trials [Free lesson]
Lesson 2: Graphs of Proportional RelationshipsUnit 3Lesson 1: Turtle Time Trials [Free lesson]Lesson 2: Water Tank Unit 5Lesson 4: Window Frames
Lesson 3: Representing Proportional RelationshipsUnit 3Lesson 1: Turtle Time Trials [Free lesson] Unit 5Lesson 4: Window FramesLesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 4: Comparing Proportional RelationshipsUnit 3Lesson 3: Posters
Topic 2: Representing Linear Relationships
Lesson 5: Introduction to Linear RelationshipsUnit 3Lesson 1: Turtle Time Trials [Free lesson]Lesson 4: Stacking CupsUnit 5Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 6: More Linear RelationshipsUnit 5Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 7: Representations of Linear RelationshipsUnit 3Lesson 5: Flags [Free lesson]Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 8: Translating mx + bUnit 3Lesson 3: PostersLesson 6: Translations
Topic 3: Finding Slopes 
Lesson 9: Slopes Don’t Have to be PositiveUnit 3Lesson 5: Flags [Free lesson]Lesson 6: TranslationsLesson 7: Water CoolerLesson 8: Landing Planes
Lesson 10: Calculating SlopeUnit 3Lesson 7: Water CoolerLesson 8: Landing Planes
Lesson 11: Equations of All Kinds of LinesUnit 3Lesson 3: PostersLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Topic 4: Linear Equations 
Lesson 12: Solutions to Linear EquationsUnit 3Lesson 3: PostersLesson 6: TranslationsLesson 10: Solutions Unit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)
Lesson 13: More Solutions to Linear EquationsUnit 3 Lesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: TranslationsLesson 7: Water CoolerLesson 10: Solutions
Topic 5: Let’s Put It to Work 
Lesson 14: Using Linear Relations to Solve ProblemsUnit 3 Lesson 11: Pennies and Quarters

Unit 4: Linear Equations and Linear Systems

Topic 1: Puzzle Problems 
Lesson 1: Number PuzzlesUnit 4Lesson 1: Number machines
Topic 2: Linear Equation in One Variable 
Lesson 2: Keeping the Equation BalancedUnit 4Lesson 2: Keep It Balanced
Lesson 3: Balanced MovesUnit 4Lesson 3: Balanced Moves
Lesson 4: More Balanced MovesUnit 4Lesson 4: More Balanced Moves (Print available)
Lesson 5: Solving Any Linear EquationUnit 4Lesson 4: More Balanced Moves (Print available)Lesson 5: Equation Roundtable (Print available) [Free lesson]Lesson 6: Strategic Solving (Print available)
Lesson 6: Strategic SolvingUnit 4Lesson 5: Equation Roundtable (Print available) [Free lesson]Lesson 6: Strategic Solving (Print available)
Lesson 7: All, Some, or No Solutions
Lesson 8: How many Solutions?
Unit 4Lesson 7: All, Some, or None?
Lesson 9: When Are They the SameUnit 4Lesson 8: When Are They the Same?
Topic 3: Systems of Linear Equations
Lesson 10: On or Off the Line?Unit 4Lesson 7: All, Some, or None?Lesson 8: When Are They the Same?Lesson 13: All, Some, or None? Part 2
Lesson 11: On Both of the Lines
Lesson 12: Systems of Equations
Lesson 13: Solving Systems of Equations
Unit 4 Lesson 9: On or Off the Line?Lesson 10: On Both LinesLesson 11: Make Them Balance [Free lesson]Lesson 12: Line Zapper [Free lesson]Lesson 13: All, Some, or None? Part 2Practice Day 2 (Print available)
Lesson 14: Solving More Systems 
Lesson 15: Writing Systems of EquationsUnit 4 Lesson 14: Strategic Solving, Part 2 (Print available)
Topic 4: Let’s Put It to Work 
Lesson 16: Posing Problems with Systems of EquationsUnit 4 Lesson 14: Strategic Solving, Part 2 (Print available)

Unit 5: Functions and Volume

Topic 1: Inputs and Outputs 
Lesson 1: Inputs and OutputsUnit 5Lesson 1: Turtle Crossing [Free lesson]Lesson 2: Guess My Rule [Free lesson]
Lesson 2: Introduction to FunctionsUnit 5Lesson 1: Turtle Crossing [Free lesson]Lesson 2: Guess My Rule [Free lesson]Lesson 3: Function or Not?
Topic 2: Representing and Interpreting Functions 
Lesson 3: Equations of FunctionsUnit 3Lesson 1: Turtle Time Trials [Free lesson] Unit 5Lesson 3: Function or Not?Lesson 4: Window Frames
Lesson 4: Tables, Equations, and Graphs of Functions
Lesson 5: More Graphs of Functions
Unit 5Lesson 4: Window FramesLesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 6: Even More Graphs of Functions 
Lesson 7: Connecting Representations of FunctionsUnit 5Lesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: (Print available)Charge!
Topic 3: Linear Functions and Rates of Change
Lesson 8: Linear FunctionsUnit 2Lesson 9: Water SlideLesson 10: Points on a PlaneUnit 3Lesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Lesson 9: Linear ModelsUnit 5Lesson 3: PostersLesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 10: Piecewise Linear FunctionsUnit 5Lesson 9: Piecing It Together
Topic 4: Cylinder and Cones 
Lesson 11: Filling Containers 
Lesson 12: How Much Will Fit? 
Lesson 13: The Volume of a CylinderUnit 5Lesson 10: Volume LabLesson 11: Cylinders [Free lesson]Lesson 12: Scaling Cylinders
Lesson 14: Finding Cylinder DimensionsUnit 5Lesson 10: Volume LabLesson 11: Cylinders [Free lesson]Lesson 12: Scaling CylindersLesson 14: Missing Dimensions (Print available)
Lesson 15: The Volume of a ConeUnit 5Lesson 10: Volume LabLesson 13: Cones [Free lesson]Lesson 14: Missing Dimensions (Print available)
Lesson 16: Finding Cone DimensionsUnit 5Lesson 12: Scaling CylindersLesson 13: Cones [Free lesson]Lesson 14: Missing Dimensions (Print available)
Topic 5: Dimensions and Spheres 
Lesson 17: Scaling One DimensionUnit 5Lesson 12: Scaling Cylinders
Lesson 18: Scaling Two Dimensions 
Lesson 19: Estimating a Hemisphere 
Lesson 20: The Volume of a Sphere
Lesson 21: Cylinders, Cones, and Spheres
Unit 5Lesson 15: SpheresPractice Day 2 (Print available)
Topic 6: Let’s Put It to Work 
Lesson 22: Volume As a Function of …Unit 5Lesson 15: Spheres

Unit 6: Associations in Data

Topic 1: Does This Predict That? 
Lesson 1: Organizing DataUnit 6 Lesson 1: Click Battle
Lesson 2: Plotting DataUnit 6 Lesson 2: Wing Span
Topic 2: Associations in Numerical Data 
Lesson 3: What a Point in a Scatter Plot MeansUnit 6 Lesson 1: Click BattleLesson 2: Wing SpanLesson 3: Robots [Free lesson]Lesson 7: Scatter Plot City
Lesson 4: Fitting a LineUnit 6 Lesson 4: Dapper Cats [Free lesson]Lesson 5: Fit Fights [Free lesson]Lesson 6: Interpreting SlopesLesson 8: Animal BrainsPractice Day 1 (Print available) [Free lesson]Practice Day 2 (Print available)
Lesson 5: Describing Trends in Scatter PlotsUnit 6 Lesson 1: Click BattleLesson 2: Wing SpanLesson 3: Robots [Free lesson]Lesson 7: Scatter Plot City(Print available)Practice Day 1 [Free lesson]
Lesson 6: The Slope of a Fitted LineUnit 6 Lesson 6: Interpreting SlopesLesson 7: Scatter Plot CityPractice Day 1 (Print available) [Free lesson]Practice Day 2 (Print available)
Lesson 7: Observing More patterns in Scatter PlotsUnit 6 Lesson 1: Click BattleLesson 2: Wing SpanLesson 3: Robots [Free lesson]Lesson 7: Scatter Plot City
Lesson 8: Analyzing Bivariate DataUnit 6Lesson 9: Tasty Fruit
Topic 3: Associations in Categorical data 
Lesson 9: Looking for AssociationsUnit 6Lesson 10: Finding Associations [Free lesson]Lesson 11: Federal BudgetsPractice Day 3 (Print available)
Lesson 10: Using Data Displays to Find associationsUnit 6Lesson 10: Finding Associations [Free lesson]Lesson 9: Tasty Fruit
Topic 4: Let’s Put It to Work
Lesson 11: Gone in 30 SecondsUnit 6Lesson 11: Federal Budgets

Unit 7: Exponents and Scientific Notation

Topic 1: Exponent Review 
Lesson 1: Exponent ReviewUnit 7 Lesson 1: Circles [Free lesson]Lesson 2: Combining Exponents
Topic 2: Exponent Rules 
Lesson 2: Multiplying Powers of 10
Lesson 3: Powers of Powers of 10
Lesson 4: Dividing Powers of 10
Unit 7 Lesson 3: Power Pairs (Print available) [Free lesson]Lesson 4: Rewriting Powers  
Lesson 5: Negative Exponents with Powers of 10Unit 7 Lesson 5: Zero and Negative ExponentsLesson 6: Write a Rule (Print available)Practice Day 1 (Print available)
Lesson 6: What about Other Bases? 
Lesson 7: Practice with Rational Bases
Lesson 8: Combining Bases 
Topic 3: Scientific Notation 
Lesson 9: Describing Large and Small Numbers using Powers of 10Unit 7 Lesson 7: Scales and Weights
Lesson 10: Representing Large Numbers on the Number Line
Lesson 11: Representing Small Numbers on the Number Line
Unit 7 Lesson 8: Point Zapper
Lesson 12: Applications of Arithmetic with Powers of 10Unit 7  Lesson 8: Point ZapperLesson 9: Use Your Powers
Lesson 13: Defining Scientific Notation
Lesson 14: Multiplying, Dividing, and Estimating with Scientific Notation
Unit 7 Lesson 10: Solar System [Free lesson]Lesson 11: Balance the Scales [Free lesson]Lesson 13: Star Power
Lesson 15: Adding and Subtracting with Scientific NotationUnit 7 Lesson 10: Solar System [Free lesson]Lesson 11: Balance the Scales [Free lesson]Lesson 12: City LightsLesson 13: Star Power
Topic 4: Let’s Put It to Work
Lesson 16: Is a Smartphone Smart Enough to Go to the Moon?Lesson 13: Star Power Practice Day 2 (Print available)

Unit 8: Pythagorean Theorem and Irrational Numbers

Topic 1: Side Lengths and Areas of Squares
Lesson 1: The Areas of Squares and Their Side LengthsUnit 8Lesson 1: Tilted Squares
Lesson 2: Side Lengths and AreasUnit 8Lesson 2: From Squares to RootsLesson 3: Between Squares
Lesson 3: Rational and Irrational Numbers
Lesson 4: Square Roots on the Number Line
Lesson 5: Reasoning about Square RootsUnit 8Lesson 2: From Squares to RootsLesson 3: Between SquaresLesson 4: Root Down [Free lesson]Practice Day 1 (Print available)
Topic 2: The Pythagorean Theorem
Lesson 6: Finding Side Lengths of TrianglesUnit 8Lesson 6: The Pythagorean TheoremLesson 7: Pictures to Prove ItLesson 8: Triangle-Tracing Turtle [Free lesson]
Lesson 7: A Proof of the Pythagorean TheoremUnit 8Lesson 7: Pictures to Prove It
Lesson 8: Finding Unknown Side LengthsUnit 8Lesson 11: Pond Hopper
Lesson 9: The ConverseUnit 8Lesson 9: Make It Right
Lesson 10: Applications of the Pythagorean TheoremUnit 8Lesson 10: Taco Truck [Free lesson]
Lesson 11: Finding Distances in the Coordinate PlaneUnit 8Lesson 11: Pond Hopper
Topic 3: Side Lengths and Volumes of Cubes
Lesson 12: Edge Lengths and Volumes
Lesson 13: Cube Roots
Unit 8Lesson 5: Filling Cubes
Topic 4: Decimal Representation of Rational and Irrational Numbers
Lesson 14: Decimal Representation of Rational and Numbers
Lesson 15: Infinite Decimal expansions
Unit 8Lesson 12: Fractions to DecimalsLesson 13: Decimals to Fractions
Topic 5: Let’s Put It to Work
Lesson 16: When Is the Same Size Not the Same Size?Unit 8Lesson 10: Taco Truck [Free lesson]

Unit 9: Putting It All Together

Topic 1: Tessellations
Lesson 1: Tessellations of the Plane
Lesson 2: Regular Tessellations
Lesson 3: Tessellating Polygons
Topic 2: The Weather
Lesson 4: What Influences Temperature?
Lesson 5: Plotting the Weather
Lesson 6: Using and Interpreting a Mathematical Model

NO PURCHASE NECESSARY. A PURCHASE DOES NOT INCREASE YOUR CHANCES OF WINNING. VOID WHERE RESTRICTED OR PROHIBITED BY LAW.

These Terms and Conditions (the “T&Cs”) apply to each sweepstakes offered by Amplify Education, Inc. (the “Sponsor”) on a webpage, email, or other document that links to these T&Cs (the “Entry Page”). For detailed rules for each sweepstakes, please review the sweepstakes rules on the Entry Page (such rules, the “Sweepstakes Rules”). These Terms and Conditions, together with the Sweepstakes Rules, will comprise the “Official Rules” for the sweepstakes.

To enter

Fill out the entry form on the Entry Page. Limit of one (1) entry per person using only one (1) email address for each drawing conducted during the sweepstakes period. Eligibility of individual entries will be at the sole discretion of the Sponsor, for any reason or for no reason, though specific reasons for disqualification may include use of inappropriate language. Entries generated by script, macro, mechanical or other automated means and entries by any means which subvert the entry process are void. Multiple entries received from any person in excess of the stated limitation will be void. Sponsor is not responsible for incomplete, lost, late, stolen, misdirected, damaged, illegible entries, for address changes of entrants, or for malfunctions of electronic or telephone equipment, computer hardware or software, failure of any entry to be received on account of technical problems or traffic congestion on the Internet, or any combination thereof, including any injury or damage to any entrant’s or any other person’s computer or other property related to or resulting from participation in the sweepstakes, or for other problems related to electronic entries. All entries become the property of Sponsor and will not be returned.

Eligibility

In addition to any eligibility restrictions contained in the Sweepstakes Rules, each sweepstakes is open only to individual legal residents of the states of the United States or the District of Columbia, except for residents of Rhode Island, who are at least 13 years of age or older as of the time of entry.

  • Minors – Parents and Guardians: An eligible person under the age of majority in such person’s jurisdiction must have his/her parent’s or legal guardian’s consent to enter this sweepstakes. The parent(s) or legal guardian(s) of an entrant under the legal age of majority in his/her jurisdiction of residence (a) will ensure that the entrant in respect of whom they agree to the Official Rules will comply with the Official Rules; and (b) warrants that he/she agrees to the Official Rules and gives the consents contained herein, including permission for his/her child/ward to participate in this sweepstakes. The parents(s) or legal guardian(s) of each such entrant agrees to indemnify the Released Parties (as defined below) for and against: (i) any claims made by the entrant, his or her legal guardian(s), or any member of his or her family against the Released Parties in connection with this sweepstakes; and (ii) any losses (including any liability) caused by any conduct of the entrant that is inconsistent with the Official Rules.
  • Teachers/School Personnel: By entering this sweepstakes, you represent and warrant that your participation in this sweepstakes complies with your school, institution, school board and school district policies. Any entry submitted in violation of such policies may result in disqualification. Verification: Amplify reserves the right to verify an individual’s eligibility, compliance with applicable policies in the case of teachers and school personnel and, if applicable, a parent’s or legal guardian’s consent to enter the sweepstakes by requesting proof of identity, compliance, or eligibility in the form acceptable to Amplify. Failure to provide such proof may result in disqualification, such that entrant will no longer be eligible to participate in the sweepstakes and will have no recourse or other opportunity to submit an entry.
  • Entrant: In the event of a dispute regarding any entry, the entry will be deemed made by the authorized account holder of the e-mail address submitted at the time of entry (i.e., the natural person who is assigned to an email address by an Internet access provider, online service provider or other organization responsible for assigning email addresses for the domain associated with the submitted e-mail address).
  • Ineligibility: Employees of Amplify, its advertising and promotion agencies, its contest administration agents, and each of Amplify’s and such agencies’ respective parent companies, subsidiaries and affiliates (all of the foregoing, the “Sweepstakes Entities”), and such employees’ immediate family and household members, are not eligible.

Drawing

Winners will be selected on the date(s) specified in the Sweepstakes Rules (the “Drawing Dates”). Each winner be selected in a random drawing, from all eligible entries received since the beginning of the sweepstakes period or the prior Drawing Date, as applicable. Winner does not need to be present to win. The drawing(s) will be conducted by Sponsor or its designee, the judge of the sweepstakes, whose decisions are final and binding on all matters relating to the sweepstakes. Winner will be required to sign and return an affidavit of eligibility/liability and publicity release, or the prize will be forfeited and an alternate winner selected.

Prize and odds of winning

The Prizes and number to be awarded are specified in the Sweepstakes Rules. Odds of winning depend on the number of eligible entries received. Prizes will be awarded. No prize substitutions, upgrades or cash equivalents, except at the sole discretion of the Sponsor if an advertised prize becomes unavailable. Prizes are non-transferable. All taxes, if any, associated with the prize are the winner’s sole responsibility.

General

By entering, entrants agree to: (1) release the Sponsor, its agents, and any platforms used to conduct the sweepstakes, such as Facebook, Twitter, or others (each, a “Platform” and together with Sponsor and its agents, the “Released Parties”), from all liability, injuries, loss and/or damage of any kind arising from their participation in the sweepstakes and the acceptance, possession and use/misuse of any prize; (2) to be bound by the Official Rules and the decisions of the judge; and (3) to be contacted by Sponsor by mail, telephone and/or email regarding the sweepstakes. The sweepstakes is in no way sponsored, endorsed or administered by, or associated with, any Platforms used to promote it. By accepting a prize, winner consents to the use of his/her name and likeness for advertising and promotional purposes without additional compensation in all media worldwide (except where prohibited by law). The sweepstakes is subject to all applicable federal, state and local laws and regulations. If for any reason the sweepstakes is not capable of running as planned, including due to an infection by computer virus, bugs, tampering, unauthorized intervention, fraud, technical failures, or any other causes which corrupt or affect the administration, security, fairness, integrity, or proper conduct of this sweepstakes, Sponsor and its agents reserve the right, at their sole discretion, to modify, suspend or terminate the sweepstakes, and select the winner from all eligible entries received prior to the termination and/or to disqualify any individual who is responsible or who tampers with the entry process. This sweepstakes is governed by the laws of the State of New York, with venue in New York County, New York, and all claims must be resolved in the state or federal courts in New York County, New York.

Removal for future mailings

To have your name and address removed from Sponsor’s future mailings, please select the unsubscribe link in any email you receive from Sponsor. Sponsor will process your request within 60 days.

Winner’s name

For the name of the winner, email mail@amplify.com or send a stamped, self-addressed envelope to be postmarked within 15 days and received within 30 days of the relevant Drawing Date to: Amplify, Marketing Department, Winner’s Name, 55 Washington Street, Suite 800, Brooklyn, NY 11201.

Sponsor

Amplify Education, Inc., 55 Washington Street, Suite 800, Brooklyn, New York 11201.

A teacher assists two students working at a table with a laptop and books, surrounded by colorful illustrations of a cyclist, a bird, and a dinosaur.

Join us for an Oklahoma Amplify Science workshop

These fun and informative workshops will give you a sneak peak into Amplify Science for grades K-8. Enjoy dinner with your colleagues and Amplify Science team, preview the program, walk away with free samples, and maybe even a door prize!

Space is limited—register today!

In-person workshops

Agenda

4:00 p.m. Registration
4:30 p.m. Workshop
5:30 p.m. Dinner and door prizes

Tuesday, September 29

Stride Bank Center
301 S. Independence Street
Enid, OK 73701

Wednesday, September 30

Hampton Inn & Suites Stillwater West
615 S. Country Club Road
Stillwater, OK 74074

Thursday, October 1

Science Museum

2020 Remington Place

Oklahoma City, OK 73111

Tuesday, October 20

Oklahoma Aquarium

300 Aquarium Drive

Jenks, OK 74037

Thursday, October 22

Sam Noble Museum 

University of Oklahoma

2401 Chautauqua Avenue

Norman, OK 73072

Virtual workshops

Agenda 

4:00 p.m. Workshop begins
4:45 p.m. Q&A
5:00 p.m. Dinner gift card and door prizes

Wednesday, October 21

4:00 p.m. CDT

Tuesday, October 27

4:00 p.m. CDT

Wednesday, October 28

4:00 p.m. CDT

Thursday, October 29

4:00 p.m. CDT

Submit the form to register for an event!

The fine print

While we’ve made every effort to ensure that this invitation is consistent with the gift and ethics rules adopted by most jurisdictions, we recognize that many public officials are subject to rules that do not permit acceptance of this offer or require approval of other officials at your agency. If you do plan to attend our event, please ensure that acceptance of our invitation is fully compliant with your local rules regarding travel, lodging, and meals for events with vendors. Please let us know if we can provide any additional information to support your determination.

Welcome, Idaho K-8 Science Reviewers!

Thank you for taking the time to review Amplify Science. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Below, you will also have the opportunity experience our program firsthand with a demo account to access the digital platform.

Amplify Science for grades K–8 has been rated all-green by EdReports. Read the review on EdReports.

Collage of educational settings: top left, two young girls using laptop in library; bottom right, middle school science project display on tablet; bottom left, two boys with tablet discussing.

Overview

With Amplify Science, students don’t just passively learn about science concepts. Instead, they take on the roles of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

Grades K–5

Grades 6–8

Amplify Science Grades K-5 Tour for Idaho Educators

Amplify Science Grades 6-8 Tour for Idaho Evaluators

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon. It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more.

Rather than asking teachers to wade through unnecessary content, we designed our program to address 100 percent of the NGSS and Idaho Standards in fewer days than other programs:

  • In just 120 lessons at grades 6–8
  • In just 66 lessons at grades K–2
  • In just 88 lessons at grades 3–5
A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.

A laptop and two screens display educational content about ecosystems, featuring illustrated plants, animals, and experiments with colorful liquids.
Two young students sit at a classroom table, one holding up a clear cup of water while the other observes closely. Papers and pencils are spread out on the table.

Investigation units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Two children play an educational board game at a table with worksheets, plastic cubes, and small containers of colored items.

Modeling units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Two children sitting at a table with laptops are talking to each other in a classroom setting, with books and baskets in the background.

Engineering Design units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Several open textbooks and notebooks are spread out on a table as a person writes in one of the notebooks with a pencil.

Argumentation units

Argumentation units are introduced at grade 3 and provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

A person points to a photo in a textbook about coral reefs, with a laptop and notebook open on the desk.

Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Three students at a classroom table examine a sealed plastic bag with food inside, while one looks surprised; another student stands in the background.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Four students sit at a table using laptops, focused on their screens in a classroom setting with one student in the background.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Idaho Science Standards Alignment

Amplify Science was built from the ground up to fully embrace the instructional shifts outlined in A Framework for K-12 Science Education (2012), the same framework on which Idaho Science Content Standards were founded. Most grade levels’ respective set of Amplify Science units therefore fully address the necessary Idaho Science Content Standards (see correlation). Grade 1 teachers should plan to also use the companion mini-lesson provided below to achieve full standards coverage for their grade.

Grade 1 Companion

Standard: 1-LS-1.3 Use classification supported by evidence to differentiate between living and non-living things.

Recommended placement: Following Lesson 1.1 of the Animal and Plant Defenses unit.

Resources: Classroom Slides

Science (K-2) Evaluation Form

Science (3-5) Evaluation Form

Science (Middle School Physical Science) Evaluation Form

Science (Middle School Life Science) Evaluation Form

Science Evaluation Form Middle School Earth and Space Science

A boy sits on the floor reading a book to a girl beside him in a classroom setting.
A butterfly flies above potted plants next to a watering can and a caterpillar on a milkweed plant under sunlight in a grassy field.

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted.  

A hand pulls a white string attached to a pegboard with rubber bands and a white ball hanging from the center.

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Silhouette of a playground structure and toy train against a blue sky with clouds and two large yellow suns.

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Illustration of sea turtles swimming among underwater plants, with a shark and another turtle visible in the background.

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

A hand holds a flashlight and shines it through a transparent sheet with an image, projecting the image onto a wall in a dark room.

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

A split illustration shows a cityscape at night with a crescent moon and stars on the left, and a cityscape during the day with the sun, clouds, and an airplane on the right.

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

A grey elephant uses its trunk to pick apples from a tree, with a few apples still hanging on the branches and a small sprout growing nearby.

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

A hand picks up a red bean from a table scattered with more red beans, spilled white liquid, a cup, and a wooden stick.

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

A building labeled "Recreation Center" stands near a cliff edge with a blue flag, surrounded by trees and overlooking a beach and water.

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Illustration of a high-speed train traveling on an elevated track with a green landscape and blue sky in the background.

Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks.  

A group of wolves stands in the foreground, with a bear, elk, and several birds visible in a grassy, hilly landscape with scattered trees.

Inheritance and Traits

strong>Domain: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 

A small bird stands on soil, looking closely at a yellow snail, with green blades of grass on the left and a blue sky background.

Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.  

An orangutan hangs from a vine in a dense green forest with the sun visible in the background.

Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.  

Illustration of city buildings at night with illuminated windows, a full moon, visible stars, and a silhouetted figure in one window.

Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts.  

A streetlamp illuminates a cricket, which is watched by a gecko. Yellow arrows indicate the flow of light from the lamp to the cricket and then to the gecko’s eye.

Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.  

Two dolphins swimming underwater, facing each other against a blue background.

Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.

Earth orbits the Sun in space, with dotted blue lines showing the orbital path and a white arrow indicating Earth's rotation direction.

Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.  

Illustration of layered red and brown rocky cliffs beside a flowing blue river under a partly cloudy sky.

Earth’s Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.  

Red blood cells scattered across a dynamic, abstract red and white background.

Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.  

Illustration of wind carrying airborne particles over a coastal hill, with arrows indicating the movement up and over the hill toward the sea.

The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not. 

Illustration of a cheetah standing near plants, looking at a sloth hanging from a tree branch, with various foliage and mushrooms in the scene.

Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.  

A rover stands on a rocky, reddish terrain with visible tire tracks leading to it; distant hills are seen under a hazy sky.

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Illustration of a city skyline at night with a large full moon, a few stars in the sky, and a bridge on the left side.

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Illustration of a person wearing a red hat and winter coat with fur hood, eyes closed and arms crossed, surrounded by large orange circles.

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract digital artwork featuring a large yellow sun with blue and orange rays over a colorful landscape with green hills and red horizon.

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town with fields and mountains, showing wind patterns and atmospheric movement in the sky.

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An underwater scene with a large whale, several turtles, jellyfish, and fish swimming surrounded by shafts of light.

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly illustration of a forest with trees, mushrooms, a rabbit, and a fox catching another animal under a blue sky with mountains and the sun in the background.

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

Illustration of six spiders with different colored bodies and legs arranged in a chart-like formation on a dark background.

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Abstract digital artwork featuring vibrant colors, geometric shapes, a yellow human silhouette, and various patterns layered together.

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Illustration of a person receiving an oral examination with a tongue depressor and light, featuring abstract colorful shapes and an eye chart in the background.

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time. 

A spacecraft approaches a large modular space station with blue solar panels, orbiting in outer space against a black background.

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal badge displaying a parachute, ruler, letter A, stacked layers, bandage, and a folded paper icon.

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Two prehistoric aquatic reptiles with long snouts swim near the shore of a tropical landscape with rocks, plants, and an island in the distance.

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Illustration of a volcanic landscape with mountains, trees, an ocean, and a cross-section showing tectonic plates beneath the surface.

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four low-poly dinosaurs, three green and one yellow, are walking in a row on grass with rocks and red spots on their bodies under a blue sky.

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Two large tortoises are near a river; one is on the riverbank reaching for leaves on a tree, while the other is on the opposite bank among grass and trees.

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people stand atop rocky terrain littered with electronic devices; inset illustrations show a boot, a person with electronics in a vest, and a radio.

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

An orange popsicle melting in four stages from solid to almost fully liquid, set against a plain background.

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green graphic with icons showing a swaddled baby, a thermometer, layers of blankets, a medical symbol, and a heat source within a hexagonal frame.

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Digital illustration showing red and blue molecule-like circles on a blue background, with a boundary dividing two differently shaded sides.

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Illustration of people riding a roller coaster on a blue day, with arms raised as the car descends a tall loop against a sky with clouds.

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space over the Asia-Pacific region.

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.  

An illustrated polar bear stands on a small piece of floating ice in the ocean, with icebergs and an orange sun in the background.

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Hexagonal badge with icons including a wrench, building, sun, molecules, construction materials, screwdriver, paint bucket, and a letter T, all on a geometric blue background.

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

Access program

In addition to the grade-level sample boxes that we provided, we’ve also created custom demo accounts just for Idaho reviewers.

To access the digital portion of the program, click the link below, select “Log In with Amplify,” and then refer to the Start here digital access flyer for your personalized login credentials.

A spiral-bound teacher’s guide and a laptop displaying a digital curriculum, both titled “Balancing Forces: Investigating Floating Trains” from Amplify Science.

Resources

S4 – 01. Joyful math teaching with Kanchan Kant

Podcast cover for "Math Teacher Lounge," Season 4, Episode 1, titled "Joyful math teaching," featuring Kanchan Kant, described as a math educator and transformative leader.

This season on the Math Teacher Lounge podcast, we follow the theme “joyful math” and uncover its meaning.

In this episode, Kanchan Kant joins Bethany Lockhart Johnson and Dan Meyer to discuss the key, early investment she makes at the start of the school year to ensure her math teaching will be joyful for herself and for her students for the rest of the year.

Explore more from Math Teacher Lounge by visiting our main page.

Download Transcript

Dan Meyer (00:00):
Okay, we are recording. Hey folks. Welcome back to Math Teacher Lounge. (laugh)

Bethany Lockhart Johnson (00:06):
Hardly off to a rocking start.

Dan Meyer (00:06):
Yeah. Yeah. <laugh> Did you like my energy there? Hey folks. Welcome back to Math Teacher Lounge. It’s a new season with your host Dan Meyer. And…

Bethany Lockhart Johnson (00:15):
I’m Bethany, Lockhart Johnson. How’s your summer Dan?

Dan Meyer (00:22):
Summer for me feels really hectic as we prepare, here at Amplify, for the new school year, and everyone’s starting these new math programs. So I’ve been feeling quite amped up, like usual in the summer. But also, my kids started big kid school. So I’ve been seeing the educational system from the role of a parent and all the anxieties and I worry, will I be my kids’ teacher’s most annoying parent <laugh> … So what kind of math curriculum you using? Oh, have you heard of core counting? Can I lead a math center? What’s this worksheet about? I’m really worried my kids are just overall gonna hate my vibe when I come around their classes. Uh, <laugh> so lots going on with me.

Bethany Lockhart Johnson (01:06):
It’s already happening for me and I have a toddler.

Dan Meyer (01:10):
<laugh> There we go. Anyway, that’s what I’m up to. That’s how I’m feeling. I’m curious how you’re doing. We haven’t chatted in a while. We’re excited about the podcast, but it’s been a bit, you know? Bethany got a break from me and my antics over the summer. So, how are we finding you here, as we ramp up to the new season?

Bethany Lockhart Johnson (01:24):
Uhhhh. Well, let me just tell you, I have a toddler. That’s kind of all I need to say. Except that’s not all I will say. Of course, I’ll say more. I am exploring, I’m dipping my toe into the extracurricular toddler activities; the music classes of the toddler world, the creative movement of the toddler world. And yeah, I have lots of opinions and lots of things to say about the teachers. And I’m like, Ugh, I can’t wait to be room mom. And just like…<laugh>

Dan Meyer (01:55):
Just let it rip, you know?

Bethany Lockhart Johnson (01:57):
I have opinions on everything and just hope I don’t get kicked out of the class.

Bethany Lockhart Johnson (02:05):
It’s been an eventfully recharging summer and we are ready for this new season. And in fact, we’re so ready that we decided that we were gonna mix up this season. Just a, just a tiny bit. Shall I explain Dan?

Dan Meyer (02:21):
Yeah. Let’s do it.

Bethany Lockhart Johnson (02:22):
So we have loved all the different topics that we have explored in the Math Teacher Lounge world, but we kind of feel like we need to do some more deep dives. So for this season and the foreseeable seasons …

Dan Meyer (02:38):
We’ll see how it goes.

Bethany Lockhart Johnson (02:38):
Let’s stick with this season. For this season. We’re going to be exploring a singular theme.

Dan Meyer (02:46):
We’re not bouncing around. Yep. We’re not bouncing around from a guest to guest going on whatever shiny thing in the river bed catches our eye. We’re gonna take one theme and see where it goes. What we working with here this season?

Bethany Lockhart Johnson (02:57):
This season, we are going to be exploring the idea of joyful math, joyful math. And Dan, the question I have for you is, is the term joyful math one that you use on the regular?

Dan Meyer (03:10):
No, it definitely is not. I think that joy and math are very rarely, you know, connected in the popular mind. Number one, and number two, you know, I’m kind of an ornery fellow, so that’s not my natural kind of description of math. But we decided that it feels like an important one at the moment, because a lot of math teaching–a lot of teaching in general, math teaching in particular–math teaching is often not a joyful discipline for students, where, you know, I’ve done some research where you look at what people type into Google. And I looked at like, what they…why am I bad at X? And I looked at that for where X is math, where it’s science, where it’s reading, where it’s history. And it was just wild to see how many more hits there are out there on the Internet for “why am I bad at math?” People don’t really associate math with joy, but also we’re looking at joyful math in terms of joyful math teaching. Math teaching, teaching in general, is a tough field at the moment with a lot of teachers leaving teaching. And those who remain are having a lot of soul searching and thinking about, why am I here and how do I sustain this work? And in an environment that seems hostile to my interests or my talents, or work-life balance. And so that’ll be the theme that we’re gonna kind of uncover over the course of our season, talking to various interesting guests, including one today about, yeah, joyful math teaching and joyful math.

Dan Meyer (04:43):
And to help us think about what joyful math teaching looks like, we figured we’d first look at what UN-joyful math teaching looks like. It happens to be the case that we’ve been in a pandemic as you might be aware, and teaching has been challenging. And the NEA, our National Education Association, surveyed its member teachers and asked them the following question … Gave a list of issues that school employees have experienced and asked, for each one indicate how serious of a problem this is for you. This is a survey where more than half of members said they are more likely to leave or retire sooner than planned because of the pandemic. And this is almost double the numbers from July, 2020. It’s really hard to keep track of teacher departures and unfilled vacancies across states. So I don’t wanna like blow this up out of proportion, but it does indicate some real challenges in teaching. So Bethany, I was curious, what do you think like at the top of the list, like what kinds of factors, issues facing educators would you imagine there are?

Bethany Lockhart Johnson (05:48):
So if I’m to understand you correctly, these are reasons someone is not actively experiencing joy in the profession of teaching. Like why would they leave?

Dan Meyer (05:58):
Exactly.

Bethany Lockhart Johnson (05:59):
Well, the number one thing that came to mind for me, well, okay. Wait, wait, one other caveat I need to ask about, you said specifically pandemic-related or just in general, because if it’s pandemic-related, then I think, well, there’s health issues, right? That people are concerned about, but in general, the thing that came to mind was a lack of support from administration districts, lack of funding, and overcrowding in classrooms. Like, you know, I saw somebody had 40 students in their classroom. So those are the two things that I can imagine like top on someone’s list that would make them experience less than a joyful day.

Dan Meyer (06:44):
Yeah. There’s a bunch of you’re kind of identifying here. So number seven on the list is lack of respect from parents and the public, which is like 76% of teachers call that out as serious for them. Others that you kind of circled around in terms of resources go like, not enough planning or unstructured time in the job kind of ties into resources. Yeah. But there’s others that are on the list that I’m curious, you wanna take on the swing at it, given what I’ve said here,

Bethany Lockhart Johnson (07:15):
I feel like too much being asked of them, like being asked to wear too many hats, like they’re being asked to not only teach their class, but also cover all the vacancies and supervise recess and, you know, make a delicious, nutritious lunch. That’s what came to mind. Am am I close?

Dan Meyer (07:33):
Yeah. Number four on the list, unfilled job openings leading to more work for remaining staff. People covering, you know, not just the kind of external to teaching work like you’re describing, but also just taking on like losing your prep period, to take on a class that has been unfilled for all kinds of reasons. Yeah.

Bethany Lockhart Johnson (07:54):
Yeah. I’ve only gotten the fourth. Give me one clue, one clue about …

Dan Meyer (07:59):
So, I mean like, so number one is general stress from the coronavirus pandemic, you know, which I feel like …

Bethany Lockhart Johnson (08:06):
I mentioned that.

Dan Meyer (08:07):
I’ll give you that one. Yep, yep, sure. And then number two, close behind, is feeling burned out, which I think ties into what you’re describing as well. I’m giving Bethany credit on that one. The third one is very different from the ones you’ve been describing. I think I cannot in good faith give you even partial credit for this one. I’ll just say it. Student…

Bethany Lockhart Johnson (08:28):
Wait! Dan, this is not how you give clues.

Dan Meyer (08:31):
Here’s a clue. It’s student absences due to COVID19. It’s really hard to deal student absences. That’s your clue.

Bethany Lockhart Johnson (08:40):
That wasn’t a clue that you told me.

Dan Meyer (08:43):
Yeah, let’s see. I think that’s largely it. There’s also pay is too low, is on the list; student behavioral issues, on the list. And I think that about covers it. So all of that, that basket of items has led to more than half of teachers in this survey, saying that they’re more likely to leave or retire from education sooner than planned. And I don’t know. I think we all know teachers who have bailed.

Bethany Lockhart Johnson (09:08):
I’ve never played a board game with you, Dan, but if we ever play a board game, we’re gonna work on your clue giving, ’cause I want to keep guessing. And you just told me.

Dan Meyer (09:22):
Yeah. Yeah.

Bethany Lockhart Johnson (09:22):
In all seriousness, the <laugh>. In all seriousness, I think yes, the stress of the pandemic and students being absent, what some folks are calling unfinished learning, all of those pieces do play into it. But a lot of those things that you’re mentioning on the list are things that are not unique to the pandemic, right? Like those are things that I feel like there is some modicum of control that we could have over shifting the way the culture of the teaching profession is going so that we could create a more joyful experience for educators, administrators, and students.

Dan Meyer (10:03):
Yeah. Good call out. That’s exactly right. We could tax the people who are not in the classrooms more and increase the pay to classroom teachers. You know, there we go.

Bethany Lockhart Johnson (10:11):
Oh. Bingo. Why didn’t we ask you sooner Dan, for your wisdom.

Dan Meyer (10:15):
Yeah. I’m … solved by Dan. Yeah, good point though. So I read that and yeah, I think that there’s been some … people have critiqued the NEA for being very alarmist about teacher departures as the year has ramped up. It has not been quite the flood of departing teachers as was predicted and thank heavens for that, but we should still be very bummed if teachers are unhappy and wanting to leave and feel like they can’t leave. That is definitely not good. So we were really excited to bring to the table, someone who is just a very joyful teacher and one in a very intentional way. Someone who has a lot of discipline in how she approaches the job and the students in it and tries to create a joyful environment for herself, Kanchan Kant. Kanchan is a math and computer science teacher at Newton North High School in Newton, Massachusetts. She’s been sharing her love for math with her students for the past four years, while also being instrumental in setting the culture and ethos of the math department at her school in her role as the assistant department head. We welcome you on the show Kanchan to help us understand joy and math teaching. Thanks for being here.

Bethany Lockhart Johnson (11:29):
Welcome!

Kanchan Kant (11:30):
Thank you for having me. I really appreciate it.

Bethany Lockhart Johnson (11:33):
One of my friends, her son was asked as his first math homework assignment to write out his math bio. And I loved that idea because we got to hear a little bit about your bio from like a broader perspective. But if we were to ask about your math bio, I will speak for myself to say like, automatically certain images flash into my mind, right? To think about my relationship, my evolving relationship with math. But I’m so curious if I was to ask you, what’s your math bio? How did you become the person, mathematically speaking, that you are today? Would you mind sharing a bit about that?

Kanchan Kant (12:10):
Of course I would love to. So I was born and raised in India and I belong to a family which considers mathematics to be extremely important to succeed in life. My father used to have me add and subtract license plates since I was four years old, when we were out and about. I loved math in school, it just made like complete sense to me. It was logical and you know, it was my favorite subject. I loved it all through high school. I had a confidence speed breaker in undergrad. When in my second semester I almost failed the engineering math course that I took. That was the first time math felt like too much and not like my best friend, which it was supposed to be. So it was a while before I could summon the courage to take on another math course in college.

Kanchan Kant (12:56):
But once I did that, it was like old times. I realized I had to persevere through the challenging bits. And once I did that, it started to make sense again. And through my journey, as an educator speaking to people from various backgrounds and like coming to the United States, I realized that math is challenging for everyone at one time or another. For some people that is elementary school. And for some others, it is college or even later. Either way does not mean that you are not a math person. When I was in college, I felt I was not a math person. Whereas my sister, my very own sister said the same thing about math in middle school. Both of us use math every day. And we are definitely, definitely math people. So for me to be a math person is to persevere, to approach problem-solving in a logical manner, and to find the joy in the process ,as well as the answer.

Dan Meyer (13:47):
That’s wonderful. Yeah. A lot of people, have a moment where they feel like almost betrayed by what they thought was a close friend of theirs, with math, where it’s like, wait, I thought we were tight. You know, I thought we were cool. You and me. And there’s that moment. And I wonder if that’s been a useful moment for you to, you know, bring back now and then as a teacher with students who might feel that even, you know, in high school or in a secondary school as a kid.

Kanchan Kant (14:15):
Absolutely. Like when I talk to students and tell them, yes, I had difficulty in math too. It has not always been easy for men and there are still things I struggle with sometimes, then it’s like more modeling for them that you have to persevere, you should persevere. And once you do that, it makes sense and you can feel successful. So, almost every year I end up sharing the story with my students.

Bethany Lockhart Johnson (14:38):
There’s so much value in that, right? That you are sharing that vulnerability with students. And to say your relationship with mathematics has not been, you know, smooth sailing the whole way through. There were times when you had to work harder than others.

Dan Meyer (14:55):
Yeah. Really fun to hear about you and your father as well. I tried to ask my five-year-old to do some skip counting the other day, like, okay, cool, you’re hot stuff. You can count, you know, up by ones, but what about by twos? And the moment really fell flat. And I watched myself becoming the kind of parent who is whose enthusiasm for math is one day resented by his children. I feel a lot of, yeah, I felt your anxiety Kanchan, with math itself. And now I feel anxiety as like someone who loves math and loves to teach math and may one day alienate the people closest to him. <laugh>

Kanchan Kant (15:31):
I don’t like that future. I have a three-month-old. I do not like this future of mine. If I have to go through what you’re going through. Uh, oh, <laugh>

Dan Meyer (15:38):
You got this. So Kanchan, you’re going back to the classroom coming up here at the time of this recording. It’s a few weeks out. And we’re thinking about like the kind of ways that math teachers sustain a disposition that is joyful. How are you feeling right now, as far as going back to class after this summer? Are you feeling excited, anxious, some combo, tell us about it.

Kanchan Kant (16:01):
I would say combo, but more excited than anxious. I was on maternity leave, as I mentioned, before the school year ended, and I missed the students dearly. Like, my students are what gives me hope in the darkest times. They are thoughtful. They’re empathetic. They’re so eager to learn. And very soon into my teaching career, I realized that if I take the time to get to know my students and make them feel safe and seen in my class, teaching them math would be so much easier and so much more fun. So I’m a little worried about this being like fourth year into the pandemic, but let’s see. Last year I felt the students were finding it difficult to interact with and work with their classmates because they had not been doing it for so long. So I’m hoping this year would go a little better and I’m really looking forward to working with them and building community and see how it goes.

Dan Meyer (16:53):
So if I’m understanding you correctly, you are feeling very well recharged here. You had basically an extended summer with this maternity leave, basically just like a lot of rest and relaxation over the last, like several months. Um, if I get you here. So anyway, I’m glad for that for you. And, yeah. I also hear you on the difficulties of teaching post pandemic or mid pandemic. Anyway, thanks for sharing that.

Bethany Lockhart Johnson (17:19):
What I love is I hear you being so intentional, like thinking about those relationships and thinking about that community that you want to build, you know? How do you hope that you’re gonna cultivate joy in your teaching this year? I mean like, are there certain routines or disciplines that you specifically call forth or that you think other teachers should think about?

Kanchan Kant (17:41):
So at the start of every school year, I dedicate like about three to four weeks to set up the classroom culture, both social and academic. I call my classroom a learning community. We start with community circles, we do icebreaker activities, group building and all those kinds of things. But most importantly, we do a lot of collective problem solving. So I try to present students with problems, which can be solved using multiple strategies and have multiple entry points, basically they are low floor, high ceiling problems. These could be stretch problems that they have seen before, like concepts that they already know or logical puzzles, or just wrapping their heads around different problems. Then I have students share their strategies. The more strategies they have on the board, the more successful I think the problem was. Every year, inevitably, students come up with strategies that I’ve never ever seen before for the same problems that I do.

Kanchan Kant (18:35):
And so I have students come up to the board, they would share their strategies. If they’re not ready for that, they would walk me through their strategies. And I would write their name on the board with different colored markers and everything. Basically to give them choice and agency. It also shows them that the process of doing the problem is so much more important than just getting the right answer and that it is okay to make mistakes in our learning community. I use a lot of vertical whiteboards, some concepts and problems align so well with the vertical surfaces, especially when students can explore together, learn from each other. So I do a lot of that. As for routines, I would say consistency is the key. I consistently reinforce that I want to hear multiple strategies, that it is okay to make mistakes. I am willing to learn from you as much as you’re willing to learn from me. So all like that consistency in culture more than the routines, is I feel important to bring that joy.

Dan Meyer (19:29):
That’s super interesting. Thanks for that. So I’ve heard, I hear two common objections or two common concerns to using rich tasks or doing problem solving. And I think I heard like answers to those two common reservations within what you described there, but I wonder if we can kind of bring it to the surface. And so one of the reservations is around the time that those problems take and another is that teachers often feel like, well, I might be surprised, you know, I might not know what to do with what a student does. And I thought I was hearing like some very interesting answers to both of those kinds of reservations from you, but would you just surface those up if you have some.

Kanchan Kant (20:09):
So in terms of time, I feel if I spend the time at the beginning of the year, setting up that community and doing those problems, it makes learning the math and learning the concepts much more faster throughout the rest of the year. And even when I am trying, like, even throughout the year, if we are doing a warm up problem, as I call it, which has multiple strategies, that’s gonna clarify so many more concepts when we talk about those five, 10 strategies of doing the same problem, then going through multiple problems to clarify those concepts. So for me, it actually saves time instead of taking more time.

Dan Meyer (20:43):
Hmm. That’s super interesting. It’s an investment I’m hearing from you that, yeah, you might not be hitting the curriculum quite as hard early on, but that all of a sudden you’re in the spring and it’s like, oh wow, we’ve been moving so much faster through territory that has been more challenging. What would you say to you know, comfort concerned educators or to address the concern that I don’t know what I’ll do with these five, 10 different strategies. You say, I always see strategies that I’ve never anticipated. Like, it’s a good thing, you know, like you’re happy about that. I think that’s a very intimidating thing for lots of educators. What would you say to that?

Kanchan Kant (21:19):
I think like, for me, it’s a good kind of discomfort. That means like a student is teaching me something, which is actually doing two things. One modeling for them that I’m willing to learn and that I don’t know everything. And two, also telling them that they’re mathematicians. They know what they’re doing. They’re not just receivers of math, they’re actually creating it. So for me, that is very, very important.

Bethany Lockhart Johnson (21:43):
I love that so much. When you think about your students and you’re about to start this new school year, how do you hope your students will experience math in your classroom?

Kanchan Kant (21:53):
So I hope my students can see the beauty and joy of math. They can see that math is a way to see the world and not as something we have to do to get through school. So my hope for my classroom is that we can learn to problem-solve and persevere through problems and learn from each other and not just get through the curriculum. Because like, I think math is a wonderful way to learn these skills, which are so important when you get out of high school. Most importantly, I just wanna make sure that my students see themselves as mathematicians. And like one of the things that like I have to share with you that, because one of my highlights for the year has to be the Desmos art project. I do it every year for the past three years, I think since I’ve started teaching sophomores. And I do it as a unit assessment for functions and my students design something that is meaningful to them, using all the different kinds of functions and colors and shading and everything that you can think of in Desmos.

Kanchan Kant (22:49):
Thank you so much for that though. It is such a cool way for me to see them do that. Like I have seen such amazing creations. One of my students once made a scaled working model of a solar system wherein the planets were rotating at relative speed. The Saturn had rings and they were like asteroids and everything. And then it was beautifully done. Then there was another one who did a very, very detailed whale scenery, her reasoning. I wanna be a Marine biologist and I wanna study whales. So this is what is meaningful to me. So like that one project is just a culmination of everything that I want students to see in math and in my classroom. And like I do more of those kinds of things, but that is one thing that it’s one of the highlights of my year.

Dan Meyer (23:32):
That’s awesome. I love hearing that. Yeah. Shout out to the team at Desmos Studio for building and continuing to develop a tool list that so good for art and animation, even, in addition to some mathematics with a more computational kind. Yeah, that’s really exciting. What’s interesting to me is that you teach high school, and I think that like students at that age have a very well-defined sense of what math is and who they are as mathematicians. And then along you come, you know, and like offer this really interesting disruption, you know, in their sophomore year of high school that like, oh, this can be totally different, this relationship who I am. And that’s just really exciting. I imagine it’s a very surprising year. I would imagine that first month, I would imagine is a very surprising month for a lot of your sophomores.

Kanchan Kant (24:20):
Yeah, it is. I mean, that’s why I take that time to build that community because then that sets the tone and the relationship that we’re gonna have for the rest of the year. Students get to know how to work with each other. They get to know each other, that whole piece is like super important because of that.

Dan Meyer (24:35):
Yeah. That’s awesome. So here’s the thing, like we’re exploring these ideas about joyful math teaching and what it will take to cultivate restore, reclaim joy in math, teaching this next year. And you’ve offered us these really interesting ideas some, some very, you know, philosophical and some technical about how you spend time in ways that lead to joy in the spring for you and your students. Love that. We don’t want to as hosts, as researchers, investigators of this joyful math teaching idea, we don’t wanna say it’s all up to teachers to change their mindset, to do different technical practices, and that will lead to joy. We also wanna be really attentive to the environment that surrounds you, the people who are around to support you, the policy makers, the social structures that influence your joy in very significant ways. So what we would love to know from you is, how are you supported by the greater educational community in keeping your joy in your work? I’m thinking, especially about administrators, you know, front office, staff, parents, even, can you name a few ways for those sorts of people who listen to this podcast, how they can cultivate a math teacher’s joy this coming year?

Kanchan Kant (25:54):
I would say trust. I think more than anything, educators want administrators, parents, the greater educational community, to trust them to be professionals and experts in what they do. That does not mean that we don’t want to learn, that we don’t want feedback, that we don’t wanna get better. It just means that we keep the wellbeing of our students as our top priority. And we would like to be trusted to do just that. Also just keeping in mind that whether we like it or not, we are still adjusting to the new normal while recovering from the worst of the pandemic times. A lot of us are recovering from trauma, a lot of our students are recovering from trauma, and we need time and space for our social and emotional wellbeing.

Dan Meyer (26:35):
Yeah. I’m really curious, Kanchan, you’ve done a lot of work in your area with your grading team and in thinking about equitable and biased resistant instruction. I’m curious how you see those efforts lining up with creating joyful math learning conditions for all students, not just students from a dominant culture of math doing, let’s say.

Kanchan Kant (26:55):
For me, creating an equitable environment in a classroom is most important because once you have that, that’s when you have the relationships, that’s when you have the culture, that’s when all students actually thrive. So to that end, our school and our department has been doing a lot of work around grading practices. We actually assess how we grade students, where the bias is, what we can do to make them more bias resistant. Should we move to mastery based grading? Like that’s something I’ve been experimenting with for the past two years. Through the pandemic, I started doing mastery based grading so that my students can get more opportunities to show that they have learned the content. And so like just little things which help bridge the opportunity gap. I would say another project that our school undertakes is called the calculus project wherein we have students in Black, Latinx, and low income families sign up for that and are recommended for that. And then we do summer classes and yearlong support to preview the material for next year, not as a remedial class, but to actually set students up for success in AP classes for the coming year. So we have the community buildup. We have the courses we have like math support. It’s a very beautiful thing actually. And I’ve been working with that program for four years now. So yeah, so those are my ways of creating more equity in our school.

Bethany Lockhart Johnson (28:19):
That’s so beautiful and I deeply, deeply wish you had been my high school math teacher. And I have to say that the theme that I kind of keep hearing is this intentionality. How you are so intentional about your work, not just with what your students are learning, but how they’re learning it, how they are engaging with this subject and how they are building their own relationship. You talked a little bit about your relationship over the years with mathematics, but how are your students building that relationship? And so I’m just very appreciative of you sharing that with us and with our listeners. And we are so excited to have learned a little bit about, like, I feel like I got a little mini peek into your classroom.

Kanchan Kant (29:03):
Thank you.

Bethany Lockhart Johnson (29:04):
And can I say that if you are listening to this prior to October at NCTM Los Angeles, you will get to hear Kanchan Kant speak at Shadow Con. Can I give that away, Dan? Is that, is that …

Dan Meyer (29:23):
You can drop that. Yeah, It’s pretty top secret.

Bethany Lockhart Johnson (29:26):
Can I drop it?

Dan Meyer (29:27):
Yeah. Do it. Yeah.

Bethany Lockhart Johnson (29:28):
Dan and I will be in the audience cheering you on. It’s been a joy to learn with and from you, and we are so excited to just, you know, kind of keep marinating on some of these ideas about how we can continue to be intentional about creating joyful math spaces for our students. Thank you so much for joining us today.
Kanchan Kant (29:49):
Thank you so much. It was a real pleasure.

Dan Meyer (29:57):
So Bethany, I loved hearing Kanchan talk about both her, just her joyful personality, but how she cultivates joy through craft and technique through, you know, through the various ways she interacts with students in intentional ways, that those make the job more joyful for her. And I thought it was really interesting to hear her talk about how autonomy is the thing that she needs most in her job environment to feel like she can be joyful in her work. In that context, I saw … something on Twitter popped up for me in my, you know, my many Twitter wanderings. This is a segment we might call, Dan finds something on Twitter and shares it with Bethany. Which we’ll tighten that up a little bit, but I’m sending this over to you right now, and I’d love to know as you check this out, what you’re seeing and what you’re thinking and we’ll chat about how it relates to our interview here in a moment.

Bethany Lockhart Johnson (30:47):
All right. I’m ready, send it over. It’s opening. So this appears to be a document by the way, outlining, maybe it’s a district, maybe it’s administration, they’re outlining expectation type and expectation guidelines. Hmm. Okay. And these are lesson plan expectations. Expectation type. Timeliness. Plans are due no later than 6 p.m.. Friday prior to the week of instruction. Comprehensive, all activities for the week for all subjects taught should be included and complete by due date and time. Plans should have at minimum, the following, see template for detail. Okay. So then it goes through the things that the plans need to have, the topic title, target, the objective, the activities, the sequence, the display agendas to be displayed backward design. Okay. So basically <laugh>, we were just talking about, overwhelm. And when I see this document, listeners, have you ever received something from your administrator or anyone, let’s take it more broadly, that is requesting something of you that would take so much time to complete and be so out of touch with your lived reality that it really genuinely sucks the joy out of the experience.

Bethany Lockhart Johnson (32:25):
So the first thing that I see that this document, and again, the goal of whichever district’s plan this is, is that these expectations will lead–now, mind you, I am a fan of like, you know, looking ahead, I’m not a like, oh, hey, what am I gonna teach in five minutes? No, but the idea that then it lays out all of the things in such detail that you’re gonna be teaching feels like one of those pacing guides where, oh, move on to the next page, whether or not your students have any sort of sense making whatsoever. So my first thought is, oh, sad. I have to stay here. I’ll be there past 6 p.m. But I’m gonna be there trying to make the plans for the next week based on what I think my students have learned. Hmm it’s sounds like a little bit of a bummer. Dan, what did you think when you saw this and did I do a fair description of what it is?

Dan Meyer (33:25):
No, it’s, it’s a tough one to describe, ’cause it’s basically a wall of text and commands from an administrator who like, I just have to imagine has just like acres and acres of teachers trying to beat down their door to teach at this school, if this is how you’re gonna treat your teachers. I mean just, yeah. The idea of having a week… I’m with you, you don’t wanna just like, just jump in by the seat of your pants, but the idea of having a full week of lessons for every section you teach, every prep you teach, planned and submitted with every minute, basically morseled out to different goals. It says down here, you gotta like, for all of these, download a CSV of grades and whatnot and attach those. It’s the sort of thing, like you said, there are some edicts that you get from administration where you just have to laugh or just like, you have definitely missed like what I am willing to do here. It’s so far beyond. Yeah. I can’t imagine it. And it just felt like, yeah, it was a great way to get teachers like Kanchan to feel like a real lack of autonomy. Like it’s this would not work. I don’t think.

Bethany Lockhart Johnson (34:33):
And it’s not even like willing to do. Like, let’s say you’re even willing to produce it. Let’s say that me, the rule follower is like, okay. I’m gonna attempt to meet these demands. One, most teachers were just, you know, they probably would put baloney down there anyway. Not saying that I would, but I’m saying like, it’s clearly just a hoop that they’re having to jump through and two…

Dan Meyer (35:04):
Yeah. Compliance, right?

Bethany Lockhart Johnson (35:05):
Yeah. Compliance, compliance. There you go. And two, yeah, it feels like it’s about control and not trusting the teacher. And I love that. Kanchan said that trust is what she needs. Right? You’re hiring me. Yes. I still have lots to learn, but you’re trusting me and you’re creating an environment where I can continue to learn from and with my students. And if I was being asked to submit this tome every Friday before six, that is predicting, what does it say, anticipating the steps necessary for student mastery? You know, I kind of feel like maybe it’s like that one or two teachers where maybe they feel like, oh, I don’t trust that teacher or that teacher isn’t doing a good job, whatever. We better do this for all of the teachers, but then it’s not gonna change the practices of that one teacher and all the other teachers are gonna be resentful.

Dan Meyer (36:00):
Like if there was like feedback that came back to you on, you know, on lesson plans or there was some like something that was very constructive or productive, like maybe that would be different, but it really just feels like these are gonna go into a digital drawer somewhere and not be looked at, at all.

Bethany Lockhart Johnson (36:15):
Yes. The digital drawer. Like I’m gonna send you this report and then nothing is going to happen with it. Except that four hours of my time. Well, you wouldn’t do it, but <laugh>…

Dan Meyer (36:29):
You’ve worn me down. You’ve worn me down. I’m now putty in your hands and more compliant for the next thing. And I also just wanna shout out the administrator today, who I emailed asking about like a teacher participating in a project and this administrator said, I have a standing policy not to email teachers over summer break, which you know, as administrators out there doing just the good work, you know, trusting teachers, watching out for them, trying to be a force multiplier for teachers, making the road wider, the way easier for teachers. So shout out to y’all doing the out there. Really appreciate that.

Bethany Lockhart Johnson (37:04):
Okay. Wait, wait. About that email thing, quick question. Did you ever check your email over the summer?

Dan Meyer (37:11):
Uh, yeah. That’s one way in which I was the, you know, I just love email, you know? Oh. Someone wanted to reach out. Oh, oh, Banana Republic wants to tell me about new clothes that are on offer. <laugh> I mean like, it’s just, I love those personal emails. So yeah, I did check my email over the summer.

Bethany Lockhart Johnson (37:26):
Somebody emailed me recently and they emailed me at like two in the morning. And because I currently have a toddler, I received the email at four in the morning because you know, the best thing to help myself fall back asleep is to hop on my phone, right? Like I’m already up trying to get my toddler back to sleep. I might as well start scrolling. Anyway, so the person had this little thing at the bottom of their email and it said, I have, something to the effect of, I have really like wonky work hours. I may be sending this outside of the like more standard nine to five. But please don’t feel pressure in any way to respond outside of your time. Would you appreciate that, seeing that or does it make you feel like you should respond? ‘Cause I almost responded at four in the morning, and maybe that says something about …

Dan Meyer (38:15):
They’re telling you not to respond.

Bethany Lockhart Johnson (38:16):
I know it was helpful.

Dan Meyer (38:18):
It says don’t, but you’re like, what if they’re saying that because they really expect me to respond and this is one of many ways that you and I are different. I’m always happy to see that.

Bethany Lockhart Johnson (38:29):
Do you respond? I’ve texted you in the evening because you know I have some wonky hours. Do you respond to things, like where’s your boundary there? Or when you were in the classroom, where was your boundary there? Did parents have your phone number?

Dan Meyer (38:43):
No. I gave kids my cell phone number for a couple years and it was a wobbly experiment. But parents will email, you know, back and forth with you. And I think the best thing to like … I love just like adding some friction, some latency into the kind of the chain, you know, like I hate going like back and forth, like da, da, da, da, and then like respond and then da, da da respond. And it just like goes back and forth. So just like just sitting back for an hour or two hours, you know, not responding, just let someone cool down, calm down. Email just gets you more email. That’s like if you send an email, you are just making it more likely to get more email. It’s a, you know, it’s a problem.

Bethany Lockhart Johnson (39:20):
Are you one of the zero people?

Dan Meyer (39:23):
My inbox is at zero. Most days before work.

Bethany Lockhart Johnson (39:26):
You’re joking!

Dan Meyer (39:28):
I end work every day with inbox, at zero.

Bethany Lockhart Johnson (39:31):
You’re joking!

Dan Meyer (39:32):
That’s just, you know.

Bethany Lockhart Johnson (39:33):
Who are you?

Dan Meyer (39:34):
You know, you should take my life coaching, Bethany. I’ll give you a discount since we’re math teacher, lunch pals. But, um yeah. I can help.

Bethany Lockhart Johnson (39:44):
Thank you for qualifying where our pal-dom lives. I wouldn’t even tell you how many are in my inbox. Point is, if you are actively starting the school year, we celebrate you and we are here and over the next few months, we’re gonna be diving into joyful math and that definition’s gonna keep evolving. But I wanna say something that is making me feel a little joyful, Dan. You ready?

Dan Meyer (40:15):
Tell me.

Bethany Lockhart Johnson (40:16):
You and I, in person, at NCTM, the National Council for Teachers and Mathematics. It’s coming up and we are going to be recording Math Teacher Lounge, live. Live, in person! And I hear there’s gonna be like a t-shirt cannon and there’s gonna be, you know, like musicians marching through the aisles or something.

Dan Meyer (40:46):
A marching band?

Bethany Lockhart Johnson (40:46):
A marching band!

Dan Meyer (40:46):
Trained animals. Yeah.

Bethany Lockhart Johnson (40:48):
But the point is, I’m so excited, Dan. And you know, when I see you, I might just, it’s been so long since I’ve seen you, Dan. I’d love to give you a big old embrace.

Dan Meyer (41:04):
You might just, you might just cry. Yeah. Yeah. It’ll be great. Yeah. It’s gonna be awesome for you folks to see me and Bethany have a real awkward first hug since the pandemic. And, uh, but it’s gonna be a blast to hang with us in person. We’ll have some special guests, probably, some interesting segments. You folks should stop on by at NCTM, if you’re gonna be there. Highly recommended.

Bethany Lockhart Johnson (41:29):
Now, we will be broadcasting that episode. You’re gonna get to hear … we’re gonna record it live. It’s gonna happen. In the meantime, you can find us at MTLshow on Twitter, or you can find us in our Facebook group, Math Teacher Lounge. We can’t wait to hear from you. And we’d love to hear what makes math joyful for you? Where can we add a little bit more joy to you this, this season? So thrilled to be back. Thanks for listening.

Stay connected!

Join our community and get new episodes every other Tuesday!

We’ll also share new and exciting free resources for your classroom every month.

What Kanchan Kant says about math

“Creating an equitable environment in the classroom is most important because once you have that, that’s when you have the relationships, and that’s when all students actually thrive.”

– Kanchan Kant

Meet the guest

As a math and computer science teacher at Newton North High School, Newton, MA, Kanchan has been sharing her love for math with her students for the past four years. Kanchan is instrumental in setting the culture and ethos of the mathematics department at her school in her role as the Assistant Department Head. Kanchan also leads the Math Department Grading Team and has been instrumental in making grading policies which are more equitable and bias resistant. In her new role as a Transformative Leaders of Massachusetts Fellow in collaboration with Springpoint and Barr Foundation, Kanchan looks forward to making equity and joy of learning the foundation of many more classrooms.

Businesswoman with long dark hair, wearing a dark blazer and blue blouse, poses in a professional portrait against a light background, representing math programs.
A graphic with the text "Math Teacher Lounge with Bethany Lockhart Johnson and Dan Meyer" on colored overlapping circles.

About Math Teacher Lounge: The podcast

Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.

Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!

1. Scope

These Customer Terms and Conditions are a legal agreement between Amplify Education, Inc. (“Amplify”) and the local education agency or authority, school district, school network, independent school, or other regional education system (“Customer”) for the license and use of one or more of Amplify products or services (the “Products”), as specified in the receipt, price quote, proposal, renewal letter, or other ordering document containing the details of this purchase (the “Quote”). These Customer Terms and Conditions, all addenda, attachments, and the Quote, as applicable (together, the “Agreement”), constitute the entire agreement between the parties relating to the subject matter hereof. The provisions of this Agreement will supersede any conflicting terms and conditions in any Customer purchase order, other correspondence or verbal communication, and will supersede and cancel all prior agreements, written or oral, between the parties relating to the subject matter hereof.

2. Agreement Acceptance

This Agreement becomes effective at the earliest of the following: (i) issuing a purchase order, shipment request, or payment against the Quote; (ii) accessing, downloading, or using the Products; or (iii) otherwise accepting this Agreement. This term of the Agreement will be as specified in the Quote and may be renewed or extended by mutual agreement of the parties. Customer represents and warrants that: (1) Customer is of legal age to accept this Agreement; (2) Customer is authorized to accept this Agreement and to access and use the Products; and (3) Customer’s use of the Products will comply at all times with Amplify’s Acceptable Use Policy available at amplify.com/acceptable-use (“AUP”). The Customer may not access, download, or use the Products if the Customer does not agree to this Agreement.

3. License

Subject to the terms and conditions of the Agreement, Amplify grants to Customer a non-exclusive, non-transferable, non-sublicensable license to access and use, and permit Authorized School Users, as defined below, to access and use the Products in accordance with the AUP, for the duration specified in the Quote (the “Term”), and for the number of Authorized School Users specified in the Quote for whom Customer has paid the applicable fees to Amplify. “Authorized School User” means the K–12 students registered or authorized for instruction with Customer and the educators, agents and staff members who use the Products as authorized by Customer who Customer permits to access and use the Products subject to the terms and conditions of the Agreement, solely while such individual is so employed or so registered. Each Authorized School User’s access and use of the Products will be subject to the AUP in addition to the terms and conditions of the Agreement. Violations of this Agreement or the AUP may result in suspension or termination of the applicable account.

4. Restrictions

Customer may access and use the Products solely for non-commercial instructional and administrative purposes. Guidelines for such purposes may be set forth at
https://amplify.com/amplify-program-usage-guidelines/ and additional guidelines may be detailed in materials associated with the Product the Customer is accessing. Further, Customer may not, except as expressly authorized by Amplify: (a) copy, modify, translate, distribute, disclose, or create derivative works based on the contents of, sell, or otherwise exploit, the Products, or any part thereof; (b) decompile, disassemble, reverse engineer the Products, or otherwise use the Products to develop functionally similar products or services; (c) modify, alter, or delete any of the copyright, trademark, or other proprietary notices in or on the Products; (d) rent, lease, or lend the Products or use the Products for the benefit of any third party; (e) avoid, circumvent, or disable any security or digital rights management device, procedure, protocol, or mechanism in the Products; (f) use any content from the Products, including but not limited to text, images, videos, assessments, lesson plans, or code, as input or training material for any machine learning or artificial intelligence system, including large language models, neural networks, or other algorithmic models, for any purposes, commercial or non-commercial; or (g) permit any Authorized School User or third party to do any of the foregoing. Customer also agrees that any works created in violation of this section are derivative works, and, as such, Customer agrees to assign, and hereby assigns, all right, title, and interest in such works to Amplify. The Products and derivatives thereof may be subject to export control laws, restrictions, regulations, and orders of the U.S. and other jurisdictions (together, “Export Laws”). Customer agrees to comply with all applicable Export Laws, and will not, and will not permit Authorized School Users to, export, or transfer for the purpose of re-export, any Product to any prohibited or embargoed country in violation of any U.S. export law or regulation. Further, Customer represents that it is not a party subject to sanctions by the U.S. Office of Foreign Assets Control or included on any restricted party list maintained by the U.S. Bureau of Industry and Security. The software and associated documentation portions of the Products are “commercial items” (as defined at 48 CFR 2.101), comprising “commercial computer software” and “commercial computer software documentation,” as those terms are used in 48 CFR 12.212. Accordingly, if Customer is the U.S. Government or its contractor, Customer will receive only those rights set forth in this Agreement in accordance with 48 CFR 227.7201-227.7204 (for Department of Defense and their contractors) or 48 CFR 12.212 (for other U.S. Government licensees and their contractors).

5. Reservation of Rights

SUBSCRIPTION PRODUCTS ARE LICENSED, NOT SOLD. Subject to the limited rights expressly granted hereunder, all rights, title, and interest in and to all Products, including all related IP Rights, are and will remain the sole and exclusive property of Amplify or its third-party licensors. “IP Rights” means, collectively, rights under patent, trademark, copyright, and trade secret laws, and any other intellectual property or proprietary rights recognized in any country or jurisdiction worldwide. Customer must promptly notify Amplify of any violation of Amplify’s IP Rights in the Products, and will reasonably assist Amplify as necessary to remedy any such violation. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking). Amplify reserves the right to update or modify the Products at any time and to discontinue the Products upon reasonable notice.

6. Payments

In consideration of the Products, Customer will pay to Amplify (or other party designated on the Quote) the fees specified in the Quote in full within 30 days of the date of invoice, except as otherwise agreed by the parties or for those amounts that are subject to a good faith dispute of which Customer has notified Amplify in writing. Customer will be responsible for all state or local sales, use or gross receipts taxes, and federal excise taxes unless Customer provides a then-current tax exemption certificate in advance of the delivery, license, or performance of any Product, as applicable.

7. Shipments

Unless otherwise specified on the Quote, physical Products will be shipped FOB origin in the US (Incoterms 2010 EXW outside of the US) and are deemed accepted by Customer upon receipt. Upon acceptance of such Products, orders are non-refundable, non-returnable, and non-exchangeable, except in the case of defective or missing materials reported to Amplify by Customer within 60 days of receipt. In such case, Customer may not return Products without Amplify’s written authorization.

8. Account Information

For subscription Products, the authentication of Authorized School Users is based in part upon information supplied by Customer or Authorized School Users, as applicable. Customer will and will cause its Authorized School Users to (a) provide accurate information to Amplify or a third-party service as applicable, and promptly report any changes to such information, (b) not share login credentials or otherwise allow others to use their account, (c) maintain the confidentiality and security of their account information, and (d) use the Products solely via such authorized accounts. Customer agrees to notify Amplify immediately of any unauthorized use of its or its Authorized School Users’ accounts or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of accounts created by or for Customer and its Authorized School Users. 

9. Confidentiality

Customer acknowledges that, in connection with this Agreement, Amplify has provided or will provide to Customer and its Authorized School Users certain sensitive or proprietary information, including software, source code, assessment instruments, research, designs, methods, processes, customer lists, training materials, product documentation, know-how, or trade secrets, in whatever form (“Confidential Information”). Customer agrees (a) not to use Confidential Information for any purpose other than use of the Products in accordance with this Agreement and (b) to take all steps reasonably necessary to maintain and protect the Confidential Information of Amplify in strict confidence. Confidential Information shall not include information that, as evidenced by Customer’s contemporaneous written records: (i) is or becomes publicly available through no fault of Customer; (ii) is rightfully known to Customer prior to the time of its disclosure; (iii) has been independently developed by Customer without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation. 

10. Student Data

The parties acknowledge and agree that in the course of providing the Products to the Customer, Amplify may collect, receive, or generate information that directly relates to an identifiable student of Customer (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by the Family Educational Rights and Privacy Act of 1974 (“FERPA”). Student Data is owned and controlled by the Customer and Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing the Products hereunder. Individually and collectively, Amplify and Customer agree to uphold our obligations, as applicable, under FERPA, the Children’s Online Privacy Protection Act (“COPPA”), the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to student data privacy. Amplify’s Customer Privacy Policy at amplify.com/customer-privacy (“Privacy Policy”) will govern collection, use, and disclosure of Student Data collected or stored on behalf of Customer under this Agreement. In addition, Amplify has entered into the data privacy agreements listed at amplify.com/privacy-security aligned with state and national templates to facilitate compliance with applicable state laws and help expedite Customer’s student data privacy documentation process. Customer is responsible for providing notice and obtaining appropriate consents under applicable laws to authorize Authorized School Users’ use of the Products, including making a copy of the Privacy Policy available to the parents or guardians of users who are under the age of 13.  

11. Customer Materials and Requirements

Customer represents, warrants, and covenants that it has all the necessary rights, including consents and IP Rights, in connection with any data, information, content, and other materials provided to or collected by Amplify on behalf of Customer or its Authorized School Users using the Products or otherwise in connection with this Agreement (“Customer Materials”), and that Amplify has the right to use such Customer Materials as contemplated hereunder or for any other purposes required by Customer. Customer is solely responsible for the accuracy, integrity, completeness, quality, legality, and safety of such Customer Materials. Customer is responsible for meeting hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements

12. Warranty Disclaimer

PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. CUSTOMER ASSUMES RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE CUSTOMER’S INTENDED RESULTS AND FOR THE ACCESS AND USE OF THE PRODUCTS, INCLUDING THE RESULTS OBTAINED FROM THE PRODUCTS. WITHOUT LIMITING THE FOREGOING, AMPLIFY MAKES NO WARRANTY THAT THE PRODUCTS WILL BE ERROR-FREE OR FREE FROM INTERRUPTIONS OR OTHER FAILURES OR WILL MEET CUSTOMER’S REQUIREMENTS. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY CONTENT OR SOFTWARE INCLUDED IN PRODUCTS, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR IP RIGHTS RELATING TO, SUCH THIRD-PARTY CONTENT AND SOFTWARE. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY CONTENT AND SOFTWARE MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES.

13. Limitation of Liability

 TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, IN NO EVENT WILL AMPLIFY BE LIABLE TO CUSTOMER OR TO ANY AUTHORIZED SCHOOL USER FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA OR LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO CUSTOMER OR ANY AUTHORIZED USER ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AGREEMENT, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, MAY NOT EXCEED THE AGGREGATE OF CUSTOMER’S OR ANY AUTHORIZED USER’S DIRECT DAMAGES UP TO THE FEES PAID BY CUSTOMER TO AMPLIFY FOR THE AFFECTED PORTION OF THE PRODUCTS IN THE PRIOR 12-MONTH PERIOD. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS BY AN AUTHORIZED SCHOOL USER THAT VIOLATES THIS AGREEMENT OR ANY APPLICABLE LAW OR REGULATION.

14. Termination

Without prejudice to any rights either party may have under this Agreement, in law, equity, or otherwise, a party will have the right to terminate this Agreement if the other party (or in the case of Amplify, an Authorized School User) materially breaches any term, provision, warranty, or representation under this Agreement and fails to correct the breach within 30 days of its receipt of written notice thereof. Upon termination, Customer will: (a) cease using the Products, (b) return, purge, or destroy (as directed by Amplify) all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred, (c) pay any fees due and owing hereunder, and (d) not be entitled to a refund of any fees previously paid, unless otherwise specified in the Quote. Customer will be responsible for the cost of any continued use of the Products following termination. Upon termination, Amplify will return or destroy any Student Data provided to Amplify hereunder. Notwithstanding the foregoing, nothing will require Amplify to return or destroy any data that does not include Student Data, including de-identified information or data that is derived from access to Student Data but which does not contain Student Data. Sections 3–14 will survive the termination of this Agreement.

15. Miscellaneous

This Agreement may not be modified except in writing signed by both parties. All defined terms in this Agreement will apply to their singular and plural forms, as applicable. The word “including” means “including without limitation.” For United States-based Customers, this Agreement will be governed by  and construed and enforced in accordance with the laws of the U.S., state, commonwealth, or territory in which Customer resides based on the address set forth in the Quote, without regard to that state’s, commonwealth’s, or territory’s choice of law rules. For Customers based outside of the United States, this Agreement will be governed by the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof. This Agreement will be binding upon and inure to the benefit of the parties and their respective successors and assigns. The parties expressly understand and agree that their relationship is that of independent contractors. Nothing in this Agreement will constitute one party as an employee, agent, joint venture partner, or servant of another. Each party is solely responsible for all of its employees and agents and its labor costs and expenses arising in connection herewith. Neither this Agreement nor any of the rights, interests or obligations hereunder may be assigned or delegated by Customer or any Authorized School User without the prior written consent of Amplify. If one or more of the provisions contained in this Agreement will for any reason be held to be unenforceable at law, such provisions will be construed by the appropriate judicial body to limit or reduce such provision or provisions so as to be enforceable to the maximum extent compatible with applicable law. Amplify will have no liability to Customer or to third parties for any failure or delay in performing any obligation under this Agreement due to circumstances beyond its reasonable control, including acts of God or nature, fire, earthquake, flood, epidemic, pandemic, strikes, labor stoppages or slowdowns, civil disturbances or terrorism, national or regional emergencies, supply shortages or delays, action by any governmental authority, or interruptions in power, communications, satellites, the Internet, or any other network. Each party represents and warrants that it has all necessary right, power, and authority to enter into this Agreement and to comply with the obligations hereunder.

Last Modified: February 2, 2026

These terms and conditions (“Supplement”) supplement the terms which govern you and your school’s use of Amplify’s mCLASS® Beacon™ Assessment Studio products (“Products”), which enable the creation of K-12 state- or federally-funded assessments within United States school districts (“Assessments”).

Amplify has contracted with Copyright Clearance Center, Inc. (“CCC”) for the use of certain copyrighted materials in CCC’s Student Assessment License content repertory (“Licensed Content”) in Assessments and related teaching materials (“Related Materials”) developed or administered through Amplify’s products. The following additional terms apply to the use of the Licensed Content as part of Assessments and Related Materials created, provided and/or administered by Amplify or by Customer under the Agreement (to the extent of any conflict between Amplify’s terms related to the Licensed Content and this Supplement, the terms of this Supplement shall prevail):

Authorized use

Customer and its participating schools may use the Licensed Content only as follows:

(a) Customer may store copies of Assessments and Related Materials containing Licensed Content within Customer’s electronic network solely for access and use in the administration of Assessments as authorized under the Agreement, as supplemented hereby.

(b) Customer may make available or distribute Licensed Content to schools and to students (including home-schooled students) within the Customer’s district solely as part of Assessments and Related Materials, in any number required by the relevant school (subject to the limitations set forth in this Supplement and any additional limitations set by the relevant copyright rights holder (each, a “Rightsholder”)) and communicated to Customer by Amplify.

(c) After an Assessment which includes Licensed Content is conducted and scored, Customer may, unless otherwise restricted, make copies of such Assessment (in whole or in part) available for review by parents, school administrators, teachers and staff, and relevant school/district employees and officials.

Limitations

The authorizations provided above:

(a) do not include any right to manipulate or change the Licensed Content (or any portion thereof) in any way;

(b) except as expressly described above, do not include any right to make available or distribute the Licensed Content (or any portion thereof) to any person, or for any purposes beyond those described above;

(c) except as expressly described above, do not authorize any person other than Customer or Amplify to create, deliver or otherwise provide Licensed Content to Customer or to its schools, students, administrators, or to any other persons; and

(d) are subject to any additional limitations which are set forth in any written agreement between Amplify and Customer, and/or which are set by the relevant Rightsholder and communicated to Customer by Amplify.

Use

No rights are granted to use the Licensed Content except as expressly provided above.

Reservation of rights

Customer acknowledges and agrees that CCC and the Rightsholders are each an intended third party beneficiary of this Supplement and, to the extent applicable, of the Agreement, with full rights to directly enforce the terms hereof and thereof.

Termination

This Supplement shall be in effect during Customer’s licensed use of the Products, and shall terminate automatically on the termination or expiration thereof; provided that:

(a) any rights to use the Licensed Content shall automatically terminate on termination of the Student Assessment License contract between Amplify and CCC, subject only to any provisions thereof pertaining to the continued use of existing Assessments as communicated by Amplify to Customer;

(b) CCC, on behalf of Rightsholders, shall have the right to immediately suspend or terminate the use of all or part of the Licensed Content by Customer or its participating schools in the event of a breach of the terms of this Supplement which is not cured promptly after written notice thereof is provided to Customer.

Terms

Notwithstanding anything to the contrary in Amplify’s terms or in this Supplement, in the event that CCC requires Amplify to remove Licensed Content from the Student Assessment License repertory for a legal reason such as libel, infringement, or potential to cause harm, such work will be removed from the Amplify Agreement, and Amplify shall promptly remove (and/or ensure the removal of) any copies of such Licensed Content from subsequent Assessments (and to the extent applicable, existing Assessments) and no further use will be allowed.

Miscellaneous

This Supplement shall be governed and construed under the laws of the State of New York, without regard to the principles thereof of conflicts of law.

Acceptable Use Policy

Amplify Education, Inc. (“Amplify”) products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Science, Amplify Desmos Math, Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, services at classroom.amplify.com (for creating and assigning activities) and student.amplify.com (for use of the activities or curricula as directed by an instructor), and any other product or service that links to this Acceptable Use Policy (together, the “Products”). This Acceptable Use Policy (the “AUP”) provides the general terms and conditions applicable to your use of the Products. By accessing, downloading, or using the Products, you agree to be bound by the terms of this AUP. 

Notwithstanding the foregoing, nothing in this AUP supersedes or limits your rights under the terms of any other agreement you or your institution have entered into with Amplify regarding the use of Products. In the event of any conflict between the AUP and the terms and conditions of an applicable agreement that you or your institution have entered into with Amplify, the terms and conditions of such agreement shall control.

Our Products are geared towards K–12 students, educators, and staff who use the Products as authorized by their School District or State Agency (each as defined in the Privacy Policy (defined below), and together, “School”) (“Authorized School Users”). Student Data (defined below) is owned and controlled by the School, and Amplify receives Student Data as a “school official” under Section 99.31 of the Family Educational Rights and Privacy Act of 1974 (“FERPA”) for the purpose of providing the Products hereunder. In addition, we rely on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of students under the age of 13 (“Child Users”) in accordance with the Children’s Online Privacy Protection Act (“COPPA”). 

Schools may provide authorization in two ways: 

(1) by the School agreeing to our Customer Terms and Conditions located at amplify.com/customer-terms or another agreement between Amplify and the School, as applicable; or 

(2) by an educator, staff member, or agent of a School (“Educator”) agreeing to this AUP. If you are an Educator and wish to use the Products in your classroom, you represent and warrant that the use of the Products in your classroom has been authorized by your School, and that you are authorized to accept this AUP on behalf of the School.

In each case, we provide these Products solely for the benefit of the School and for no other commercial purpose. We require all Schools to review our Privacy Policy, available at amplify.com/customer-privacy (“Privacy Policy”), and to make a copy of the Privacy Policy available to the parents or guardians of Child Users.

We also provide limited opportunities for individual users to sign up for a restricted account for at-home use of our Products (together, with Authorized School Users, “Authorized Users”). Please see Additional terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.

1. License

Subject to compliance with this AUP, you are granted a non-transferable, non-exclusive, non-sublicensable license to access and use the Products. You understand that your use of the Products does not confer to you any intellectual property rights held by Amplify or its licensors. Unless otherwise indicated, any future release, update, or other addition to functionality or content of the Products will be subject to this AUP. 

2. Restrictions

You may access and use the Products solely for non-commercial instructional and administrative purposes. Guidelines for such purposes may be set forth at http://amplify.com/amplify-program-usage-guidelines and additional guidelines may be detailed in materials associated with the Product You are accessing. Further, You may not, except as expressly authorized by Amplify: (a) copy, modify, translate, distribute, disclose, or create derivative works based on the contents of, sell, or otherwise exploit, the Products, or any part thereof; (b) decompile, disassemble, reverse engineer the Products, or otherwise use the Products to develop functionally similar products or services; (c) modify, alter, or delete any of the copyright, trademark, or other proprietary notices in or on the Products; (d) rent, lease, or lend the Products or use the Products for the benefit of any third party; (e) avoid, circumvent, or disable any security or digital rights management device, procedure, protocol, or mechanism in the Products; (f) use any content from the Products, including but not limited to text, images, videos, assessments, lesson plans, or code, as input or training material for any machine learning or artificial intelligence system, including large language models, neural networks, or other algorithmic models, for any purposes, commercial or non-commercial; or (g) permit any Authorized User or third party to do any of the foregoing. You also agree that any works created in violation of this section are derivative works, and, as such, You agree to assign, and hereby assign, all right, title, and interest in such works to Amplify. The Products and derivatives thereof may be subject to export control laws, restrictions, regulations, and orders of the U.S. and other jurisdictions (together, “Export Laws”). You agree to comply with all applicable Export Laws, and will not, and will not permit Authorized Users to, export, or transfer for the purpose of re-export, any Product to any prohibited or embargoed country in violation of any U.S. export law or regulation. Further, You represent that You are not located in a country that is subject to a U.S. Government embargo, subject to sanctions by the U.S. Office of Foreign Assets Control, or included on any restricted party list maintained by the U.S. Bureau of Industry and Security. The software and associated documentation portions of the Products are “commercial items” (as defined at 48 CFR 2.101), comprising “commercial computer software” and “commercial computer software documentation,” as those terms are used in 48 CFR 12.212. Accordingly, if You are associated with the U.S. Government or its contractor, You will receive only those rights set forth in this Agreement in accordance with 48 CFR 227.7201-227.7204 (for Department of Defense and their contractors) or 48 CFR 12.212 (for other U.S. Government licensees and their contractors).

3. Use of the products

In connection with your access to and use of the Products, you agree not to: (a) post, upload, or otherwise transmit or link to content that is: unlawful; threatening; harmful; abusive; pornographic or includes nudity; offensive; harassing; excessively violent; tortious; defamatory; false or misleading; obscene; vulgar; libelous; hateful; or discriminatory; (b) violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract, or other proprietary rights; (c) harass or harm another person; (d) exploit or endanger a minor; (e) impersonate any person or entity; (f) introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, time bombs, spyware, or any other computer code, files, or programs that interrupt, destroy, or limit the functionality of any computer software or hardware or telecommunications equipment, or otherwise permit the unauthorized access to or use of a computer or a computer network; (g) interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Products or any account (as defined below), or Amplify’s servers or networks; (h) restrict or inhibit any other person from using the Products (including by hacking or defacing the Products); (i) remove, disable, block, or obscure any portion of the Products; (j) use technology or any automated system, such as scripts or bots, to collect user names, passwords, email addresses, or any other data from or through the Products, or to circumvent or modify any security technology or software that is part of the Products; (k) send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Products; (l) solicit, collect, or request any information for commercial or unlawful purposes; (m) post, upload, or otherwise transmit an image, audio recording, or video of another person without that person’s consent; (n) use the Products to advertise, promote, or engage in any commercial activity (including engaging in advertising, sales, contests, sweepstakes, or other promotions) without Amplify’s prior written consent; (o) frame or mirror the Products without Amplify’s express prior written consent; (p) use the Products in a manner inconsistent with any applicable law, rule, or regulation; (q) use any robot, spider, search/retrieval application, or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Products or reproduce or circumvent the navigational structure or presentation of the Products; (r) attempt, facilitate, or encourage others to do any of the foregoing. In addition to the foregoing restrictions, your use of the Products may also be subject to an additional acceptable use policy provided to you by your School, as applicable. You are responsible for meeting the hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements.

4. Intellectual property

The Products and any Product logo, and certain other of the names, logos, and materials displayed in the Products, may constitute trademarks, trade names, or service marks (“Marks”) of Amplify or other entities. You are not authorized to use any such Marks. Ownership of all such Marks and the goodwill associated therewith remains with Amplify or those other entities. The content provided to you in the Products, including the software, graphs, text, and graphics, is protected under copyright laws, is subject to other intellectual property and proprietary rights and laws, and is owned by Amplify or its licensors. Your access to the Products does not transfer to you or any third party any rights, title, or interest in or to such intellectual property rights. You may not use the content of the Products, in whole or in part, to train or fine-tune any machine learning or artificial intelligence model or system, including for research, product development, commercial services, or any other purpose, commercial or non-commercial. Such use constitutes unauthorized derivative work and a violation of Amplify’s intellectual property rights. Your rights to make use of the Products are limited to those provided under this AUP, any additional terms as may be agreed upon between your School and Amplify, and any available exceptions under applicable intellectual property laws. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking).

5. Account information

Your authentication to enable your access and use of these Products is based in part upon information supplied by you. You are required to (a) provide accurate information to Amplify and promptly report any changes to such information, (b) not share or allow others to use your account, (c) maintain the confidentiality and security of your account information, and (d) use the Products solely via such authorized accounts. You may not share your credentials (i.e., username and password) to access the Products with anyone except the person for whom that account was created. You agree to notify Amplify immediately of any unauthorized use of your account or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of your account.

6. Student data

The parties acknowledge and agree that in the course of providing the Products, Amplify may collect, receive, or generate information that directly relates to an identifiable current or former student of a School (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by FERPA. Student Data is owned and controlled by the School and Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing the Products hereunder. Individually and collectively, Amplify and School agree to uphold our obligations, as applicable, under FERPA, COPPA, the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to Student Data privacy. Amplify’s Privacy Policy governs the collection, use, and disclosure of Student Data collected or stored on behalf of the School under this AUP. The School is responsible for providing notice or obtaining appropriate consents under applicable laws to authorize Authorized School Users’ use of the Products, including making a copy of the Privacy Policy available to the parents or guardians of Child Users. Please see Additional Terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.

7. Confidentiality

You acknowledge that in connection with these terms, Amplify may provide you with certain sensitive or proprietary information (“Confidential Information”), including software, source code, assessment instruments, research, designs, methods, processes, customer lists, training materials, product documentation, know-how, or trade secrets, in whatever form. You agree (a) not to use Confidential Information for any purpose other than use of the Products in accordance with the AUP, and (b) to take all steps reasonably necessary to maintain and protect the Confidential Information of Amplify in strict confidence. Confidential Information shall not include information that, as evidenced by your contemporaneous written records: (i) is or becomes publicly available through no fault of your own; (ii) is rightfully known to you prior to the time of its disclosure; (iii) has been independently developed by you without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation.  

8. User materials

You represent, warrant, and covenant that you have all the necessary rights, including consents and intellectual property rights, in connection with any data, information, content, and other materials provided to or collected by Amplify from you or on your behalf in connection with your use of the Products, including materials and content that you post, upload, transmit, email, or otherwise make available on, through, or in connection with the Products (“User Materials”), and that except as otherwise agreed by your School and Amplify, you retain any ownership rights that you have in your User Materials. You hereby grant to Amplify and its affiliates, licensees, and authorized users, a perpetual, non-exclusive, fully paid-up, royalty-free, sublicensable (through multiple tiers), transferable (in whole or in part), worldwide license to use, modify, excerpt, adapt, create derivative works and compilations based upon, publicly perform, publicly display, reproduce, and distribute such User Materials in connection with the Products, subject to Amplify’s Privacy Policy. You and your School are responsible for the accuracy, integrity, completeness, quality, legality, and safety of such User Materials. You further represent and warrant that the posting of such User Materials through or in connection with the Products does not violate the privacy rights, publicity rights, copyrights, contract rights, or any other rights of any person or entity. Amplify and your School reserve the right (but have no obligation) to monitor the Products, including for inappropriate content or conduct, and to remove any content in their discretion without liability to you or any third party. Further, Amplify reserves the right to investigate and take appropriate legal action against anyone who, in Amplify’s discretion, violates this AUP or attempts to do so, including terminating or suspending a user’s account or access to or use of the Products, or reporting any content or conduct to law enforcement authorities. You are solely responsible for creating and maintaining your own backup copies of your User Materials. Amplify is not responsible for any loss, theft, or damage of any kind to any User Materials. 

9. Feedback

If you provide us with any ideas, proposals, or suggestions related to the Products (“Feedback”), you hereby acknowledge and agree that your provision of any Feedback is gratuitous, unsolicited, and without restriction, and does not place Amplify under any fiduciary or other obligation. You hereby grant to Amplify a worldwide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable, and fully sublicensable (through multiple tiers) license to reproduce, distribute, perform and/or display (publicly or otherwise), adapt, modify, and otherwise use such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license.

10. Third party links and services

The Products may make available, or third parties may provide, links to websites, software, applications, resources, advertisements, content, or other products or services created, hosted, or made available by third parties (“Third Party Services”). When you access or use a Third-Party Service, you are interacting with the applicable third party, not with Amplify, and you do so at your own risk. Inclusion of any Third-Party Service or a link thereto within the Products does not imply approval or endorsement of such Third-Party Service. Amplify does not control any content that is not Amplify content, and as such, you may be exposed to offensive, indecent, inaccurate, or otherwise objectionable content in the course of accessing or using such Third-Party Services linked from the Products. You are solely responsible for your interactions with other users of the Products, providers of Third-Party Services, and any other third parties with whom you interact on, through, or in connection with the Products. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY SERVICES, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR INTELLECTUAL PROPERTY RIGHTS RELATING TO, SUCH THIRD-PARTY SERVICES. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY SERVICES MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES. THIS AUP DOES NOT CREATE ANY RELATIONSHIP BETWEEN YOU AND ANY PROVIDER OF THIRD-PARTY SERVICES, AND NOTHING IN THIS AUP WILL BE DEEMED TO BE A REPRESENTATION OR WARRANTY BY AMPLIFY WITH RESPECT TO ANY THIRD-PARTY SERVICE.

11. Digital Millennium Copyright Act

The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Products infringes your copyright, please send (or have your agent send) to Amplify’s Copyright Agent, by email, fax, or regular mail, a written notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Products (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate, and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed, or that you are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Amplify’s Copyright Agent for notification of claimed infringement can be reached as follows: Amplify Education, Inc., 55 Washington Street #800, Brooklyn NY 11201; Attn: Copyright Agent. Amplify’s Copyright Agent for notification of claimed infringement can also be reached electronically at legal@amplify.com. Amplify reserves the right to terminate infringers’ and suspected infringers’ accounts or their access to or use of the Products.

12. Changes to the products

Amplify may, without prior notice, change any Product or stop providing any features of any Product. We may permanently or temporarily terminate or suspend your access to any Product features without notice for any reason, including if in our sole determination you violate any provision of this AUP. Upon termination, you continue to be bound by this AUP.

13. Warranty disclaimer

PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. YOU ASSUME RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE YOUR INTENDED RESULTS AND FOR THE ACCESS AND USE OF THE PRODUCTS, INCLUDING THE RESULTS OBTAINED FROM THE PRODUCTS. WITHOUT LIMITING THE FOREGOING, AMPLIFY MAKES NO WARRANTY THAT THE PRODUCTS WILL BE ERROR-FREE OR FREE FROM INTERRUPTIONS OR OTHER FAILURES OR WILL MEET YOUR REQUIREMENTS. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY CONTENT OR SOFTWARE INCLUDED IN PRODUCTS, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR IP RIGHTS RELATING TO, SUCH THIRD-PARTY CONTENT AND SOFTWARE. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY CONTENT AND SOFTWARE MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES.

14. Limitation of liability

IN NO EVENT WILL AMPLIFY BE LIABLE TO YOU FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA, LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT PERMITTED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO YOU ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AUP, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, WILL NOT EXCEED $100 IN AGGREGATE. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS THAT VIOLATES THIS AUP OR ANY APPLICABLE LAW OR REGULATION.

15. Termination

Amplify may terminate or suspend your access to the Products at any time for any reason, including if Amplify believes that you have violated the AUP or have engaged in conduct that violates applicable law or is otherwise harmful to the interests of Amplify, any other Amplify user, or any third party. Upon termination, you will: cease using the Products and return, purge, or destroy all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred. Sections 3–13, 16, and 17 will survive the termination of this Agreement.

16. Governing Law

This Agreement will be governed by and construed and enforced in accordance with the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof.

17. Additional terms for iOS apps

By downloading any Products through Apple, Inc.’s App Store (“iOS Products”), you agree that the following additional terms apply to your use of our iOS Products:

  1. This AUP is not a legal agreement with Apple, Inc. (“Apple”). As between Amplify and Apple, Amplify (not Apple) is responsible for the iOS Products and the contents thereof.
  2. The license to use the iOS Products under Section 3 above is limited to use (i) on iOS devices that you or your School owns or controls, separate from and in addition to any specific technical requirements for any iOS Product, and (ii) as permitted by the Usage Rules set forth in Apple Media Services Terms and Conditions.
  3. You must comply with applicable third-party terms of agreement when using the Products.
  4. Without limiting Section 13 above and solely as between Amplify and Apple, you acknowledge that: (i) Apple has no obligation whatsoever to furnish any maintenance and support services with respect to the iOS Products; (ii) Amplify (not Apple) is responsible for addressing any claims of yours or of any third party relating to the iOS Products or your possession and/or use of the iOS products, including but not limited to (1) product liability claims, (2) any claim that the iOS Products fail to conform to any applicable legal or regulatory requirement, and (3) claims arising under consumer protection, privacy, or similar legislation; (iii) in the event of any failure of the iOS Products to conform to any applicable warranty, you may notify Apple, and Apple will refund the purchase price for the iOS Products to you; to the maximum extent permitted by applicable law, Apple will have no other warranty obligation whatsoever with respect to the iOS Products, and any other claims, losses, liabilities, damages, costs, or expenses attributable to any failure to conform to any warranty will be Amplify’s sole responsibility; and (iv) in the event of any third-party claim that the iOS Products or your possession and use of the iOS Products infringes that third party’s intellectual property rights, Amplify (not Apple) will be responsible for any investigation, defense, settlement, and discharge of any such intellectual property infringement claim.
  5. You represent and warrant that: (i) you are not located in a country that is subject to a U.S. Government embargo, or that has been designated by the U.S. Government as a “terrorist supporting” country; and (ii) you are not listed on any U.S. Government list of prohibited or restricted parties.
  6. Apple and Apple’s subsidiaries are third-party beneficiaries of these Terms, and upon your acceptance of these Terms, Apple will have the right (and will be deemed to have accepted the right) to enforce these Terms against you as a third-party beneficiary thereof.
  7.  Any questions, complaints, or claims with respect to the Products should be directed to: 

Email: privacy@amplify.comMail: Amplify Education, Inc., 55 Washington St. #800, Brooklyn, NY, 11201

18. Additional terms for Mathigon and Amplify Classroom accounts.

a. Mathigon updates: Amplify no longer offers accounts for Child Users, but we will continue to allow Child Users to access their active legacy Mathigon accounts where verifiable parental consent was obtained. We will continue to protect personal information in accordance with the Privacy Policy and applicable law.

b. Mathigon and Amplify Classroom:

i. School Use:

  1. Educators: If you are an Educator, you can create a Mathigon or an Amplify Classroom account using any existing email or through an existing third-party account (e.g. Google, Microsoft). Go to https://mathigon.org/signup#teacher  to sign up for Mathigon. Go to classroom.amplify.com to sign up for Amplify Classroom.
  2. Students can also sign up using a unique class code provided by an Educator. Educators are responsible for gaining appropriate authorization or permission from their School to use the Products with students, including Child Users, before providing their unique class code or linking the Products to a third-party service like Google Classroom. For such use in the school context, we do not request additional consent from parents in accordance with the “school official” exception under FERPA and relevant COPPA guidance. For more information, visit our Privacy Policy, which describes how we collect, use, and disclose personal information and data through the provision of our Products in schools. 

ii. Outside of School Use: If you are an individual user using the Products at home or otherwise outside of the school context, you are prohibited from collecting or providing any personal information from students or minors. You are permitted to access the platform for instructional purposes, but you may not enroll or roster minors, create accounts for minors, or input any personal information of minors into the Product.

19. Updates to this policy

We may change this Acceptable Use Policy in the future. For example, we may update it to address changes in our product offerings, or to address changes in the law or best practices. If we make changes that materially impact your legal rights or use of our products, we will provide prominent notification to you (e.g. via the Site or by email).  Otherwise, we will post any updates to the policy with an updated “Last Revised Date” and all changes will become effective immediately. Please check the Last Revised Date to confirm if the policy has been revised.

Last Modified: February 2, 2026

Peoria K–5 Science Review

To view this protected page, enter the password below:



S5-05. Math technology & hacks for math anxiety: research-based tips for caregivers

A blue graphic with text reading "Math Teacher Lounge" in multicolored letters and "Amplify." at the bottom, with abstract geometric shapes and lines as decoration.

We’ve been very lucky to have so many prolific and brilliant researchers on this season of Math Teacher Lounge, and our next guest is no exception.

Listen as we sit down with Dr. Marjorie Schaeffer to discuss what causes math anxiety, math hacks, and how the right math technology can make an incredible impact in children and caregivers coping with math anxiety.

Listen today and don’t forget to grab your MTL study guide to track your learning and make the most of this episode!

Download Transcript

Marjorie Schaeffer (00:00):

I think the most important thing we know from literature right now is that high math-anxious parents, when they interact with their children, their children learn less math over the course of the school year.

Bethany Lockhart Johnson (00:12):

Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.

Dan Meyer (00:15):

And I’m Dan Meyer.

Bethany Lockhart Johnson (00:16):

We’re onto Episode 5, Dan, of our series on math anxiety. And I wanna say it feels so lovely to imagine all of these people out there doing work to help combat math anxiety. I dunno, it just makes me feel excited about the possibilities. This work is out there; it’s happening! Kids and teachers and caregivers are being impacted by these conversations. Not just — I mean, I don’t just mean the conversations we’re having on Math Teacher Lounge, but I mean, that these researchers are doing. Like, yes, we can change this!

Dan Meyer (00:53):

This is great. Yeah. We have people who are extremely smart, who have dedicated their professional lives to studying math anxiety and resolving it. And each of them that we’ve chatted with — they share lots of ideas in common, but I’ve loved how they each have their own different flavor or take or area of emphasis on a problem that hits everybody everywhere. It’s in your home, with kids and caregivers. It’s in schools. It’s in our places of teacher preparation and professional learning. Every place is a place where we can focus on resolving issues of math anxiety. It’s exciting.

Bethany Lockhart Johnson (01:26):

Yeah, I feel like … if there could be a course in — we all know that our teacher prep programs, in MOST teacher prep programs, there’s not nearly enough math methods or time to cover <laugh> — it’s like ready, set, go! And depending on who your mentor teacher is or what your math methods course … I mean, it can totally shape the way that you are prepared or really not prepared for going out there to teach math! And so I love that we’re having these conversations.

Dan Meyer (01:55):

What I love about today’s conversation is, one, it’s got a little bit of a technology flavor, so there’s that. But I also love, it’s got one of my favorite features about change, which is that it focuses on change to action, change to routine, rather than change to belief. Rather than saying like, “OK, everybody! Everybody stop thinking bad beliefs about math and transmitting them to your kids!” Instead, it says, “What we’ll do is just, hey, we’ll set that aside for a second and we’re gonna do a certain thing every day and watch as those actions make your beliefs change.” That to me is extremely cool. And I think it has a higher likelihood of success than just, like, me telling parents, “Hey, stop thinking these thoughts!”

Bethany Lockhart Johnson (02:37):

“Ready, set, stop being anxious!”

Dan Meyer (02:39):

Exactly. Exactly. So it’s an exciting conversation we’re gonna have here.

Bethany Lockhart Johnson (02:43):

Right. So it’s not a, you know, “wave the wand and all of a sudden, you’re not anxious about math anymore.” But these incremental changes, these incremental conversations, this validation, can really, really impact change. I’m with you on it, Dan. I hear what you’re saying.

Dan Meyer (03:01):

To help us talk through all of these ideas and more, we’re joined by Dr. Marjorie Schaeffer, Assistant Professor of Psychology at St. Mary’s College in Indiana.

Bethany Lockhart Johnson (03:10):

Enjoy. <Jaunty music> So, yes, Dan, we are so excited to welcome Marjorie Schaeffer. She’s Assistant Professor of Psychology at St. Mary’s College. Dr. Schaeffer, we’re so excited you’re here. Hello!

Marjorie Schaeffer (03:28):

Thank you so much for inviting me.

Dan Meyer (03:29):

Yeah. We are super-lucky to have had so many prolific and brilliant researchers about math anxiety on our show. You’ll be no exception. And every time, we love to find out about how you came to study math anxiety, which winds up being a really interesting glimpse into your backstory bio. So tell us, what is the route by which you came toward studying math anxiety?

Marjorie Schaeffer (03:51):

Oh, I love that question. I’m really interested in how the attitudes and beliefs of parents and teachers influence children, especially around math. And I actually became interested in this idea in college, when no Child Left Behind was actually first starting to be implemented in schools with high-stakes standardized testing. So much so that I actually did my thesis on this thinking about, “Do children understand the importance of high-stakes testing? Do they have anxiety around that idea?” And so that was really my first foray into the anxiety literature. And that was kind of the entry point into math anxiety for me.

Dan Meyer (04:28):

So you started by studying a very high-stakes assessment, like our students connecting with this. And the assessment is once per year. And classroom instruction is every day. So how did you move from the assessments to the everyday instruction?

Marjorie Schaeffer (04:44):

That’s a great question. So, after college, I actually taught kindergarten. And so from that, I saw the day-to-day impact of instruction and the day-to-day impact of children’s individual attitudes and beliefs. And so I really became interested in thinking about, “How do we understand why some children are really successful from the instruction happening in classrooms and why other children need a little bit more support?” And so math anxiety was one way for me to really think about the individual differences I saw in my kindergarten classroom.

Dan Meyer (05:18):

It feels like you headed … you went farther upstream, is what it feels like. Where assessment … there’s like some kind of anxiety around assessment, let’s say. And then you ventured farther up the stream to classroom instruction and then still farther into kids’ homes. It seems like your research invokes a lot of curiosity about the sources of a kind of amorphous, flowing phenomenon called math anxiety. And I’d love to hear a bit about what you know about how caregivers transfer, transmit — whatever the word is — math anxiety to their kids.

Marjorie Schaeffer (05:55):

For parents … we think that the attitudes and beliefs of parents matter. And we see that for lots of areas, not just math anxiety. But I think math anxiety, we see that really clearly. And so, we can think about it both in terms of what kind of input parents provide. So, how do families talk about math with their children? What kind of support do they provide around homework? And those are ones that I think are a little obvious. But we can also think about the offhanded comments that parents say to children when they’re talking about math generally. Right? So, we see lots of memes going around, talking about how hard math homework is. And so, I think when parents say offhanded comments like, “I’m not a math person,” or “We’re just bad at math,” that communicates values to children. I think the most important thing we know from literature right now is that high math-anxious parents, when they interact with their children, their children learn less math over the course of the school year. And this specific mechanism by which that happens is still an area for a lot of research. And so some people think it’s about input. So maybe if I’m math anxious, I’m avoiding math. And so, when I have an option to read a picture book that has math content, I focus on the colors instead. And so, my child is actually getting less math than other children. We can also think it’s about these messages that are provided. So, when I talk about math, I send the message to my child, it’s not for them, and therefore the child wants to engage in it less. And some of my work looks at things like expectations and values. So, thinking about, “Do math-anxious families actually value math less than other families unintentionally?” And so, we have some support for this idea that they expect less of their children. And so maybe when they struggle, they respond in different ways than a family who’s lower in math anxiety.

Bethany Lockhart Johnson (07:53):

This is so fascinating to me. I also was a kindergarten teacher. And I remember a mom who just … she had such like palpable math anxiety. And during one of our conversations, she was talking about these homework sessions with her daughter. And I may have mentioned this on the podcast before. But she was talking about how every night they would sit together and they would do all this math. They’d do, like, extra math together. And it always ended in tears. And despite her math anxiety, she didn’t want her daughter to experience the math anxiety that she did. So she was trying to pile it on, so her daughter was more proficient and comfortable. And instead, it was perpetuating this anxiety about it. And so, it’s a phenomenon then, right? Even if a parent is saying, like you said, maybe completely unwilling, this mother was actually trying to do the opposite. She was trying to help, you know, imbue the love and comfort with math. Right?

Marjorie Schaeffer (09:01):

Absolutely. This is why I think in my research, it’s really important that we find low-stakes, low-stress ways for high math-anxious families to do math. They absolutely can support their children in doing math. But they need a little support. We want it to be a fun, low-stakes environment, right? So maybe that’s the connection back to high-stakes testing, that I want children to have fun math experiences.

Dan Meyer (09:28):

Yeah. This is challenging, because it feels like the more caregivers know about math anxiety, and its pernicious effects on students, and how easily transmitted it is, one could become quite anxious about math anxiety. And, you know, no one makes great decisions when they’re anxious. So if I’m recalling our various episodes we’ve done, we’ve heard from people say, “Well, you need to validate students’ math anxiety. This is not something to just ignore or brush past. But also, not validate it in a way that says, you know, ‘This is OK and generational and inevitable.’” Which presents parents with a very thin path to follow, it seems like. So I love what you’re saying about how we gotta just de-stress the whole process.

Bethany Lockhart Johnson (10:11):

You’re avoiding the whole, “I wasn’t a math person either” kind of thing. <laugh>

Dan Meyer (10:15):

Right, right, right. Yeah. So I’d love to know more. We’re excited about the technology that you have studied and helped develop, presumably, called Bedtime Math, anapp for caregivers. And I’d love to know more about what that is and what it offers parents who know enough about math to know that they don’t want to transmit math anxiety to their children, but also want to support. So what does that offer them?

Marjorie Schaeffer (10:39):

So Bedtime Math is an app. It’s freely available on iTunes or the Apple Store or Google Play. And what it’s designed to do is to provide a nightly topical passage. So one of my favorites is the one about Groundhogs Day. And so it talks a little bit about the history of Groundhogs Day, and then it asks math-related follow-up questions. So starting at a preschool level, going through late fifth grade. And it’s really meant for parents to pick the one that meets their children where they are. And so the preschool-level question asks children to pretend to be a groundhog and walk to the left and walk to the right. So a skill that families might not think about as being math, but we actually think that IS part of understanding math. Understanding left and right directionality. And then the next question can ask questions like, “If it took the groundhog three seconds to climb out of the hole, and then two more seconds to see its shadow, how much time did it take all together?” So a simple addition problem, but it’s phrased in a fun way. And so the hope is that for high math-anxious families, these interactions are fun and playful. They don’t look like fights over homework. They’re just conversations that families can have around topics that are naturally interesting to children. And our hope is that when families have lots of these positive low-stakes interactions, they actually can see that we can talk about math in unstressful ways. In lots of ways, right? We can also do this at the grocery store. We can also do this while we’re cooking in the kitchen. It doesn’t just have to be fights over homework.

Bethany Lockhart Johnson (12:14):

And I actually have the Bedtime Math — one of the Bedtime Math books. And I was so excited to find out that there’s an app. And I think one of the things that I loved about the book is that these are invitations, right? They’re exactly that. Low pressure <laugh>, and they’re invitations to have a conversation. And if we were just to tell parents, “Oh, just count!” or, “Hey, just count wherever you go!” You know? No. It’s, in a way, I think, like you said, it’s retraining the parents on what math could look like. Like, “Oh, I didn’t even think we could just kind of have this conversation and we’re actually doing math together.”

Marjorie Schaeffer (12:55):

Yes, absolutely. I absolutely agree. We want it to be fun and playful and not stressful. And we want it to also be things that are meaningful to children’s lives. So these are topics children are interested in. It’s not that we are using flashcards or making children practice math facts over and over again. These are things children should wanna do that can naturally fit into a child’s routine. So almost all families read books before bed, and what we hope is that math can also be a part of the nighttime routine.

Dan Meyer (13:27):

There’s something really subtle here going on that I just wanna name and ask a question about. First of all, it’s cool that you started with studying high-stakes stuff and now you are developing low-stakes stuff. And I’m really curious what makes a thing low-stakes? Like, a few things I’m hearing from you is that there’s, like … I have a small child that I read literature to on a nightly basis. And I feel very anxiety-free doing that. And it’s almost as though, because each of the — tasks is the wrong word for this, but experiences — involve some reading, it puts me, the parent, in a mode that is comfortable and familiar to me. I’m curious: Are there other, as you design, what, one per day for a year? All these different experiences. What are some of the principles that you lean on that help make a thing low-stakes for kids and for parents?

Marjorie Schaeffer (14:17):

Yeah, that’s a great question. So one thing we wanted to be really intentional about is that our app doesn’t look like a lot of traditional apps. There isn’t noises that go off. You don’t enter an answer. And so one of the things that we thought made it low-stakes is that while there is a right or wrong answer — there is a correct answer — we aren’t giving children upsetting feedback. Instead, what we wanna encourage families to do is, if you struggle to remember how many seconds it took the groundhog to come out of the hole, you can work through that with a parent. So it doesn’t feel like you’re getting negative feedback; you’re being told you’re bad at math; you did it wrong. Instead, you’re just getting natural support moving forward. And so that’s one thing we wanted to be really intentional about, was that it wasn’t going to be a negative experience for children. And we are trying to build on all of the positive interactions families are having around nightly book reading. So many ways this can look very similar. You get to read another story that’s topical and hopefully interesting. And then do these little questions together. And so for a lot of families, their children don’t actually really look at the question. It almost feels like the parent is just asking them on their own. Like, they just came up with it. They just wanted to know what would happen to the groundhog. If there were three more groundhogs? How many groundhogs would we have all together? Not like it’s gonna be like homework or other parts.

Dan Meyer (15:38):

So my understanding is that there isn’t a blank into which people type a number in, press “submit” for evaluation, receive the red X, the green check. That’s a key part of the design here.

Marjorie Schaeffer (15:50):

Yes, absolutely. And for research purposes, we would’ve loved to know what families were saying. But we think it’s really important that it’s fun, interactive, that families are working together to get to the right answer, that it’s not a test for children.

Bethany Lockhart Johnson (16:03):

In your research, when you were — maybe you could walk us through the study a little bit. But I’m also curious if you heard from parents that it was carrying over beyond the bedtime routine. Because I would imagine, if I am building these skills and reading these questions and learning that I could talk to my kid like this about math in a fun way, that’s gonna happen then, like you said, when I’m in the grocery store. Or when I’m waiting in line for at the bank. Or whatever, you know? People go into banks now still, right?

Marjorie Schaeffer (16:35):

Yeah, absolutely. So in our study, we recruited almost 600 families and we randomly assigned them. So they had an equal chance of getting both our math app and what we call our control app. And that’s really just a math app without the math. We think of it as a reading control app. And that’s because we wanna make sure that families are having a similar experience, that it’s not just that having high-quality, fun interactions with your child is actually impacting children’s math achievement. And so what we then did is followed those children over the course of early elementary school. And so we worked with them in schools in the fall and spring of first, second, and third grade, really to look at their math learning. And so what we find is that children of high math-anxious adults, when they have the reading app, so what we think of as what’s happening in the real world, we see that really classic gap between children of high math-anxious adults and children of low math-anxious adults. So if you have a high math-anxious parent, you’re learning about three months less math over the course of first grade. But for children who receive this math app, we see this gap as closed. Those children look no different than a low math-anxious parent. And so that’s leading us to think that we’ve helped families talk about math in fundamentally different ways. We did a little bit of just talking to families to see a little bit about what might be going on. And a lot of families do report exactly what you’re describing, where they say this did help them talk about math in different ways they were doing it other times.

Dan Meyer (18:10):

That’s a really extraordinary study design. I don’t know … I love that you folks gave the control group not nothing. Like it’s possible that just parents and kids bonding over a thing regularly would be enough to provoke some kind of academic gain. But you gave the control group a thing that had them interacting socially, bonding, and still this large common gap between high-anxious and low-anxious parents, their kids shrunk together. Is that what I’m gathering here?

Marjorie Schaeffer (18:41):

Yeah, absolutely. So we’re basically seeing we can no longer, when we look at children’s data, say that parents’ math anxiety explains individual differences. So these children look really similar. They’re learning more than children who has a high math-anxious parent and just got our reading control app.

Dan Meyer (19:01):

just diving into the study a little bit more here, what is the time commitment? Or, did you guide parents to say, “All right, we’re gonna do this do this delightful story about a badger for an hour”? Or did people do it for five minutes? And what was the time commitment, roughly, for people?

Marjorie Schaeffer (19:17):

So we tell families to do it however they see fit. Because it is an app, we are able to get some sense of how long, and we are talking about three to six minutes for many families. For a lot of families, they’re reading a paragraph, the paragraph and a half, and then answering one or two questions. They’re not going through every possible question. They’re just doing a little bit, really meeting their kids where they are.

Dan Meyer (19:39):

Roughly how many times per week was that?

Marjorie Schaeffer (19:41):

So we asked families to do it as much as it fit. But we’re seeing about two and a half on average in the first year. And so families are fitting it in a couple of nights a week. It’s not every night.

Bethany Lockhart Johnson (19:52):

So what it sounds like you’re saying is what really was powerful about this app is that it was the space and time and prompts between the caregiver and the child, that chance to really sit down and have some of these meaningful and positive math interactions. How did it shift those relationships?

Marjorie Schaeffer (20:12):

So one of the things I think that makes the app effective is the changing of expectations. After a year, families are really using the app a lot less. And I think that’s OK, that they have found other ways to incorporate math into their lives. And we find that we don’t see an impact on their math anxiety, that they aren’t becoming less math anxious from this experience. Which I think makes sense, because they have had a lifetime of math anxiety. But we do see a change in parents’ expectations and value of math. So they expect their children will be better at math, and they also report that math is more important in their children’s lives. And so I think that’s an important part of it, which is, we can change these values for families, even if we aren’t able to change the math anxiety of the adults in children’s lives.

Bethany Lockhart Johnson (21:01):

I want to for a second before — because I’m loving this idea of the app, and I’m excited to find out more ways to cultivate these conversations in my home and also share this with other folks. Because even folks who don’t even maybe realize they have math anxiety … like you said, so often it’s unconscious. So often we’re putting these little snippets into our everyday conversation, like, “Oh yeah, I’m not a math person.” And we don’t even realize how much is impacting our kiddos and ourselves, right? So I am really curious: What do you think … in your research, what were some other takeaways that you feel like are really strategies that we can think about for combating math anxiety in general?

Marjorie Schaeffer (21:47):

So I’m particularly interested in thinking about how math-anxious adults can help tone down their anxiety so that they can have high-quality interactions with their children, that they interact with. And so one of the big takeaways for my research, I think, is that math-anxious families can help their children with math. They just need support. And so I think there are lots of ways for that support to look like. One, I think it can be an app, but I also think reading a little bit about math can be really helpful. So it’s not new. So the first time you aren’t thinking about some of these ideas is as your child has their homework open in front of you. And so you can process your own feelings separately before you have to do it with a child. I also think reminding parents that math is everywhere and that math is actually lots of things that we all love to do. Math isn’t just calculus. Not that calculus isn’t wonderful. But that math is measuring, math is counting ducks at the park. Math is talking about how many times did I go down this slide. And talking about math in this way, I think reminds families that they are great at that. That even if maybe they’ve had bad math experiences before, they can do math. Especially the way their preschool or early childhood, early elementary school student needs them to. And I think that can then set the foundation for being really successful later.

Dan Meyer (23:13):

So is your research then, your subsequent studies, your line of inquiry, is moving more towards how to support parents, then? Is that what I’m hearing?

Marjorie Schaeffer (23:22):

Yeah. So I’m really interested in both understanding how the math anxiety of parents and teachers influences children. And so math anxiety is really common and we know that it’s particularly common in early elementary school teachers. And so it’s very likely that children are interacting with a highly math-anxious adult. And so I’m really interested in thinking about how we can support those individuals in doing it. And so both, I think, things like Bedtime Math, which provide fun, unscripted ways to do that, but I’m also interested in the teacher equivalent. So, thinking about whether having things like a math coach can help teachers have more positive experiences with math. So if you see someone else play math games with your students, can that help you do it as well?

Dan Meyer (24:09):

It makes me wonder a lot about an app for teachers or an app for parents, one that’s not designed to be co-consumed with kids and their parents. But what that would look like … yeah, that’s really interesting.

Bethany Lockhart Johnson (24:21):

If we have a parent who, let’s say they have a third grader, fourth grader, fifth grader, or a middle schooler, right? Outside of early education. And they say, “OK, but what do I do? I’m with my kiddo; I don’t remember this math.” And they’re realizing that their anxiety may be influencing their kiddos’ disposition of mathematics, Or maybe they’re just in the midst of the battle <laugh>. What would you say to those folks, especially if it’s math that maybe they’re not comfortable with?

Marjorie Schaeffer (24:56):

One, I think we should like tone down the stress, right? Remind ourselves that it’s homework and homework feels really high-stakes, but these other outcomes are really high-stakes too, right? And so I’m really interested in the idea that can we help parents feel more comfortable about math by watching their own children teach it to them. So what’s a concept that the fourth grader actually feels really good about? And can they remind their parent how to do it? Can, together, they problem-solve the math homework? And so it’s not just on the parent to give the child the right answer. We know that’s a recipe for communicating some negative things about math. But instead, help the parent-child pair figure it out together. So what are some resources we can do? Can we look it up on the internet together? Can we write an email to the teacher together? Can we think about what are other problems that maybe we know how to do, and therefore we can use that same model here? So I want parents to feel like they are not solely responsible for it. That they can help figure it out with their child together. And so it’s a fun interaction.

Bethany Lockhart Johnson (26:02):

I love that. I love that.

Dan Meyer (26:03):

Yeah. Yeah. That’s wonderful. Yeah. A conviction that I have, and I think it’s true, is that any math that we’re learning at middle school, the attraction can be dialed down to a degree that a very small child, or a parent who has a very small child’s understanding of math, can appreciate. So instead of calculation, estimation. Instead of proof, just make a claim about something. And it makes me wonder about a companion to the work that’s happening in schools that parents feel inadequate to support, that students might not want to teach their parents. But which they could both, on a daily basis, say, “Here’s a way we can engage in this at a level that is comfortable to both of us.” Just dreaming out loud here. No question asked. No response needed. I just love your work. And made me wonder about that. Can you let me know your thoughts about technology? It is very rare that we have someone on the call who is an academic and very well-versed in research, but who also is published not just in in papers and textbooks, but also in digital media. It’s consumed by lots of people. So I am trusting that you have opinions about how math looks in technology. And I wonder if you’d offer some thoughts about how it goes, right? How it goes wrong from your own eyes.

Marjorie Schaeffer (27:14):

OK. That’s a great question. I think that we need more research. I first wanna say that I think that technology has really exploded in the last few years. How children have access to technology and screen times has really changed. And what we need is high-quality research happening. That said, I think that all of the things we know from child-development research still apply to technology. And so we know that children learn best when they are engaging in interactions with their parents. And so when families can use technology together, or at least can talk about what’s happening, it can be really effective. I also think technology, especially math apps, are best at teaching concrete skills with very clear answers. So I think practicing math facts is a great use of technology. So I love that Sushi math app where you solve multiplication problems and then get to quickly pull the sushi off the cart, right? But for higher-level questions, where we’re thinking about word problems or where what we’re helping to teach students is complex thinking, apps have a harder time doing that. Because students can often figure out the answer without engaging in the thinking that we are hoping that they’ll learn. And so I think technology absolutely has a piece. I think technology is helpful for parents. I think the logistics of helping parents live their lives is a good reason to use technology. But I think we need to be conscious of what it’s replacing. And so I think a world in which we think fourth graders can learn math only from apps is not realistic. But absolutely apps can be a great supplement to what’s already happening in the classroom.

Dan Meyer (28:56):

Yeah, that’s super-helpful. We have done a lot of work in digital curriculum here at Amplify, and often face the question on a daily basis, “Should this math be digital or on paper? Should we have the students stand up and talk or type something?” And those decisions are way too crucial and way more sensitive than a lot of the app-based education gives credit to. So appreciate your perspective there.

Marjorie Schaeffer (29:22):

OK. And I don’t think there’s one answer, or one answer for all classrooms. I think it’s like always a balancing act. I do think that one of the reasons our work is successful is because the parent-child interaction. And we want parents to learn from these experiences. And I think the same thing is true for for teachers.

Bethany Lockhart Johnson (29:41):

Dr. Schaeffer, thank you so much for being with us today and for sharing about your research, and again, for inviting us to reconsider ways that we can develop a more positive relationship with math. And that parent or caregiver or teacher relationship with a child, we’re seeing just how incredibly impactful that is. And I really appreciate your work and your voice on this. Thank you so much for your time.

Dan Meyer (30:07):

Thank you.

Marjorie Schaeffer (30:08):

Thank you for having me.

Bethany Lockhart Johnson (30:12):

Thank you again, Dr. Schaeffer, and thank you all for listening to our conversation. You can check out the show notes for more on Dr. Schaeffer’s work and to see a link to the app that we shared about Bedtime Math.

Dan Meyer (30:25):

Please keep in touch with us on Facebook at Math Teacher Lounge Community, and on Twitter at MTLShow.

Bethany Lockhart Johnson (30:32):

We would love to hear … you’ve been listening to this series; we’re dipping our toe into all these aspects of math anxiety. Is there something that you’re still wondering about? Something you wanna share about your own story with math anxiety?

Dan Meyer (30:43):

And if you haven’t already, if this is your first exposure to the Math Teacher Lounge podcast, please subscribe to Math Teacher Lounge, wherever you get your fine podcast products. And if you like what you’re hearing, please rate us! Leave us a review. You’ll help more listeners find the show.

Bethany Lockhart Johnson (31:01):

And let a friend know. But you know, it’s, it’s nice and cozy here in the Lounge, right? There’s no pressure. We’re hanging out. It’s all about learning. We’re learning together. We’re glad you’re here and we want others in your community to join us in the Lounge as well. You can find more information on all of Amplify’s shows at our podcast hub. Go to amplifycom.wpengine.com/hub. Next time on Math Teacher Lounge, we’re gonna be chatting about where we are today that we weren’t a few months ago in this topic.

Dan Meyer (31:31):

We’ll be chatting about this last series about math anxiety, and trading our favorite insights and observations from the run of the season.

Bethany Lockhart Johnson (31:41):

I just love this series, Dan. And thanks, all, for listening. We really appreciate having you in the Lounge.

Stay connected!

Join our community and get new episodes every other Tuesday!

We’ll also share new and exciting free resources for your classroom every month.

What Marjorie Schaeffer says about math

“We want it to be a fun, low-stakes environment, especially in high-stakes scenarios like testing. We want children to have fun math experiences.”

– Marjorie Schaeffer

Assistant Professor of Psychology at Saint Mary’s College

Meet the guest

Marjorie Schaeffer is an assistant professor of psychological sciences at Saint Mary’s College. She received her Ph.D in developmental psychology from the University of Chicago. Marjorie is interested in the role parents and teachers play in the development of children’s math attitudes and performance. She is specifically interested in the impact of expectations and anxiety and on children’s academic performance. Her work has been published in outlets including ScienceJournal of Experimental Psychology: General, and Developmental Science.

A laptop displaying a Facebook group page for "Math Teacher Lounge Community," featuring profile photos, a group banner, and geometric shapes in the image background.

About Math Teacher Lounge

Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.

Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!

What’s included

Along with compelling print materials, powerful digital resources, and more hands-on materials than any other program, Amplify Science California also includes engaging and realistic experiences, access to diverse role models, countless a-ha moments, and the inspiration and confidence to consider a future as a scientist or engineer.

Choose level

Year at a glance

Amplify Science California is organized around units where students explore compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Units at a glance

In each Amplify Science California unit, students are asked to inhabit the role of a scientist or engineer in order to investigate a real-world problem. These problems provide relevant, 21st-century contexts through which students investigate different scientific phenomena.

An illustration from Needs of Plants and Animals unit

1

Needs of Plants and Animals

Students take on the role of scientists in order to figure out why there have been no monarch caterpillars in the community garden since vegetables were planted. They investigate how plants and animals get what they need to live and grow, and make a new plan for the community garden that provides for the needs of the monarch caterpillars in addition to producing vegetables for humans.

An illustration from the Pushes and Pulls unit

2

Pushes and Pulls

Students take on the role of pinball machine engineers as they investigate the effects of forces on the motion of an object. They conduct tests in their own prototypes (models) of a pinball machine and use what they learn to contribute to the design of a class pinball machine. Over the course of the unit, students construct a foundational understanding of why things move in different ways.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

3

Sunlight and Weather

The principals of Woodland Elementary and Carver Elementary need student weather scientists to help them explain why Woodland’s playground is warmer than Carver’s at recess. Students gather data from models of the sun and Earth’s surface and observe their own playgrounds to figure out how sunlight causes changes in the temperatures of different surfaces. Students then use models to figure out why Woodland’s playground sometimes floods.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

1

Animal and Plant Defenses

Students play the role of marine scientists. In their role, students apply their understanding of plant and animal defense structures to explain to aquarium visitors how a sea turtle and her offspring can defend themselves from ocean predators when they are released into the wild.

Dos manos sosteniendo un papel con un dibujo de pirámide y árbol, iluminado por una linterna, proyectando otra sombra de la imagen en la pared.

2

Light and Sound

Students take on the role of light and sound engineers for a puppet show company as they investigate cause and effect relationships to learn about the nature of light and sound. They apply what they learn to design shadow scenery and sound effects for a puppet show.

An illustration from the Spinning Earth unit

3

Spinning Earth

As sky scientists, students explain why a boy living in a place near them sees different things in the sky than his grandma does when he talks to her on the phone. Students record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

1

Plant and Animal Relationships

In their role as plant scientists, students work to figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, which is part of a broadleaf forest. Students investigate what the chalta tree needs to survive, then collect and analyze qualitative and quantitative data to solve the mystery.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

2

Properties of Materials

As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals. Students present an evidence-based argument for why their glue mixture will be good for their school to use.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

3

Changing Landforms

The director of the Oceanside Recreation Center gets a scare when a nearby cliff collapses overnight. Research reveals that the distance between the Recreation Center’s flagpole and the edge of the cliff have changed over time. Students play the role of geologists and work to figure out why the cliff has changed over time. Based on what they learn about erosion, they advise on whether it is safe to keep the center open even though the cliff is changing.

An illustration from the Balancing Forces unit

1

Balancing Forces

People in Faraday are excited to hear that a new train service will be built for their city, but concerned when they hear that it will be a floating train. Students are challenged to figure out how a floating train works in order to explain it to the citizens of Faraday. They develop models of how the train rises, floats, and then falls back to the track, and then write an explanation of how the train works.

An illustration from the Inheritance and Traits unit

2

Inheritance and Traits

Students play the role of wildlife biologists working in Greystone National Park. They study two wolf packs and are challenged to figure out why an adopted wolf (“Wolf 44”) in one of the packs has certain traits. Students observe variation between and within different species, investigate inherited traits and those that result from the environment, and explain the origin of several of the adopted wolf’s traits.

An illustration from the Environments and Survival unit

3

Environments and Survival

In their role as biomimicry engineers, students work to figure out how the traits of grove snails affect their survival in different environments. They then explore how the traits of different organisms make them more likely or less likely to survive, collecting and interpreting data to understand how organisms’ traits affect their survival in different environments. Students then apply their understanding to a new challenge: designing effective solutions for the removal of invasive plants.

An illustration from the Weather and Climate unit

4

Weather and Climate

In their role as meteorologists, students gather evidence to decide where to build an orangutan reserve by analyzing patterns in weather data. After choosing the strongest evidence, students use data to make arguments about which of three fictional islands has weather most like that of orangutans’ existing habitats, Borneo and Sumatra. They then discern patterns in the locations of natural hazards in order to figure out which ones the Wildlife Protection Organization must prepare for.

An illustration from the Energy Conversions unit

1

Energy Conversions

Students take on the role of systems engineers for Ergstown, a fictional town that experiences frequent blackouts, and explore reasons why an electrical system can fail. Students apply what they learned as they choose new energy sources and energy converters for the town, then write arguments for why their design choices will make the town’s electrical system more reliable.

An illustration from the Vision and Light unit

2

Inheritance and Traits

As conservation biologists, students work to figure out why a population of Tokay geckos has decreased since the installation of new highway lights in the rainforest. Students use their understanding of vision, light, and information processing to figure out why an increase in light in the geckos’ habitat is affecting the population.

An illustration from the Earth's Features unit

3

Environments and Survival

Playing the role of geologists, students help the director of Desert Rocks National Park explain how and when a particular fossil formed and how it came to be in its current location. Students figure out what the environment of the park was like in the past and why it has so many visible rock layers.

An illustration from the Waves, Energy, and Information unit

4

Weather and Climate

In their role as marine scientists, students work to figure out how mother dolphins communicate with their calves. They write a series of scientific explanations with diagrams to demonstrate their growing understanding of how sound waves travel. Then they apply what they’ve learned about waves, energy, and patterns in communication to figure out how to create patterns that can communicate information over distances.

An illustration from the Patterns of Earth and Sky unit

1

Patterns of Earth and Sky

Playing the role of astronomers, students help a team of archaeologists figure out what the missing piece of a recently discovered artifact might have depicted. As they learn about the sun and other stars and the movement of Earth, students can explain what is shown on the artifact and what might be on the missing piece.

An illustration from the Modeling Matter unit

2

Modeling Matter

In their role as food scientists at a fictional company, students are introduced to the idea that all matter is made of particles too small to see, and that each different substance is made of particles (molecules) that are unique. They are then challenged to solve two problems: one requires them to separate a mixture, and the other requires them to make unmixable substances mix. Students are challenged to use the particulate model of matter to explain their work to the CEO of the company.

An illustration from the Earth System unit

3

The Earth System

The cities of East Ferris and West Ferris are located on different sides of a mountain on the fictional Ferris Island. East Ferris is having a water shortage while West Ferris is not. As water resource engineers, students learn about the Earth system to help figure out what is causing the water shortage problem and design possible solutions, including freshwater collection systems and proposals for using chemical reactions to treat wastewater.

An illustration from the Ecosystem Restoration unit

4

Ecosystem Restoration

As ecologists, students work to figure out why the organisms in a part of a Costa Rican rainforest ecosystem aren’t growing and thriving. As they solve this problem, students learn more generally how organisms in an ecosystem get the matter and energy they need to survive, and then write a series of restoration plans that include arguments about why the rainforest ecosystem is not thriving and recommend actions to restore its health.

Print & digital components

Amplify Science California includes instructional guidance and student materials in English and Spanish for a year of instruction, with lessons and activities that keep students engaged every day.

Component

FORMAT

NEW! Classroom Slides

Meet your new hands-free TG! These lesson-specific PowerPoints make delivering daily instruction a snap with embedded links to related resources and suggested teacher talk in the Notes section of each slide.

Digital

Most adopted curriculum for the NGSS California

Teacher’s Reference Guide

Available digitally and in print, this unit-specific reference guide includes scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, and tips for delivering instruction and differentiating learning.

Print and digital

Two digital devices displaying educational content, one a tablet showing a green-themed start page, and the other a laptop depicting various science chapters.

Hands-on materials kits

Each unit-specific kit contains consumable and nonconsumable materials for use during hands-on investigations. In each kit you will find:

  • Hands-on materials
  • 18 copies of each of the Student Books
  • Big books (grades K–1)
  • Classroom display materials
  • One Student Investigation Notebook

Kit

Amplify Science California supports 3-D learning with more materials than any other program.

NGSS Benchmark Assessments

Delivered four times per year in grades 3–5 and three times per year in grades 6–8, our benchmark assessments report on students’ facility with each of the grade-level appropriate DCIs, SEPs, CCCs, and performance expectations of the California NGSS.

And now, Amplify Science California users can choose to administer the NGSS Benchmark Assessments (grades 3–8) through their Illuminate assessment platform.

*Also available in Spanish

Digital

An open laptop displaying a website with a quiz question about geographical changes over time, featuring a series of island maps from different years.

Component

FORMAT

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks contain instructions for activities and space for students to record data, reflect on ideas from texts and investigations, and construct explanations and arguments.

*Also available in Spanish

Print and digital

Two educational books titled "amplifyscience," one in spanish and one in english, featuring illustrations of desert canyon landscapes on the covers.

Big books (grades K–1)

Amplify Science California never asks our youngest readers to read alone. Rather, we provide scaffolded literacy experiences every step of the way. With our large-format big books, introducing and revisiting concepts though read-aloud and shared reading experiences is a breeze.

*Also available in Spanish

Print

Two hardcover books titled "maravillas rocas" and "rocky wonders" by amplify science, lying open, showing a continuous desert rock formation across both covers.

Simulations and practice tools (grades 2+)

Developed exclusively for the Amplify Science California program, these serve as venues for exploration and data collection, allowing students to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

*Spanish versions coming soon

Digital

A computer screen displays an educational website titled "Earth's Features" with chapters and illustrations of canyons; a printed teacher’s guide is shown beside it.

Explore more programs

Our programs are designed to support and complement one another. Learn more about our related programs.

Grade 6

Module 1: Ratios and Unit Rates

Eureka MathDesmos Math 6–A1
Topic A Representing and Reasoning About Ratios 
Lesson 1: Ratios
Lesson 2: Ratios
Unit 2
Lesson 1: Pizza Maker [Free lesson]
Lesson 2: Ratio Rounds (Print available)
Lesson 3: Equivalent Ratios
Lesson 4: Equivalent Ratios
Unit 2
Lesson 3: Rice Ratios
Lesson 4: Fruit Lab [Free lesson]
Lesson 5: Balancing Act
Lesson 7: Mixing Paint, Part 1
Lesson 8 World Records (Print available)
Lesson 11 Community Life (Print available)
Practice Day 1 (Print available)
Lesson 5: Solving Problems by Finding Equivalent Ratios
Lesson 6: Solving Problems by Finding Equivalent Ratios
Unit 2
Lesson 5 Balancing Act
 
Lesson 7: Associated Ratios and the Value of a Ratio
Lesson 8: Equivalent Ratios Defined Through the Value of a Ratio
Unit 2
Lesson 6: Product Prices (Print available)
Lesson 7: Mixing Paint, Part 1
Topic B Collections of Equivalent Ratios 
Lesson 9: Tables of Equivalent RatiosUnit 2
Lesson 6: Product Prices (Print available)
Lesson 7: Mixing Paint, Part 1
Lesson 10: The Structure of Ratio Tables-Additive and MultiplicativeUnit 2
Lesson 10: Balloons
Lesson 11: Community Life (Print available)
Lesson 11: Comparing Ratios Using Ratio TablesUnit 2
Lesson 10: Balloons
Lesson 12: From Ratio Tables to Double Number Line DiagramsUnit 2
Lesson 6: Product Prices (Print available)
Lesson 8: World Records (Print available)
Lesson 12: Mixing Paint, Part 2
Lesson 14: Lunch Waste (Print available)
Practice Day 2 (Print available)
Lesson 13: From Ratio Tables to Equations Using the Value of a Ratio 
Lesson 14: From Ratio Tables, Equations, and Double Number Line Diagrams to Plots on the Coordinate Plane 
Lesson 15: A Synthesis of Representations of Equivalent Ratio Collections 
Topic C Unit Rates 
Lesson 16: From Ratio to RatesUnit 2
Lesson 8: World Records (Print available)
 
Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]
Lesson 6: Welcome to the Robot Factory
Lesson 17: From Rates to Ratios 
Lesson 18: Finding a Rate by Dividing Two QuantitiesUnit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]
Lesson 6: Welcome to the Robot Factory
Lesson 7: More Soft Serve
Lesson 19: Comparison Shopping-Unit Price and Related Measurement Conversions
Lesson 20: Comparison Shopping-Unit Price and Related Measurement Conversions
Lesson 21: Getting the Job Done—Speed, Work, and Measurement Units
Lesson 22: Getting the Job Done—Speed, Work, and Measurement Units
Unit 3
Lesson 2: Counting Classrooms
Lesson 3: Pen Pals
Lesson 23: Problem-Solving Using Rates, Unit Rates, and Conversions.Unit 3
Lesson 13: A Country as a Village
Topic D Percent 
Lesson 24: Percent and Rates per 100Unit 3
Lesson 8: Lucky Duckies [Free lesson]
Lesson 9: Bicycle Goals
Lesson 25: A Fraction as a Percent 
Lesson 26: Percent of a Quantity.Unit 3
Lesson 10: What´s Missing? (Print available)
Lesson 11: Cost Breakdown
Lesson 27: Solving Percent Problems
Lesson 28: Solving Percent Problems
Lesson 29: Solving Percent Problems
Unit 3
Lesson 10: What´s Missing? (Print available)
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Lesson 13: A Country as a Village
Practice Day 2 (Print available)

Module 2: Arithmetic Operations Including Division of Fractions

Lesson 1: Interpreting Division of a Fraction by a Whole Number—Visual Models.Unit 4
Lesson 2: Making Connections (Print available)
Lesson 2: Interpreting Division of a Whole Number by a Fraction —Visual Models.Unit 4
Lesson 1: Cookie Cutter
Lesson 3: Flour Planner [Free lesson]
Lesson 4: Flower Planters
Lesson 5: Garden Bricks (Print available)
Lesson 3: Interpreting and Computing Division of a Fraction by a Fraction—More Models
Lesson 4: Interpreting and Computing Division of a Fraction by a Fraction—More Models
Unit 4
Lesson 5: Garden Bricks
Lesson 6: Fill the Gap [Free lesson]
Lesson 7: Break It Down
Lesson 8: Potting Soil
Lesson 9: Division Challenges
Lesson 10: Swap Meet (Print available)
Practice Day
Lesson 5: Creating Division Stories. 
Lesson 6: More Division Stories. 
Lesson 7: The Relationship Between Visual Fraction Models and Equations 
Lesson 8: Dividing Fractions and Mixed NumbersUnit 4
Lesson 5: Garden Bricks (Print available)
Lesson 6: Fill the Gap [Free lesson]
Topic B Multi-Digit Decimal Operations—Adding, Subtracting, and Multiplying
Lesson 9: Sums and Differences of DecimalsUnit 5
Lesson 2: Decimal Diagrams [Free lesson]
Lesson 3: Fruit by the Pound
Lesson 4: Missing Digits
Lesson 10: The Distributive Property and the Products of DecimalsUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Multiplying with Areas
Lesson 7: Multiplication Methods (Print available)
Lesson 11: Fraction Multiplication and the Products of DecimalsUnit 5
Lesson 7: Multiplication Methods (Print available)
Topic C Dividing Whole Numbers and Decimals
Lesson 12: Estimating Digits in a Quotient 
Lesson 13: Dividing Multi-Digit Numbers Using the AlgorithmUnit 5
Lesson 9: Long Division Launch
Practice Day 1 (Print available)
Practice Day 2 (Print available)
Lesson 14: The Division Algorithm—Converting Decimal Division into Whole Number Division Using Fractions. 
Lesson 15: The Division Algorithm—Converting Decimal Division into Whole Number Division Using Mental Math 
Topic D Number Theory—Thinking Logically About Multiplicative Arithmetic 
Lesson 16: Even and Odd Numbers 
Lesson 17: Divisibility Tests for 3 and 9 
Lesson 18: Least Common Multiple and Greatest Common FactorUnit 5
Lesson 14: Common Multiples
Lesson 15: Common Factors
Practice Day 2 (Print available)
Lesson 19: The Euclidean Algorithm as an Application of the Long Division Algorithm 

Module 3: Rational Numbers

Lesson 1: Positive and Negative Numbers on the Number Line—Opposite Direction and ValueUnit 7Lesson 2: Digging Deeper
Lesson 2: Real-World Positive and Negative Numbers and Zero.
Lesson 3: Real-World Positive and Negative Numbers and Zero.
Unit 7 Lesson 4: Sub-Zero
Lesson 4: The Opposite of a Number
Lesson 5: The Opposite of a Number’s Opposite
Lesson 6: Rational Numbers on the Number Line
Unit 7Lesson 2: Digging Deeper
Topic B Order and Absolute Value
Lesson 7: Ordering Integers and Other Rational Numbers
Lesson 8: Ordering Integers and Other Rational Numbers
Lesson 9: Comparing Integers and Other Rational Numbers
Unit 7Lesson 3: Order in the Class (Print available) [Free lesson]
Lesson 10: Writing and Interpreting Inequality Statements Involving Rational Numbers 
Lesson 11: Absolute Value—Magnitude and Distance
Lesson 12: The Relationship Between Absolute Value and Order
Unit 7Lesson 5: Distance on the Number Line
Lesson 13: Statements of Order in the Real World. 
Topic C Rational Numbers and the Coordinate Plane 
Lesson 14: Ordered Pairs
Lesson 15: Locating Ordered Pairs on the Coordinate Plane
Unit 7Lesson 9: Sand Dollar SearchLesson 10: The A-maze-ing Coordinate PlaneLesson 11: Polygon Maker
Lesson 16: Symmetry in the Coordinate Plane. 
Lesson 17: Drawing the Coordinate Plane and Points on the PlaneLesson 10: The A-maze-ing Coordinate Plane
Lesson 18: Distance on the Coordinate PlaneUnit 7Lesson 11: Polygon Maker
Lesson 19: Problem Solving and the Coordinate PlaneUnit 7Lesson 12: Graph Telephone (Print available)Practice Day 2 (Print available)

Module 4: Expressions and Equations

Topic A Relationships of the Operations 
Lesson 1: The Relationship of Addition and Subtraction 
Lesson 2: The Relationship of Multiplication and Division 
Lesson 3: The Relationship of Multiplication and Addition. 
Lesson 4: The Relationship of Division and Subtraction 
Topic B Special Notations of Operations 
Lesson 5: ExponentsUnit 6Lesson 10: PowersLesson 11: Exponent Expressions (Print available)Practice Day 2 (Print available)
Lesson 6: The Order of Operations 
Topic C Replacing Letters and Numbers 
Lesson 7: Replacing Letters with Numbers
Lesson 8: Replacing Numbers with Letters
Unit 6Lesson 7: Border TilesLesson 12: Squares and Cubes
Topic D Expanding, Factoring, and Distributing Expressions 
Lesson 9: Writing Addition and Subtraction ExpressionsUnit 6Lesson 6: Vari-applesLesson 8: Products and Sums [Free lesson]Lesson 9: Products, Sums, and Differences
Lesson 10: Writing and Expanding Multiplication Expressions
Lesson 11: Factoring Expressions
Lesson 12: Distributing Expressions
Unit 6Lesson 8: Products and Sums [Free lesson]Lesson 9: Products, Sums, and Differences
Lesson 13: Writing Division Expressions 
Lesson 14: Writing Division Expressions 
Topic E Expressing Operations in Algebraic Form 
Lesson 15: Read Expressions in Which Letters Stand for Numbers
Lesson 16: Write Expressions in Which Letters Stand for Numbers
Lesson 17: Write Expressions in Which Letters Stand for Numbers
Unit 6Lesson 6: Vari-applesLesson 7: Border Tiles
Topic F Writing and Evaluating Expressions and Formulas 
Lesson 18: Writing and Evaluating Expressions—Addition and Subtraction
Lesson 19: Substituting to Evaluate Addition and Subtraction Expressions
Lesson 20: Writing and Evaluating Expressions—Multiplication and Division
Lesson 21: Writing and Evaluating Expressions—Multiplication and Addition
Unit 6Lesson 7: Border TilesLesson 8: Products and Sums [Free lesson]Lesson 9: Products, Sums, and DifferencesLesson 12: Squares and Cubes
Lesson 22: Writing and Evaluating Expressions—ExponentsUnit 6Lesson 10: PowersLesson 11: Exponent Expressions (Print available)Lesson 12: Squares and CubesPractice Day 2 (Print available)
Topic G Solving Equations 
Lesson 23: True and False Number Sentences
Lesson 24: True and False Number Sentences
Unit 6Lesson 1: Weight for It [Free lesson]
Lesson 25: Finding Solutions to Make Equations TrueUnit 6Lesson 1: Weight for It [Free lesson]Lesson 2: Five Equations
Lesson 26: One-Step Equations—Addition and SubtractionUnit 6Lesson 1: Weight for It [Free lesson]Lesson 2: Five EquationsLesson 3: Hanging Around
Lesson 27: One-Step Equations—Multiplication and Division
Lesson 28: Two-Step Problems—All Operations
Lesson 29: Multi-Step Problems—All Operations
Unit 6Lesson 3: Hanging AroundLesson 4: Hanging It UpLesson 5: Swap and Solve
Topic H Applications of Equations 
Lesson 30: One-Step Problems in the Real World
Lesson 31: Problems in Mathematical TermsLesson Lesson 32: Multi-Step Problems in the Real World
Unit 6Lesson 3: Hanging AroundLesson 4: Hanging It UpLesson 5: Swap and SolvePractice Day 1 (Print available)
Lesson 33: From Equations to Inequalities
Lesson 34: Writing and Graphing Inequalities in Real-World Problems
Unit 7Lesson 6: Tunnel Travel [Free lesson]Lesson 7: Comparing WeightsLesson 8: Shira´s Solutions

Module 5: Area, Surface Area, and Volume Problems

Topic A: Area of Triangles, Quadrilaterals, and Polygons
Lesson 1: The Area of Parallelograms Through Rectangle FactsUnit 1Lesson 3: Exploring Parallelograms (Print available) [Free lesson]Lesson 4: Off the Grid
Lesson 2: The Area of Right Triangles
Lesson 3: The Area of Acute Triangles Using Height and Base
Unit 1Lesson 5: Exploring Triangles (Print available)Lesson 6: Triangles and ParallelogramsLesson 7: Off the Grid, Part 2
Lesson 4: The Area of All Triangles Using Height and BaseUnit 1Lesson 6: Triangles and ParallelogramsLesson 7: Off the Grid, Part 2
Lesson 5: The Area of Polygons Through Composition and DecompositionUnit 1Lesson 2: LettersLesson 8: Pile of PolygonsPractice Day 1 (Print available)
Lesson 6: Area in the Real World 
Topic B Polygons on the Coordinate Plane 
Lesson 7: Distance on the Coordinate PlaneUnit 1Lesson 8: Pile of Polygons
Lesson 8: Drawing Polygons in the Coordinate PlaneUnit 7Lesson 11: Polygon Maker
Lesson 9: Determining Perimeter and Area of Polygons on the Coordinate PlaneUnit 1Lesson 8: Pile of Polygons
Lesson 10: Distance, Perimeter, and Area in the Real World 
Topic C Volume of Right Rectangular Prisms 
Lesson 11: Volume with Fractional Edge Lengths and Unit CubesUnit 4Lesson 11: Classroom ComparisonsLesson 12: Puzzling Areas (Print available) [Free lesson]Lesson 13: Volume ChallengesLesson 14: Planter Planner (Print available)
Lesson 12: From Unit Cubes to the Formulas for Volume  
Lesson 13: The Formulas for Volume 
Lesson 14: Volume in the Real WorldUnit 4Lesson 14: Planter Planner (Print available)
Topic D Nets and Surface Area 
Lesson 15: Representing Three-Dimensional Figures Using Nets
Lesson 16: Constructing Nets
Lesson 17: From Nets to Surface Area
Unit 1Lesson 10: Plenty of PolyhedraLesson 11: Nothing But Nets (Print available)Lesson 13: Take It To Go (Print available)
Lesson 18: Determining Surface Area of Three-Dimensional FiguresUnit 1Lesson 9: Renata´s Stickers [Free lesson]Lesson 10: Plenty of PolyhedraLesson 11: Nothing But Nets (Print available)Lesson 13: Take It To Go (Print available)Practice Day 2 (Print available)
Lesson 19: Surface Area and Volume in the Real World 
Lesson 19a: Addendum Lesson for Modeling―Applying Surface Area and Volume to Aquariums 
Lesson 3: The Area of Acute Triangles Using Height and BaseUnit 1Lesson 5 Exploring TrianglesLesson 6 Triangles and ParallelogramsLesson 7 Off the Grid, Part 2

Module 6: Statistics

Topic A Understanding Distributions 
Lesson 1: Posing Statistical QuestionsUnit 8 Lesson 1: Screen TimeLesson 2: Dot Plots
Lesson 2: Displaying a Data Distribution
Lesson 3: Creating a Dot Plot
Unit 8 Lesson 2: Dot PlotsLesson 3: Minimum Wage (Print available) [Free lesson]Lesson 4: Lots More Dots
Lesson 4: Creating a Histogram
Lesson 5: Describing a Distribution Displayed in a Histogram
Unit 8Lesson 5: The Plot Thickens [Free lesson]Lesson 6: DIY Histograms (Print available)
Topic B Summarizing a Distribution That Is Approximately Symmetric Using the Mean and Mean Absolute Deviation 
Lesson 6: Describing the Center of a Distribution Using the Mean
Lesson 7: The Mean as a Balance Point
Unit 8Lesson 7: Snack Time
Lesson 8: Variability in a Data DistributionUnit 8Lesson 8: Pop It!
Topic 9: The Mean Absolute Deviation (MAD).Unit 8Lesson 9: Hoops
Lesson 10: Describing Distributions Using the Mean and MAD
Lesson 11: Describing Distributions Using the Mean and MAD
Unit 8Lesson 10 Hollywood Part 1Practice Day 1 (Print available)
Topic C Summarizing a Distribution That Is Skewed Using the Median and the Interquartile Range 
Lesson 12: Describing the Center of a Distribution Using the MedianUnit 8Lesson 11: Toy Cars [Free lesson]Lesson 12: In the News
Lesson 13: Describing Variability Using the Interquartile Range (IQR)Unit 8Lesson 13: Pumpkin Patch
Lesson 14: Summarizing a Distribution Using a Box Plot
Lesson 15: More Practice with Box Plots
Unit 8Lesson 14: Car, Plane, Bus, or Train? (Print available)
Lesson 16: Understanding Box PlotsUnit 8Lesson 14: Car, Plane, Bus, or Train? (Print available)Lesson 15: Hollywood Part 2Lesson 16: Hollywood Part 3 (Print available)Practice Day 2 (Print available)
Topic D Summarizing and Describing Distributions 
Lesson 17: Developing a Statistical Project 
Lesson 18: Connecting Graphical Representations and Numerical SummariesUnit 8Lesson 5: The Plot Thickens [Free lesson]
Lesson 19: Comparing Data DistributionsUnit 8Lesson 15: Hollywood Part 2
Lesson 20: Describing Center, Variability, and Shape of a Data Distribution from a Graphical Representation
Lesson 21: Summarizing a Data Distribution by Describing Center, Variability, and Shape
Unit 8Lesson 16: Hollywood Part 3 (Print available)
Lesson 22: Presenting a Summary of a Statistical Project 
Lesson 3: Creating a Dot PlotUnit 8Lesson 2 Dot PlotsLesson 3 Minimum Wage [Free lesson]Lesson 4 Lots More Dots

Grade 7

Module 1: Ratios and Proportional Relationships

Eureka MathDesmos Math 6–A1
Topic A Proportional Relationships 
Lesson 1: An Experience in Relationships as Measuring RateUnit 2
Lesson 1: Paint [Free lesson]
Lesson 2: Balloon Float
 
Unit 4
Lesson 1: Mosaics [Free lesson]
Lesson 2: Peach Cobbler (Print available)
Lesson 2: Proportional RelationshipsUnit 2  
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
 
Unit 4
Lesson 3: Sticker Sizes
Lesson 3: Identifying Proportional and Non-Proportional Relationships in Tables
Lesson 4: Identifying Proportional and Non-Proportional Relationships in Tables
Unit 2
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
Lesson 4: Robot Factory
Lesson 5: Identifying Proportional and Non-Proportional Relationships in Graphs
Lesson 6: Identifying Proportional and Non-Proportional Relationships in Graphs
Unit 2
Lesson 8: Dino Pops [Free lesson]
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations (Print available)
Lesson 12: Water Efficiency
Topic B Unit Rate and the Constant of Proportionality 
Lesson 7: Unit Rate as the Constant of ProportionalityUnit 2
Lesson 2: Balloon Float
Lesson 8: Representing Proportional Relationships with Equations
Lesson 9: Representing Proportional Relationships with Equations
Unit 2
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available) [Free lesson]
Lesson 7: All Kinds of Equations
Lesson 10: Interpreting Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops [Free lesson]
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations (Print available)
Lesson 12: Water Efficiency
Topic C Ratios and Rates Involving Fractions 
Lesson 11: Ratios of Fractions and Their Unit Rates
Lesson 12: Ratios of Fractions and Their Unit Rates
Unit 2
Lesson 3: Sugary Drinks (Print available)
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two [Free lesson]
Lesson 13: Finding Equivalent Ratios Given the Total QuantityUnit 2  
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
Lesson 14: Multi-Step Ratio Problems 
Lesson 15: Equations of Graphs of Proportional Relationships Involving FractionsUnit 2
Lesson 8: Dino Pops [Free lesson]
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations
Lesson 12: Water Efficiency
Topic D Ratios of Scale Drawings 
Lesson 16: Relating Scale Drawings to Ratios and RatesUnit 1
Lesson 1: Scaling Machines [Free lesson]
Lesson 17: The Unit Rate as the Scale FactorUnit 1
Lesson 2: Scaling Robots
Lesson 3: Make It Scale
Lesson 4: Scale Factor Challenges
Practice Day 1 (Print available)
Lesson 18: Computing Actual Lengths from a Scale DrawingUnit 1
Lesson 6: Introducing Scale
Lesson 7: Will It Fit? (Print available) [Free lesson]
Lesson 19: Computing Actual Areas from a Scale DrawingUnit 1
Lesson 5: Tiles
Lesson 6: Introducing Scale
Lesson 7: Will It Fit? (Print available) [Free lesson]
Lesson 8: Scaling States (Print available)
Lesson 20: An Exercise in Creating a Scale Drawing
Lesson 21: An Exercise in Changing Scales
Lesson 22: An Exercise in Changing Scales
Unit 1
Lesson 8: Scaling States (Print available)
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)
Practice Day 2 (Print available)

Module 2: Rational Numbers

Topic A Addition and Subtraction of Integers and Rational Numbers 
Lesson 1: Opposite Quantities Combine to Make ZeroUnit 5
Lesson 1: Floats and Anchors [Free lesson]
Lesson 2: Using the Number Line to Model the Addition of Integers
Lesson 3: Understanding Addition of Integers
Lesson 4: Efficiently Adding Integers and Other Rational Numbers
Lesson 5: Understanding Subtraction of Integers and Other Rational Numbers
Unit 5
Lesson 2: More Floats and Anchors
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Lesson 6: The Distance Between Two Rational Numbers 
Lesson 7: Addition and Subtraction of Rational NumbersUnit 5
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 10; Integer Puzzles [Free lesson]
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Practice Day 1 (Print available)
Lesson 8: Applying the Properties of Operations to Add and Subtract Rational Numbers 
Lesson 9: Applying the Properties of Operations to Add and Subtract Rational Numbers 
Topic B Multiplication and Division of Integers and Rational Numbers 
Lesson 10: Understanding Multiplication of Integers
Lesson 11: Develop Rules for Multiplying Signed Numbers
Unit 5
Lesson 6: Floating in Groups
Lesson 7: Back in Time
Lesson 8: Speeding Turtles
Lesson 10: Integer Puzzles [Free lesson]
Practice Day 2 (Print available)
Lesson 12: Division of IntegersUnit 5
Lesson 8: Speeding Turtles
Lesson 13: Converting Between Fractions and Decimals Using Equivalent Fractions 
Lesson 14: Converting Rational Numbers to Decimals Using Long DivisionUnit 4
Lesson 13: Decimal Deep Dive (Print available)
Lesson 15: Multiplication and Division of Rational NumbersUnit 5
Lesson 8: Speeding Turtles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)
Practice Day 2 (Print available)
Lesson 16: Applying the Properties of Operations to Multiply and Divide Rational Numbers 
Topic C Applying Operations with Rational Numbers to Expressions and Equations 
Lesson 17: Comparing Tape Diagram Solutions to Algebraic SolutionsUnit 6
Lesson 2: Smudged Receipts
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available)
Lesson 18: Writing, Evaluating, and Finding Equivalent Expressions with Rational Numbers
Lesson 19: Writing, Evaluating, and Finding Equivalent Expressions with Rational Numbers
Unit 5
Lesson 9 Expressions
Lesson 20: Investments—Performing Operations with Rational Numbers
Lesson 21: If-Then Moves with Integer Number Cards
Lesson 22: Solving Equations Using Algebra
Lesson 23: Solving Equations Using Algebra
Unit 6
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available)
Lesson 6: Balancing Equations
Lesson 7: Keeping It True (Print available)
Lesson 12: Community Day (Print available)
 
Unit 5
Lesson 3: Bumpers

Module 3: Expressions and Equations

Topic A Use Properties of Operations to Generate Equivalent Expressions 
Lesson 1: Generating Equivalent Expressions
Lesson 2: Generating Equivalent Expressions
Unit 5 Lesson 9: Expressions (Print available)Unit 6Lesson 9: Always-Equal MachinesLesson 11: Equation Roundtable (Print available)
Lesson 3: Writing Products as Sums and Sums as Products
Lesson 4: Writing Products as Sums and Sums as Products
Unit 6 Lesson 2: Smudged ReceiptsLesson 6: Balancing EquationsLesson 7: Keeping It True (Print available)Lesson 8: Factoring and ExpandingLesson 9: Always-Equal MachinesLesson 10: Collect the Squares [Free lesson]Lesson 11: Equation Roundtable (Print available)Lesson 12: Community Day (Print available)
Lesson 5: Using the Identity and Inverse to Write Equivalent Expressions 
Lesson 6: Collecting Rational Number Like Terms 
Topic B Solve Problems Using Expressions, Equations, and Inequalities 
Lesson 7: Understanding EquationsUnit 6Lesson 2: Smudged ReceiptsLesson 5: Balancing MovesLesson 6: Balancing Equations
Lesson 8: Using If-Then Moves in Solving Equations
Lesson 9: Using If-Then Moves in Solving Equations
Unit 6Lesson 2: Smudged ReceiptsLesson 6: Balancing EquationsLesson 7: Keeping It True (Print available)Lesson 8: Factoring and Expanding (Print available)Lesson 9: Always-Equal MachinesLesson 10: Collect the Squares [Free lesson]Lesson 11: Equation Roundtable (Print available)Lesson 12: Community Day (Print available)Practice Day 1 (Print available)
Lesson 10: Angle Problems and Solving EquationsUnit 7Lesson 2: Friendly Angles [Free lesson]Lesson 3: Angle DiagramsLesson 4: Missing Measures (Print available) [Free lesson]
Lesson 11: Angle Problems and Solving Equations 
Lesson 12: Properties of Inequalities
Lesson 13: Inequalities
Lesson 14: Solving Inequalities
Unit 6Lesson 14: Unbalanced HangersLesson 15: Budgeting (Print available)Lesson 16: Shira the Sheep [Free lesson]Lesson 17: Write Them and Solve Them (Print available)
Lesson 15: Graphing Solutions to InequalitiesUnit 6Lesson 13: I Saw the SignsPractice Day 2 (Print available)
Topic C Use Equations and Inequalities to Solve Geometry Problems 
Lesson 16: The Most Famous Ratio of AllUnit 3Lesson 2: Is It a Circle?Lesson 3: Measuring Around [Free lesson]
Lesson 17: The Area of a CircleUnit 3Lesson 5: Area StrategiesLesson 6: Radius Squares (Print available)Lesson 7: Why Pi? (Print available)Lesson 8: Area Challenges [Free lesson]Lesson 9: Circle vs. SquarePractice Day 2 (Print available)
Lesson 18: More Problems on Area and CircumferenceUnit 3Lesson 4: Perimeter ChallengesLesson 5: Area StrategiesLesson 6: Radius Squares (Print available)Lesson 7: Why Pi? (Print available)Lesson 8: Area Challenges [Free lesson]Lesson 9: Circle vs. Square
Lesson 19: Unknown Area Problems on the Coordinate Plane
Lesson 20: Composite Area Problems
Unit 3Lesson 4: Perimeter ChallengesPractice Day 2 (Print available)
Lesson 21: Surface Area
Lesson 22: Surface Area
Lesson 23: The Volume of a Right Prism
Lesson 24: The Volume of a Right Prism
Unit 7Lesson 10: Simple PrismsLesson 11: More Complicated Prisms Lesson 12: Surface Area Strategies (Print Available)Lesson 13: Popcorn PossibilitiesPractice Day 2 (Print available)
Lesson 25: Volume and Surface Area
Lesson 26: Volume and Surface Area
Unit 7Lesson 13: Popcorn PossibilitiesPractice Day 2

Module 4: Percent and Proportional Relationships

Topic A Finding the Whole 
Lesson 1: PercentUnit 4Lesson 1: Mosaics [Free lesson]Lesson 2: Peach Cobbler (Print available)Lesson 3: Sticker Sizes
Lesson 2: Part of a Whole as a PercentUnit 4Lesson 1: Mosaics [Free lesson]Lesson 2: Peach Cobbler (Print available)
Lesson 3: Comparing Quantities with PercentUnit 4Lesson 1: Mosaics [Free lesson]Lesson 2: Peach Cobbler (Print available)Lesson 3: Sticker Sizes
Lesson 4: Percent Increase and DecreaseUnit 4Lesson 4: More and LessLesson 5: All the EquationsLesson 6: 100% (Print available)Lesson 7: Percent machines [Free lesson]Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Lesson 5: Finding One Hundred Percent Given Another Percent 
Lesson 6: Fluency with PercentsUnit 4Lesson 7: Percent machines [Free lesson]Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Topic B Percent Problems Including More Than One Whole 
Lesson 7: Markup and Markdown ProblemsUnit 4Lesson 7: Percent machines [Free lesson]Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Lesson 8: Percent Error Problems
Lesson 9: Problem Solving When the Percent Changes
Unit 4Lesson 4: More and LessLesson 5: All the EquationsLesson 6: 100% (Print available)Lesson 7: Percent machines [Free lesson]Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]
Lesson 10: Simple Interest 
Lesson 11: Tax, Commissions, Fees, and Other Real-World Percent ApplicationsUnit 4Lesson 8: Tax and TipLesson 9: Minimum Wage (Print available)Lesson 10: Cost of College (Print available)Lesson 11: Bookcase BuilderLesson 12: Posing Percent Problems [Free lesson]Practice Day (Print available)
Topic C Scale Drawings 
Lesson 12: The Scale Factor as a Percent for a Scale Drawing 
Lesson 13: Changing ScalesUnit 1Lesson 1: Scaling Machines [Free lesson]Lesson 2: Scaling RobotsLesson 3: Make It ScaleLesson 4: Scale Factor ChallengesLesson 5: TilesLesson 6: Introducing ScaleLesson 7: Will It Fit? (Print available) [Free lesson]Lesson 8: Scaling States (Print available)Lesson 9: Scaling BuildingsLesson 10: Room Redesign (Print available)Practice Day 1 (Print available)Practice Day 2 (Print available) Unit 3Lesson 1 Toothpicks
Lesson 14: Computing Actual Lengths from a Scale DrawingUnit 1Lesson 6: Introducing ScaleLesson 7: Will It Fit? (Print available) [Free lesson]Lesson 8: Scaling States (Print available)Lesson 9: Scaling BuildingsLesson 10: Room Redesign (Print available) Unit 3Lesson 1: Toothpicks
Lesson 15: Solving Area Problems Using Scale DrawingsUnit 1Lesson 5: Tiles
Topic D Population, Mixture, and Counting Problems Involving Percents 
Lesson 16: Population ProblemsUnit 8Lesson 10: Crab Island [Free lesson]Lesson 11: Headlines
Lesson 17: Mixture Problems 
Lesson 18: Counting Problems 

Module 5: Statistics and Probability

Topic A Calculating and Interpreting Probabilities 
Lesson 1: Chance ExperimentsUnit 8Lesson 1: How Likely? (Print available) [Free lesson]Lesson 2: Prob-bear-bilities [Free lesson]Lesson 3: Mystery Bag
Lesson 2: Estimating Probabilities by Collecting Data
Lesson 3: Chance Experiments with Equally Likely Outcomes
Lesson 4: Calculating Probabilities for Chance Experiments with Equally Likely Outcomes
Unit 8Lesson 3: Mystery BagLesson 4: Spin ClassLesson 5: Is It Fair?Lesson 6: Fair Games
Lesson 5: Chance Experiments with Outcomes That Are Not Equally LikelyUnit 8Lesson 4: Spin ClassLesson 5: Is It Fair?Lesson 6: Fair GamesLesson 7: Weather or Not
Lesson 6: Using Tree Diagrams to Represent a Sample Space and to Calculate ProbabilitiesUnit 8Lesson 6: Fair GamesLesson 7: Weather or Not
Lesson 7: Calculating Probabilities of Compound EventsUnit 8Lesson 8: Simulate It! (Print available)Lesson 9: Car, Bike, or Train? (Print available)Practice Day 1 (Print available)
Topic B Estimating Probabilities 
Lesson 8: The Difference Between Theoretical Probabilities and Estimated Probabilities
Lesson 9: Comparing Estimated Probabilities to Probabilities Predicted by a Model
Unit 8Lesson 6: Fair GamesLesson 7: Weather or NotLesson 8: Simulate It! (Print available)Lesson 9: Car, Bike, or Train? (Print available)
Lesson 10: Conducting a Simulation to Estimate the Probability of an EventUnit 8Lesson 7: Weather or NotLesson 8: Simulate It! (Print available)Lesson 9: Car, Bike, or Train? (Print available)
Lesson 11: Conducting a Simulation to Estimate the Probability of an Event
Lesson 12: Applying Probability to Make Informed Decisions
Unit 8Lesson 7: Weather or NotLesson 8: Simulate It! (Print available)
Topic C Random Sampling and Estimating Population Characteristics 
Lesson 13: Populations, Samples, and Generalizing from a Sample to a PopulationUnit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 10: Crab Island [Free lesson]Lesson 11: HeadlinesLesson 12: Flower Power
Lesson 14: Selecting a Sample
Lesson 15: Random Sampling
Lesson 16: Methods for Selecting a Random Sample
Unit 8Lesson 10: Crab Island [Free lesson]Lesson 11: Headlines
Lesson 17: Sampling VariabilityUnit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 13: Plots and Samples
Lesson 18: Sampling Variability and the Effect of Sample Size
Lesson 19: Understanding Variability When Estimating a Population Proportion
Unit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 13: Plots and SamplesLesson 14: School Newspaper (Print available)
Lesson 20: Estimating a Population Proportion 
Topic D Comparing Populations 
Lesson 21: Why Worry About Sampling Variability?Unit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 13: Plots and SamplesLesson 14: School Newspaper (Print available)
Lesson 22: Using Sample Data to Compare the Means of Two or More Populations
Lesson 23: Using Sample Data to Compare the Means of Two or More Populations
Unit 8Lesson 9: Car, Bike, or Train? (Print available)Lesson 10: Crab Island [Free lesson]Lesson 13: Plots and SamplesLesson 14: School Newspaper (Print available)Lesson 15: Asthma Rates (Print available)

Module 6: Geometry

Topic A Unknown Angles 
Lesson 1: Complementary and Supplementary AnglesUnit 7Lesson 2: Friendly Angles [Free lesson]Lesson 3: Angle Diagrams
Lesson 2: Solving for Unknown Angles Using Equations
Lesson 3: Solving for Unknown Angles Using Equations
Lesson 4: Solving for Unknown Angles Using Equations
Unit 7Lesson 1: PinwheelsLesson 2: Friendly AnglesLesson 3: Angle DiagramsLesson 4: Missing Measures (Print available) [Free lesson]
Topic B Constructing Triangles 
Lesson 5: Identical TrianglesUnit 7Lesson 6: Is It Enough?Lesson 7: More Than One
Lesson 6: Drawing Geometric ShapesUnit 7Lesson 6: Is It Enough?Lesson 7: More Than OneLesson 8: Can You Draw It? (Print available)
Lesson 7: Drawing Parallelograms 
Lesson 8: Drawing TrianglesUnit 7Lesson 5: Can You Build It? [Free lesson]Lesson 6: Is It Enough?Lesson 7: More Than OneLesson 8: Can You Draw It? (Print available)Practice Day 1 (Print available)
Lesson 9: Conditions for a Unique Triangle―Three Sides and Two Sides and the Included
Lesson 10: Conditions for a Unique Triangle—Two Angles and a Given Side Angle
Unit 7Lesson 8: Can You Draw It? (Print available)
Lesson 11: Conditions on Measurements That Determine a TriangleUnit 7Lesson 5: Can You Build It? [Free lesson]Lesson 6: Is It Enough?Lesson 7: More Than OneLesson 8: Can You Draw It? (Print available)Practice Day 1 (Print available)
Lesson 12: Unique Triangles―Two Sides and a Non-Included Angle 
Lesson 13: Checking for Identical Triangles
Lesson 14: Checking for Identical Triangles
Unit 7Lesson 6: Is It Enough?Lesson 7: More Than OnePractice Day 1
Lesson 15: Using Unique Triangles to Solve Real-World and Mathematical Problems 
Topic C Slicing Solids 
Lesson 16: Slicing a Right Rectangular Prism with a Plane
Lesson 17: Slicing a Right Rectangular Pyramid with a Plane
Lesson 18: Slicing on an Angle
Unit 7Lesson 9: Slicing Solids
Lesson 19: Understanding Three-Dimensional Figures 
Topic D Problems Involving Area and Surface Area 
Lesson 20: Real-World Area ProblemsUnit 3Lesson 5: Area Strategies
Lesson 21: Mathematical Area ProblemsUnit 3Lesson 5: Area StrategiesLesson 6: Radius Squares (Print available)
Lesson 22: Area Problems with Circular RegionsUnit 3Lesson 5: Area StrategiesLesson 8: Area Challenges [Free lesson]
Lesson 23: Surface Area
Lesson 24: Surface Area
Unit 7Lesson 12: Surface Area Strategies (Print available)Lesson 13: Popcorn Possibilities
Topic E Problems Involving Volume 
Lesson 25: Volume of Right PrismsUnit 7Lesson 10: Simple PrismsLesson 11: More Complicated PrismsLesson 13: Popcorn Possibilities
Lesson 26: Volume of Composite Three-Dimensional ObjectsUnit 7Lesson 11: More Complicated Prisms
Lesson 27: Real-World Volume ProblemsUnit 7Lesson 13: Popcorn Possibilities

Grade 8

Module 1: Integer Exponents and Scientific Notation

Eureka MathDesmos Math 6–A1
Topic A Exponential Notation and Properties of Integer Exponents 
Lesson 1: Exponential NotationUnit 7 Lesson 1 Circles [Free lesson]Lesson 2 Combining Exponents
Lesson 2: Multiplication of Numbers in Exponential Form
Lesson 3: Numbers in Exponential Form Raised to a Power
Unit 7 Lesson 2 Combining ExponentsLesson 3 Power Pairs (Print available) [Free lesson]Lesson 4 Rewriting Powers
Lesson 4: Numbers Raised to the Zeroth Power
Lesson 5: Negative Exponents and the Laws of Exponents
Unit 7 Lesson 5 Zero and Negative ExponentsLesson 6 Write a Rule (Print available)Practice Day 1 (Print available)
Lesson 6: Proofs of Laws of Exponents 
Topic B Magnitude and Scientific Notation 
Lesson 7: MagnitudeUnit 7 Lesson 7 Scales and Weights
Lesson 8: Estimating QuantitiesUnit 7 Lesson 7: Scales and WeightsLesson 8: Point ZapperLesson 9: Use Your Powers
Lesson 9: Scientific Notation
Lesson 10: Operations with Numbers in Scientific Notation
Unit 7 Lesson 10: Solar System [Free lesson]Lesson 11: Balance the Scales [Free lesson]Lesson 13: Star Power
Lesson 11: Efficacy of Scientific NotationUnit 7 Lesson 13: Star Power
Lesson 12: Choice of Unit 
Lesson 13: Comparison of Numbers Written in Scientific Notation and Interpreting Scientific Notation Using TechnologyUnit 7  Lesson 13: Star Power Practice Day 2 (Print available)

Module 2: The Concept of Congruence

Topic A Definitions and Properties of the Basic Rigid Motions 
Lesson 1: Why Move Things Around?
Lesson 2: Definition of Translation and Three Basic Properties
Unit 1Lesson 1: Transformers [Free lesson]Lesson 2: Spinning, Flipping, Sliding [Free lesson]
Lesson 3: Translating LinesUnit 1Lesson 1: Transformers [Free lesson]Lesson 2: Spinning, Flipping, Sliding [Free lesson] Unit 3Lesson 6: Translations
Lesson 4: Definition of Reflection and Basic Properties
Lesson 5: Definition of Rotation and Basic Properties
Lesson 6: Rotations of 180 Degrees
Unit 1Lesson 1: Transformers [Free lesson]Lesson 2: Spinning, Flipping, Sliding [Free lesson]Lesson 4: Moving Day (Print available) [Free lesson]Lesson 5: Getting Coordinated
Topic B Sequencing the Basic Rigid Motions 
Lesson 7: Sequencing Translations
Lesson 8: Sequencing Reflections and Translations
Unit 1Lesson 3: Transformation GolfLesson 6: Connecting the Dots [Free lesson]
Lesson 9: Sequencing Rotations
Lesson 10: Sequences of Rigid Motions
Unit 1Lesson 3: Transformation GolfLesson 6: Connecting the Dots [Free lesson]Lesson 13: Tessellate [Free lesson]Practice Day
Topic C Congruence and Angle Relationships 
Lesson 11: Definition of Congruence and Some Basic PropertiesUnit 1 Lesson 7: Are They the Same?Lesson 8: No Bending, No StretchingLesson 9: Are They Congruent?Practice Day
Lesson 12: Angles Associated with Parallel LinesUnit 1 Lesson 10: Transforming Angles  
Lesson 13: Angle Sum of a TriangleUnit 1 Lesson 11: Tearing It Up (Print available)
Lesson 14: More on the Angles of a TriangleUnit 1 Lesson 11: Tearing It Up (Print available)Lesson 12: Puzzling It Out [Free lesson]
Topic D: The Pythagorean Theorem 
Lesson 15: Informal Proof of the Pythagorean TheoremUnit 8Lesson 7: Pictures to Prove It
Lesson 16: Applications of the Pythagorean TheoremUnit 8Lesson 10: Taco TruckPractice Day 2 (Print available)

Module 3: Similarity

Topic A Dilation 
Lesson 1: What Lies Behind “Same Shape”?Unit 2Lesson 1: Sketchy Dilations [Free lesson]Lesson 2: Dilation Mini Golf [Free lesson]
Lesson 2: Properties of Dilations
Lesson 3: Examples of Dilations
Unit 2Lesson 1: Sketchy Dilations [Free lesson]Lesson 2: Dilation Mini Golf [Free lesson]Lesson 3: Match My DilationLesson 4: Dilations on a Plane (Print available)
Lesson 4: Fundamental Theorem of Similarity
Lesson 5: First Consequences of FTS
Unit 2Lesson 5: Transformations Golf with DilationsLesson 6: Social Scavenger Hunt (Print available) [Free lesson]
Lesson 6: Dilations on the Coordinate PlaneUnit 8Lesson 4: Dilations on a Plane (Print available)
Lesson 7: Informal Proofs of Properties of Dilations 
Topic B Similar Figures 
Lesson 8: Similarity
Lesson 9: Basic Properties of Similarity
Unit 2Lesson 5: Transformations Golf with DilationsLesson 6: Social Scavenger Hunt (Print available) [Free lesson]
Lesson 10: Informal Proof of AA Criterion for SimilarityUnit 2Lesson 7: Are Angles Enough?
Lesson 11: More About Similar TrianglesUnit 2Lesson 7: Are Angles Enough?Lesson 8: Shadows
Lesson 12: Modeling Using SimilarityUnit 2Lesson 8: ShadowsLesson 9: Water SlideLesson 10: Points on a PlanePractice Day 
Topic C The Pythagorean Theorem 
Lesson 13: Proof of the Pythagorean TheoremUnit 8Lesson 6: The Pythagorean TheoremLesson 7: Pictures to Prove ItLesson 8: Triangle-Tracing Turtle [Free lesson]
Lesson 14: The Converse of the Pythagorean TheoremUnit 8 Lesson 9: Make It Right

Module 4: Linear Equations

Topic A Writing and Solving Linear Equations 
Lesson 1: Writing Equations Using Symbols 
Lesson 2: Linear and Nonlinear Expressions in x 
Lesson 3: Linear Equations in xUnit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)
Lesson 4: Solving a Linear EquationUnit 4Lesson 3: Balanced MovesLesson 4: More Balanced MovesLesson 4: More Balanced Moves (Print available)Lesson 5: Equation Roundtable (Print available) [Free lesson]Lesson 6: Strategic Solving (Print available)
Lesson 5: Writing and Solving Linear EquationsUnit 3Lesson 1: Turtle Time Trials Unit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)Lesson 5: Equation Roundtable (Print available) [Free lesson]Lesson 6: Strategic Solving (Print available)
Lesson 6: Solutions of a Linear EquationUnit 3Lesson 10: Solutions Unit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)Lesson 5: Equation Roundtable (Print available) [Free lesson]Lesson 6: Strategic Solving (Print available)
Lesson 7: Classification of SolutionsUnit 4Lesson 7: All, Some, or None?
Lesson 8: Linear Equations in Disguise 
Lesson 9: An Application of Linear Equations 
Topic B Linear Equations in Two Variables and Their GraphsUnit 3Lesson 2: Water TankLesson 3: PostersLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Lesson 10: A Critical Look at Proportional RelationshipsUnit 3Lesson 1: Turtle Time Trials [Free lesson]Lesson 2: Water TankLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 7: Water CoolerLesson 8: Landing PlanesLesson 9: Coin Capture
Lesson 11: Constant RateUnit 2Lesson 9: Water SlideLesson 10: Points on a PlanePractice Day  Unit 3Lesson 3: PostersLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations Unit 4Lesson 8: When Are They the Same?
Lesson 12: Linear Equations in Two VariablesUnit 3Lesson 3: PostersLesson 6: Translations Unit 4Lesson 3: Balanced MovesLesson 4: More Balanced Moves (Print available)
Lesson 13: The Graph of a Linear Equation in Two VariablesUnit 3 Lesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: TranslationsLesson 7: Water CoolerLesson 10: SolutionsLesson 11: Pennies and Quarters
Lesson 14: The Graph of a Linear Equation―Horizontal and Vertical LinesUnit 3 Lesson 9: Coin CapturePractice Day  [Free lesson]
Topic C Slope and Equations of Lines 
Lesson 15: The Slope of a Non-Vertical LineUnit 3Lesson 5: Flags [Free lesson]Lesson 6: TranslationsLesson 7: Water CoolerLesson 8: Landing Planes
Lesson 16: The Computation of the Slope of a Non-Vertical LineUnit 3Lesson 7: Water CoolerLesson 8: Landing Planes
Lesson 17: The Line Joining Two Distinct Points of the Graph 𝑦 = 𝑚x + 𝑏 Has Slope mUnit 3Lesson 7: Water Cooler
Lesson 18: There Is Only One Line Passing Through a Given Point with a Given SlopeUnit 3Lesson 5: Flags [Free lesson]Lesson 7: Water Cooler
Lesson 19: The Graph of a Linear Equation in Two Variables Is a LineUnit 3Lesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Lesson 20: Every Line Is a Graph of a Linear EquationUnit 3Lesson 3: PostersLesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Lesson 21: Some Facts About Graphs of Linear Equations in Two VariablesUnit 3Lesson 3: PostersLesson 6: TranslationsPractice Day 
Lesson 22: Constant Rates RevisitedUnit 2Lesson 9: Water SlideLesson 10: Points on a Plane Unit 3Lesson 1: Turtle Time Trials [Free lesson]Lesson 2: Water TankLesson 3: Posters
Lesson 23: The Defining Equation of a LineUnit 3Lesson 10: SolutionsLesson 11: Pennies and Quarters
Topic D Systems of Linear Equations and Their Solutions 
Lesson 24: Introduction to Simultaneous EquationsUnit 4Lesson 7: All, Some, or None?Lesson 8: When Are They the Same?Lesson 13: All, Some, or None? Part 2
Lesson 25: Geometric Interpretation of the Solutions of a Linear SystemUnit 4  Lesson 9: On or Off the Line?Lesson 10: On Both LinesLesson 11: Make Them Balance [Free lesson]Lesson 12: Line Zapper [Free lesson]Lesson 13: All, Some, or None? Part 2Practice Day 2 (Print available)
Lesson 26: Characterization of Parallel LinesUnit 3 Lesson 6: Translations
Lesson 27: Nature of Solutions of a System of Linear EquationsUnit 4  Lesson 9: On or Off the Line?
Lesson 28: Another Computational Method of Solving a Linear System 
Lesson 29: Word Problems 
Lesson 30: Conversion Between Celsius and Fahrenheit 
Topic E Pythagorean Theorem 
Lesson 31: System of Equations Leading to Pythagorean Triples 

Module 5: Examples of Functions from Geometry

Topic A Functions 
Lesson 1: The Concept of a FunctionUnit 5 Lesson 1: Turtle Crossing [Free lesson]Lesson 2: Guess My Rule [Free lesson]
Lesson 2: Formal Definition of a FunctionUnit 5 Lesson 1: Turtle Crossing [Free lesson]Lesson 2: Guess My Rule [Free lesson] Lesson 3: Function or Not?
Lesson 3: Linear Functions and ProportionalityUnit 3Lesson 1: Turtle Time Trials [Free lesson] Unit 5Lesson 4: Window Frames
Lesson 4: More Examples of FunctionsUnit 5Lesson 3: Function or Not?Lesson 4: Window Frames
Lesson 5: Graphs of Functions and EquationsUnit 5Lesson 4: Window FramesLesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 6: Graphs of Linear Functions and Rate of ChangeUnit 2Lesson 9: Water SlideLesson 10: Points on a Plane Unit 3Lesson 4: Stacking CupsLesson 5: Flags [Free lesson]Lesson 6: Translations
Lesson 7: Comparing Linear Functions and GraphsUnit 5Lesson 3: PostersLesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 8: Graphs of Simple Nonlinear Functions 
Topic B Volume 
Lesson 9: Examples of Functions from GeometryUnit 8Lesson 1: Tilted SquaresLesson 2: From Squares to Roots
Lesson 10: Volumes of Familiar Solids—Cones and CylindersUnit 5Lesson 10: Volume LabLesson 11: Cylinders [Free lesson]Lesson 12: Scaling CylindersLesson 13: Cones [Free lesson]Lesson 14: Missing Dimensions (Print available)
Lesson 11: Volume of a SphereUnit 5 Lesson 15: Spheres Practice Day 2 (Print available)

Module 6: Linear Functions

Topic A Linear Functions 
Lesson 1: Modeling Linear RelationshipsUnit 5 Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 2: Interpreting Rate of Change and Initial ValueUnit 2Lesson 9: Water SlideLesson 10: Points on a Plane Unit 3Lesson 1: Turtle Time Trials [Free lesson]Lesson 2: Water TankLesson 3: PostersLesson 4: Stacking Cups
Lesson 3: Representations of a LineUnit 5Lesson 6: Graphing StoriesLesson 7: Feel the Burn (Print available) [Free lesson]Lesson 8: Charge! (Print available)
Lesson 4: Increasing and Decreasing Functions
Lesson 5: Increasing and Decreasing Functions
Unit 5Lesson 1: Turtle Crossing [Free lesson]Lesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing Stories
Topic B Bivariate Numerical Data 
Lesson 6: Scatter Plots
Lesson 7: Patterns in Scatter Plots
Unit 6 Lesson 1: Click BattleLesson 2: Wing SpanLesson 3: Robots [Free lesson]Practice Day 1 (Print available) [Free lesson]
Lesson 8: Informally Fitting a LineUnit 6 Lesson 4: Dapper Cats [Free lesson]Lesson 5: Fit Fights [Free lesson]Lesson 6: Interpreting SlopesLesson 7: Scatter Plot CityLesson 8: Animal BrainsPractice Day 1 (Print available) [Free lesson]Practice Day 2 (Print available)
Lesson 9: Determining the Equation of a Line Fit to Data 
Topic C Linear and Nonlinear Models 
Lesson 10: Linear Models
Lesson 11: Using Linear Models in a Data Context
Unit 5 Lesson 4: Window FramesLesson 5: The Tortoise and the Hare [Free lesson]Lesson 6: Graphing StoriesUnit 6 Lesson 6: Interpreting SlopesLesson 8: Animal BrainsPractice Day 2 (Print available)
Lesson 12: Nonlinear Models in a Data Context 
Topic D Bivariate Categorical Data 
Lesson 13: Summarizing Bivariate Categorical Data in a Two-Way TableUnit 6 Lesson 9: Tasty Fruit
Lesson 14: Association Between Categorical VariablesUnit 6 Lesson 10: Finding Associations [Free lesson] Lesson 11: Federal Budgets Practice Day 3

Module 7: Introduction to Irrational Numbers Using Geometry

Topic A Square and Cube Roots 
Lesson 1: The Pythagorean TheoremUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 2: Square RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Lesson 3: Existence and Uniqueness of Square Roots and Cube RootsUnit 8
Lesson 5: Filling Cubes
Lesson 4: Simplifying Square RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Practice Day 1 (Print available)
Lesson 5: Solving Equations with Radicals 
Topic B Decimal Expansions of Numbers 
Lesson 6: Finite and Infinite Decimals
Lesson 7: Infinite Decimals
Lesson 8: The Long Division Algorithm
Lesson 9: Decimal Expansions of Fractions, Part 1
Lesson 10: Converting Repeating Decimals to Fractions
Unit 8
Lesson 12: Fractions to Decimals
Lesson 13: Decimals to Fractions
Lesson 11: The Decimal Expansion of Some Irrational Numbers 
Lesson 12: Decimal Expansions of Fractions, Part 2 
Lesson 13: Comparing Irrational NumbersUnit 8
Lesson 14: Hit the Target
Lesson 14: Decimal Expansion of π 
Topic C The Pythagorean Theorem 
Lesson 15: Pythagorean Theorem, RevisitedUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 7: Pictures to Prove It
Lesson 16: Converse of the Pythagorean TheoremUnit 8
Lesson 9: Make It Right
Lesson 17: Distance on the Coordinate PlaneUnit 8
Lesson 11: Pond Hopper
Lesson 18: Applications of the Pythagorean TheoremUnit 8
Lesson 10: Taco Truck [Free lesson]
Practice Day 2 (Print available)
Topic D Applications of Radicals and Roots 
Lesson 19: Cones and Spheres 
Lesson 20: Truncated Cones 
Lesson 21: Volume of Composite Solids 
Lesson 22: Average Rate of Change 
Lesson 23: Nonlinear Motion 

Vulnerability Disclosure Policy

As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. Amplify demonstrates that commitment in part through the physical, technical, and administrative safeguards we maintain to protect student data and other sensitive information entrusted to our care.

Amplify looks forward to working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.

Before reporting a vulnerability, please read our program rules, eligibility overview, report submission rules and guidelines, legal terms, and out-of-scope list set out below.

General Rules

  • We appreciate reports on any Amplify-owned asset, but only vulnerabilities that prove to be outside of expected behavior are eligible for acceptance.
  • Reports involving third party services or providers not under Amplify’s control are out-of-scope for submission.
  • Amplify places a high priority on privacy. Vulnerabilities in the areas of inadvertent exposure of our customers’ personally identifiable information (PII) are considered to be of Critical severity.
  • We classify vulnerability severity per CVSS (the Common Vulnerability Scoring Standard). These are general guidelines, and the ultimate decision over a reward – whether to give one and in what amount – is a decision that lies entirely within our discretion on a case-by-case basis.
  • In order to receive an award for validated reports, you must have a HackerOne account. Please note reward decisions are subject to the discretion of Amplify. Please note these are general guidelines, and that reward decisions are subject to the discretion of Amplify.
  • Only interact with test accounts that you created via self sign-up or were provided by Amplify. The use of any credentials outside of these areas for testing purposes, including legacy credentials supplied through the program and leaked credentials from third parties is strictly prohibited.
  • Do not contact Amplify’s customer support for questions or to submit a vulnerability report.
  • Amplify may, in its sole discretion, disqualify you if you breach this policy or fail to comply with any of the program’s rules and terms.
  • Amplify reserves the right to cancel or modify this program without notice at any time.

Eligibility

  • You are not eligible for participation if you 1) are employed by Amplify or any of its affiliates 2) are an immediate family member of a person employed by Amplify or any of its affiliates or 3) left the employment of Amplify or its affiliates or subsidiaries within the past (12) months.
  • You are not eligible for participation if you have been prohibited in writing from participating in the Bug Bounty Program by Amplify at any time.
  • You may not be in violation of any national, state, or local law or regulation with respect to any activities directly or indirectly related to conducting your tests.
  • You may not compromise the privacy or safety of our customer and the operation of our services;
  • You may not cause harm to Amplify, our customers, or others;
  • You must follow the policy guidelines to responsibly disclose vulnerabilities to Amplify.

Vulnerability Submission Rules & Guidelines

  • Any testing conducted on customer data or accounts is strictly prohibited and will result in removal from the program.
  • If during the course of testing you encounter any sensitive data outside of your test accounts (including student or teacher names, login info, assessment data, activity data, and student work, etc.), please cease testing immediately and report what you have found. DO NOT include any text, screenshots, etc. with PII in the report. This action safeguards both potentially vulnerable data and yourself.
  • Do not access, download, or share any data you encounter in your testing.
  • Only interact with test accounts that you created or that we provided. The use of any credentials outside of these areas for testing purposes is strictly prohibited.
  • Provide detailed reports with reproducible steps. If the report is not detailed enough to reproduce the issue, the issue will not be eligible for a reward.
  • In some cases, you may not have all of the context information to assess the impact of a vulnerability. If you’re unsure of the direct impact but are reasonably certain that you have identified a vulnerability, we encourage you to submit a detailed report and state the open questions on impact.
  • When duplicate submissions for the same vulnerability occur, we only award the first report that was received, provided that it can be fully reproduced.
  • Multiple reports describing the same vulnerability against multiple assets or endpoints must be submitted within a single report.
  • Avoid destruction of data and interruption or degradation of our service.
  • Proof of Concept (POC) videos that do not include PII are highly recommended to help verify the issue, provide clarity, and save time on triage.
  • Please provide timely responses to any follow-up questions and requests for additional information.
  • Understand that there could be submissions for which we accept the risk, have other compensating controls, or will not address in the manner expected. When this happens, we will act as transparently as we can to provide you with the necessary context as to how the decision was made.
  • Reports submitted using methods that violate policy rules will not be accepted and may result in account suspension from/denial of entrance to the program.
  • Please refer to any noted out-of-scope areas listed under Out-of-Scope Vulnerabilities.

Out-of-Scope Vulnerabilities

When reporting vulnerabilities, please consider (1) attack scenario / exploitability, and (2) security impact of the bug. The following issues are considered out-of scope. In addition, please refer to any noted Out of Scope areas listed under the program assets.

  • Social engineering (e.g. phishing, vishing, smishing) is prohibited.
  • Clickjacking on pages with no sensitive actions.
  • Unauthenticated/logout/login CSRF.
  • Attacks requiring MITM or physical access to a user’s device.
  • Previously known vulnerable libraries without a working Proof of Concept.
  • Comma Separated Values (CSV) injection without demonstrating a vulnerability.
  • Missing best practices in SSL/TLS configuration.
  • Any activity that could lead to the disruption of our service (DoS).
  • Content spoofing and text injection issues without showing an attack vector/without being able to modify HTML/CSS.
  • XSRF that requires the knowledge of a secret.
  • Automated tools that could generate significant traffic and possibly impair the functioning of our services.
  • Testing or demonstrating the ability to upload unlimited audio/video files to exhaust resources.
  • Leaked credentials from third party providers, including invalid or stale employee credential dumps, and/or leaked personal information of Amplify staff.
  • Leaked credentials for Amplify customers not caused by vulnerabilities in our systems.
  • Vulnerabilities identified via third party services or providers where Amplify is not the owner.
  • Issues that merely result in spam/annoyance without additional impact (e.g sending emails without sufficient rate limiting)
  • Attempts to access our offices or data centers.
  • Any activity that could contribute to the disruption of our service (DoS). Automated scanning tests should be kept to 10 requests per second or less.
  • Self XSS.
  • Broken links and/or crashes in general.
  • Issues that require unlikely user interaction.
  • Issues that do not affect the latest version of modern browsers
  • Issues that require physical access to a victim’s computer/device.
  • Disclosure of information that does not present a significant risk
  • Please refer to any noted out-of-scope areas listed under program assets.

Legal

  • Any information you receive or collect about us, our affiliates or any of our users, employees or agents in connection with the Bug Bounty Program (“Confidential Information”) must be kept confidential and only used in connection with the Bug Bounty Program. You may not use, disclose or distribute any such Confidential Information, including without limitation any information regarding your Submission, without our prior written consent. You must get written consent by submitting a disclosure request through the HackerOne platform.
  • Researchers must follow HackerOne’s disclosure guidelines. Public disclosure or disclosure to other third parties without the explicit permission of Amplify is prohibited.
  • We will not take legal action against you if vulnerabilities are found and responsibly reported in compliance with all of the terms and conditions outlined in this policy.
  • Amplify reserves the right to modify the terms and conditions of this program without notice at any time, and your participation in the Program constitutes acceptance of all terms.

Submit Vulnerability Report

Making the most of your stimulus funding

There are literally billions of dollars left in ESSER stimulus funds—and regardless of the role you serve in K–12 education, some of those dollars can help you and your students. Though you have until Sept. 30, 2024, to assign these funds, it’s never too early to ensure that you and your colleagues are taking advantage of what’s available to you to invest in your students and classrooms. 

While 20% of your district’s funding must target instructional loss caused by the pandemic, you can direct the rest toward your specific needs—whether you need print instructional materials, dual language supports, or personalized learning to help your students catch up.

We’re happy to guide you through the current funding landscape and offer some tips for claiming your funding and helping get your students back on track.

Overview of the stimulus funding landscape

We’ve reached historic levels of federal investment to support the recovery of K–12 education. The American Rescue Plan (ARP) has supplied our nation’s schools with three buckets of ESSER stimulus funds:

  • $13 billion under the CARES Act in March 2020 (ESSER I)
  • $54 billion under the CRSA in December 2020 (ESSER II)
  • $122 billion under the ARP in March 2021 (ESSER III)

This brings the total funds to $189 billion—a staggering amount available to help you, your students, and your colleagues. ESSER III funds must be assigned by Sept. 30, 2024, but this doesn’t mean the programs and services you purchase will expire. Your state can request an 18-month extension to liquidate the funds, and the changes needed to transform student performance and other school needs aren’t bound by this date.

As you consider how to spend your funding, keep in mind that there are 16 types of allowable expenses, including learning software; summer learning and after-school programs for at-risk students; and activities that support federal requirements, such as ESEA and Titles I, II, III, and IV.

Spending priorities across states

Within the boundaries of allowable expenses, many states have already begun deciding how they want to target the specific needs of their districts.

Stimulus investments must reflect your district’s needs while taking into account the unique skills and gaps of individual students.

At the state level, Georgia is prioritizing student mental health and wellbeing, while Massachusetts is taking on that issue in addition to figuring out how to measure learning loss and helping districts reopen safely. 

New York is emphasizing early childhood education, staff training, maintaining operations, and education technology. Kansas has similar goals with learning software, in addition to a focus on continuing operations, providing sanitation supplies, and catering to remote students’ needs.

One report tracking stimulus funding in 1,040 school districts across 35 states found patterns among school needs. More than half the districts studied set aside funds for summer learning, a third plan to pay for transportation, and a quarter will invest in online platforms.

Amplify programs fit the bill

All Amplify programs and services meet the funding criteria, including our literacy, dual language, and STEM suites.

Our literacy suite is made up of high-quality instructional materials that are based on evidence, which is one of the purchasing requirements in the American Rescue Plan. These programs provide students with personalized instruction—whether it’s at the core, supplemental, or intervention levels.

For more detailed information about using stimulus funding to get your students back on track in reading, watch our recent webinar to learn more about Amplify Reading, our personalized reading program for grades K–5, and mCLASS, our early foundational literacy assessment.

Want to learn more about ESSER and how to use these funds thoughtfully? Visit our stimulus funding webpage where you’ll have access to a tracking tool that allows you to search by state and district to see approximately how much money is headed your way. As you explore ways to use the funds available to you, be mindful about the long-term impacts of the choices you’re making, and listen to your teachers, students, and overall school community. Creating or expanding upon an instructional system that includes core curriculum, a reliable assessment tool, and personalized and supplemental learning is a great way to set your teachers and students up for success now and in the future.

Expect more from your assessments with mCLASS Math.

Understanding student thinking is the key to accelerating student performance.

Welcome to mCLASS® Math, the benchmarking and progress monitoring system for grades K–8 that measures proficiency, reveals underlying mathematical thinking, and informs instructional support for every learner. Analyzing student responses to reveal valid underlying mathematical thinking—even in wrong answers—helps better target individualized instructional recommendations that build grade-level proficiency.

Meet mCLASS Math.

mCLASS Math’s research-based benchmark and progress monitoring assessment system tracks performance against grade-level expectations to help predict later growth outcomes.

With screening and diagnostic capabilities and empirically established cut scores to assess risk, mCLASS Math reporting helps educators pinpoint strengths and areas of growth for individualized instructional support for every student. Together, these establish a strong Multi-Tiered System of Supports (MTSS).

This powerful assessment is digitally assigned to the whole class three times annually: beginning-of-year (BOY), middle-of-year (MOY), and end-of-year (EOY). The open responses of the assessment give more robust data-points gathered from each item, and it only takes 30 to 40 minutes to complete.

Designed to target critical grade-level skills that predict success, the rich data can be used as a diagnostic tool for Tier 2 and Tier 3 intervention and flags for the potential risk of dyscalculia.

mCLASS Progress Monitoring assessments help teachers chart students’ progression between benchmark assessment windows. For students receiving targeted support, mCLASS Progress Monitoring determines if intervention is effective or adjustments are needed to enhance student learning.

These short yet effective assessments enable teachers to monitor a student’s math performance between mCLASS Benchmark assessments. mCLASS Progress Monitoring assessments can be assigned to a select group of students needing targeted support in a specific skill or Tier 2 or Tier 3 intervention, and are aligned around crucial math domains for each grade level.

Assess in less time.

With the groundbreaking digital analysis of student thinking, mCLASS Math teachers can rely on the predictive validity of assessments in less time.

The powerful Student Response Analysis of open-ended questions provides deep insight into what and how students think—faster and with fewer questions.

A laptop displays a classroom results dashboard for supplemental math, featuring a table of student scores, colored rating bars, and side labels showing numbers 250, 310, and 320.

Access deeper insights.

mCLASS Math’s dynamic data reports offer a window into student thinking, reliably guiding intervention across Tiers 1–3.

The more teachers understand how their students think, the better they can support their growth. The assessment system recognizes students’ individual strengths, experiences, understandings, and strategies—or assets, as we collectively refer to them—to inform the robust data that powers mCLASS Math.

Educator and caregiver reports

Empirically established cut scores and domain-specific measures help teachers plan for tiered intervention with classroom, school, and district-level performance reports set to predict end-of-year outcomes.

To reinforce learning at home, Home Connect letters provide caregivers with easy-to-use reports on their child’s math development.

Student Thinking Report

The Student Thinking Report gives teachers actionable recommendations tailored to how individual students or groups of students approach problems. By understanding the different ways of thinking in skimmable, yet robust, reports, teachers have the tools they need to efficiently plan differentiation to achieve instructional targets.

Actionable recommendations enable teachers to quickly differentiate with intervention resources aligned to common misconceptions.

Research behind mCLASS Math

Based on decades of research for best practices in math, mCLASS Math efficiently assesses students’ skills and thinking to give teachers instant recommendations for small group and individualized instruction.

Following research from leading math experts and an in-depth validation analysis through WestEd, a technical report will be released summer 2025.

A teacher provides instructional support to students wearing headphones as they work on laptops during a math intervention session. Other students are visible in the background.

A dedicated team at Amplify with over 500 combined years of classroom teaching, school leadership, and assessment experience thoughtfully created mCLASS Math with teachers and students in mind.

Following research from leading math experts and an in-depth validation analysis through WestEd, data will be continuously released starting in spring 2025.

A woman with long dark hair, smiling and wearing a dark top, embodies the essence of individualized instruction against a neutral background.

Sandra Pappas

Associate Director of Research

A person in a suit and tie smiles while standing in front of a wall with ivy, embodying the essence of individualized instruction and progress monitoring.

Patrick Callahan, Ph.D.

Educator and Founder of Math ANEX

A man in a suit and tie stands against a gray background, arms crossed, exuding confidence as if ready to offer instructional support. He gazes at the camera with an air of determination and expertise.

Jason Zimba, Ph.D.

Chief Academic Officer of STEM
at Amplify

The mCLASS Math K–5 assessment system is designed to provide educators with reliable and valid measures to identify students needing additional support in mathematics and to inform instructional decisions. Preliminary data presents evidence supporting the psychometric quality of the assessment using the technical standards outlined by the National Center on Intensive Intervention (NCII) and state requirements for screening measures.

Data informs
instruction

mCLASS Math works alongside your core instruction, differentiation, and intervention. The data model behind mCLASS Math provides comprehensive data for each student across grades K–8, easily connecting teachers to the immediate next steps that will support, strengthen, and stretch all learners.

Math activity interface with three ten-frames showing flowers and leaves, a prompt to find the sum 9 + 4 + 3, and movable flowers for counting—ideal for math intervention and progress monitoring.

Personalized Learning accelerates student growth with daily, targeted 15-minute digital activities. Supported by a virtual tutor, students tackle individualized tasks linked to daily lessons, receiving just-in-time support to foster grade-level success.

Explore sample activities

Two educational pages titled "Writing Equations With Unknown Variables" under Teacher Guide ML L06, featuring problem examples, vocabulary, and recommended next steps for teaching. Includes progress monitoring tools to enhance individualized instruction and boost learning outcomes.

Teacher-led, 15-minute Mini-Lessons can build grade-level proficiency by providing research-based, targeted intervention to small groups of students who need additional support.

Explore sample Mini-Lessons

Three educational math worksheets titled "Capture Squares" and "Cover Up," featuring instructions and a multiplication grid, provide instructional support as engaging supplemental math activities for classroom use.

Reinforce students’ understanding of concepts through collaborative, hands-on Centers (grades K–5). These student-led routines provide additional practice with vertical alignment across grade levels.

Explore sample Centers

Fluency Practice uses spaced repetition, an evidence-based approach to promoting memory retention, to teach basic facts. The adaptive nature of the practice allows students to focus less and less on the facts they already know. We’ve partnered with Math for Love to iterate on the popular Multiplication by Heart to create Division by Heart and Addition and Subtraction by Heart I & II. These proven fluency decks—plus Skills Fluency for supporting procedural fluency practice—help students practice crucial skills independently.

Try Fluency Practice

A laptop screen showcases a software interface with an "Item Bank" of selectable cards, ideal for progress monitoring. The interface features sorting options and a left sidebar menu, offering seamless integration for instructional support.

Item Banks provide space for teachers to create custom practice and assessments by using filters and searching for standards, summative-style items, and more.

Collage of math exercises featuring cubes, an avocado-themed problem, and geometric shapes. Includes instruction for selection and explanation, offering instructional support to aid in progress monitoring.

All students should have access to fun and challenging problems. Extensions are 10- to 15-minute activities aligned to the most critical topics for the grade, providing flexible, low-lift activities for the whole class or targeted intervention to small groups of students ready for an extra challenge.

See a sample Extension

One cohesive math experience

As part of Amplify Desmos Math, Amplify’s comprehensive math suite, mCLASS Math provides a strong foundation of actionable data to help teachers diagnose and capitalize on student strengths. Amplify Desmos Math ensures that you have all the core, intervention, and personalized instruction you need to support each stage of a student’s math journey.

Welcome, Ohio educators!

Designed from the ground up to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Approach to literacy

Two young children sit at a classroom table reading a book together, with educational materials spread out in front of them.

[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A student sits at a desk writing with a pencil while focused on his work, with classroom materials visible in the background.

[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.

Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.

Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Elementary school

Get started by watching this class share what they’re figuring out with Amplify Science. >

In Grades K–3 we recommend the national grade level units of Amplify Science to provide students with the appropriate grade level literacy and background knowledge. Individual units are available to purchase.

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Earth's Features unit

Unit 2

Earth’s Features

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Modeling Matter unit

Unit 3

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate.

An illustration from the Earth System unit

Unit 4

The Earth System

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.

An illustration from the Waves, Energy, and Information unit

Unit 3

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

ENGINEERING INTERNSHIP

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Una nave espacial se acerca a una estación espacial modular con paneles solares extendidos en una ilustración ambientada en el espacio.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Life Science, Earth and Space Science

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations (optional)

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.
Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two young children sit at a classroom table, one smiling broadly, during an Amplify Science educational activity.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A student in a classroom uses a dropper to add liquid to clear plastic cups during a science experiment. Other students and lab materials are visible in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two young girls sit side by side at a desk, looking at a laptop screen and working together in a classroom setting.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Two students sit at a table in a classroom, working on laptops and talking, with other students visible in the background.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5) coming soon

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8) coming soon

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

An adult sits on a couch using a laptop while a child next to them does homework in a notebook.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS Benchmark assessments

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Ready to explore with digital access and physical samples?

Start your digital review and request physical samples with these three easy steps.

  1. Note these Ohio specific login credentials for your digital access.
    Username: t.ohscience@tryamplify.net
    Password: AmplifyNumber1
  2. Click Review now.
  3. Complete the form and select Log in with Amplify to input the Ohio specific login.
A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

For any questions, fill out the form to the right and a member of our sales team will reach out to you soon.

Katie Cannon
Senior Account Executive

Casie Rayes
Account executive

Matt Paupore
Senior Account Executive

Welcome, Nebraska educators!

Designed from the ground up for the NGSS to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Explore your grade level

Then select your grade level below to learn more about how we make this type of rich learning accessible to all students at every grade.

Elementary school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A boy reads a book with an illustrated background featuring a dinosaur skull, the Earth, trees, clouds, and water.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.

An illustration from the Earth's Features unit

Unit 3

Earth’s Features

Student role: Geologists


Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Waves, Energy, and Information unit

Unit 4

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Modeling Matter unit

Unit 2

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate

Illustration of a pixelated green mountain cliff deconstructing into a digital grid, with red dots floating over a tranquil sea and flying white birds.

Unit 3

The Earth System

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A person in a black hoodie smiles while working on a laptop, surrounded by illustrations of rockets, satellites, popsicles, and the Earth.
Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Engineering Internship

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.   

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.   

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.   

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.   

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.   

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Dos niñas están sentadas en una mesa, mirando juntas la pantalla de una computadora portátil en un salón de clases. Al fondo se ven estanterías con libros y materiales de clase.
Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two children sitting at a table, one in a yellow shirt and the other in pink, smiling and looking forward.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A boy in a science classroom observes a reaction in a clear cup. Other students and lab materials are in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two children in school uniforms work together on laptops in a classroom setting, with focus on learning and collaboration.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Students sitting at a table using laptops, engaging in a classroom activity.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5)

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8)

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two young children sit at a table looking at an open book, with other books placed in front of them. A play button is visible over the image.
[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence

A student writes in a notebook, holding a pencil, focused on the task.
[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.
Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.
Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS alignment (K–5)

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Two children sit at a table with Chromebooks, facing each other and talking, in a classroom with books and storage bins in the background.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

Ready to start exploring with digital access?

A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

Laina Armbruster
larmbruster@amplify.com
(602) 791-4135

Bob McCarty
rmccarty@amplify.com
(435) 655-1731

Kristin McDonald
kmcdonald@amplify.com
(515) 240-0244

Overview

With Amplify Science, students don’t just passively learn about science concepts. Instead, they take on the role of scientists and engineers to actively investigate and figure out real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Watch the videos below to learn how our program empowers students to think, read, write, and argue like real scientists and engineers every day.

Overview

What Educators Say

The NGSS classroom

EdReports

Amplify Science for grades K–8 has been rated all-green by EdReports..

Read the review on Edreports.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. We designed our program to address 100% of the NGSS in just 66 days for grades K–2 and 88 days for grades 3–5.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Unit sequence
Mariposa en vuelo sobre plantas en macetas sobre una mesa, con una oruga en un tallo frondoso cerca, una regadera roja a la izquierda y un paisaje brillante al fondo.

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted. 
Una mano tirando de una cuerda atada a una bola blanca, que interactúa con un tablero de madera con varias clavijas y bandas elásticas.

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball. 
An illustration from the Sunlight and Weather unit

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess. 
Una ilustración de una tortuga marina nadando bajo el agua, acompañada por una tortuga más pequeña, una tortuga más grande y un tiburón distante. Al fondo se ven algas.

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators. 
An illustration from the Light and Sound unit

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows. 
Ilustración que muestra un paisaje urbano dividido en noche a la izquierda con una luna y estrellas, y día a la derecha con un sol, nubes y un avión.

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone. 
Un elefante se encuentra debajo de un árbol y usa su trompa para arrancar un trozo de fruta.

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India. 
A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties. 
An illustration from the Changing Landforms unit

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time. 
An illustration from the Balancing Forces unit

Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks. 
An illustration from the Inheritance and Traits unit

Inheritance and Traits

strong>Domain: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (Wolf 44) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 
An illustration from the Environments and Survival unit

Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased. 
Un orangután con un pelaje naranja cuelga de una enredadera en una densa y verde jungla con árboles y plantas, mientras el sol brilla de fondo.

Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns. 
An illustration from the Energy Conversions unit

Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. 
An illustration from the Vision and Light unit

Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights. 
Ilustración de una costa rocosa con acantilados angulares en tonos rojizos a la izquierda y una masa de agua azul debajo.

Earth's Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park. 
An illustration from the Waves, Energy, and Information unit

Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater. 
An illustration from the Patterns of Earth and Sky unit

Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece. 
An illustration from the Modeling Matter unit

Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing. 
An illustration from the Earth System unit

The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not. 
An illustration from the Ecosystem Restoration unit

Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving. 

Access program

Watch the video to the right showing you how to navigate our digital platform. When you’re ready, follow the instructions below to log into your live demo account.

  • Click the orange button below to access the platform.
  • Explore as a teacher with this username (t1.cartwrightsd@demo.tryamplify.net) and this password (Amplify1-cartwrightsd).
  • Explore as a student with this username (s1.cartwrightsd@demo.tryamplify.net) and this password (Amplify1-cartwrightsd).
  • Choose your grade level from the drop-down menu.

 

Access the digital platform now

Resources

S1-05: How does coding fit in the science classroom? A conversation with Aryanna Trejo of Code.org

Podcast cover titled "Science Connections" featuring Aryanna Trejo, Season 1, Episode 5. It includes abstract illustrations of a globe and telescope, discussing coding in the science classroom.

In this episode, Eric sits down with Aryanna Trejo, a professional learning specialist of Code.org. Aryanna shares her journey from working as an elementary teacher in New York City and Los Angeles to teaching other educators at Code.org. Eric and Aryanna chat about computer literacy within the science classroom, problem-solving skills, and ways to model productive struggle for students. Aryanna also shares ways to teach coding and computer literacy in schools, no matter the classroom’s technology level. Explore more from Science Connections by visiting our main page.

Download Transcript

Aryanna Trejo (00:00):

I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.”

Eric Cross (00:19):

Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Aryanna Trejo. Aryanna is a member of the professional learning team at Code.org. Before joining Code.org, Aryanna led computer science professional development for elementary school teachers, and served as an instructional coach for new educators. She also taught fourth and fifth grade in both New York City and in Los Angeles. In this episode, we discuss Aryanna’s journey to Code.org, where she helps educators connect coding to real life, how to use a rubber duck to solve problems, and how coding and computer science principles can be taught to students in areas without access to the internet…or even a computer. I hope you enjoy my conversation with Aryanna Trejo. So I was born and raised here, and I saw that you went to UC San Diego.

Aryanna Trejo (01:11):

I did, I did. I actually just put a deposit down on an apartment in University Heights, ’cause I’m moving back.

Eric Cross (01:16):

You’re coming back?

Aryanna Trejo (01:17):

I’m coming back. Yeah.

Eric Cross (01:19):

So if you need a classroom to visit….

Aryanna Trejo (01:21):

I would love to do more classroom observations!

Eric Cross (01:24):

Are we doing this? Let’s do—we’re making this happen.

Aryanna Trejo (01:26):

We are. Yeah. So I’ll be there. I’m moving there in April. I actually grew up in Orange County too, so I’m like a very diehard SoCal person.

Eric Cross (01:35):

So I feel like I know the answer to, hopefully—Tupac or Biggie? ‘Cause you’re on the East Coast, and you’re on the West Coast.

Aryanna Trejo (01:40):

Yeah. I like Tupac, but I have more Biggie songs committed to memory. Which is not a lot. I have “Juicy” and “Hypnotized” memorized.

Eric Cross (01:53):

All right. So you’re just memorizing, and you have the Biggie songs memorized, but not the Tupac ones.

Aryanna Trejo (01:58):

No, but I do love Tupac songs. You know, it’s like, Biggie has the flow, but Tupac has the lyrics. Nobody’s—they both have something really amazing about them.

Eric Cross (02:06):

You know, I can respect that you broke it down into both of their strengths.

Aryanna Trejo (02:11):

Thanks for buttering me up before this interview. And not….

Eric Cross (02:15):

<laugh> Oh, we already started.

Aryanna Trejo (02:16):

Huh? We already started?

Eric Cross (02:17):

We’re already started. Yeah. We’re already into this.

Aryanna Trejo (02:19):

We’re into it.

Eric Cross (02:21):

You were in the classroom, fourth and fifth grade, and you were doing TFA.

Aryanna Trejo (02:26):

I did. I did Teach For America. I was 2012, New York City Corps. Right after graduation. ‘Cause I graduated UC San Diego in 2012. So graduation was on June 17th, and I touched down at JFK on June 19th.

Eric Cross (02:40):

Even though I wasn’t in TFA, I know a lot of the fellows that are in it. And there’s just some phenomenal teachers in there. How long were you doing elementary school when you were teaching?

Aryanna Trejo (02:49):

Yeah, I taught for—well, I did, three years of teaching fourth grade. Then there happened to be an instructional coach opening in my fourth year. I took that, did some instructional coaching within the same network, and then I moved back to LA and I taught fifth grade for a year.

Eric Cross (03:11):

  1. And what was it like now? Did you go to Code.org right after the classroom?

Aryanna Trejo (03:17):

No, I didn’t. No. I transitioned after teaching fifth grade for a year in downtown Los Angeles, in the Pico-Union neighborhood. I ended up getting this email out of the blue from someone who had actually found me through the Teach for America job site. ‘Cause I was hitting the pavement; I was really looking to transition out of the classroom. And she invited me to interview with this company called 9 Dots. And they taught computer science to kids K–6 throughout Los Angeles and Compton. And I was like, “Sure, no problem. Let’s do it.” So I interviewed, I got the job, and yeah, that’s how I transitioned to 9 Dots. And then after almost four years there, I transitioned to Code.org, with the same person. Actually, she moved over to Code.org first, and then she helped me get this job.

Eric Cross (04:07):

Oh, that’s happened a lot—like, that relationship kinda carries over.

Aryanna Trejo (04:11):

Yeah. We’re meant to be coworkers.

Eric Cross (04:13):

Yeah. Are you still? Is she still there? Are you both still together?

Aryanna Trejo (04:17):

Yeah, we’re on the same team and it’s nice. I saw her last night for Happy Hour, with another coworker who’s in LA. So we’re tight. And she’s a wonderful, wonderful mentor to me.

Eric Cross (04:28):

That’s great. Did you have computer-science background, when you were doing elementary school teaching? Did you have—

Aryanna Trejo (04:34):

No. <laugh> Not at all. When I was teaching in New York City, I had like four desktop computers in my classroom, and we rarely used them. Which was such a shame. And then when I moved to Los Angeles and taught fifth grade there, we were a one-to-one school, and the joys of that are just amazing. It was just really wonderful to, you know, get the students used to typing on the computer, using different software to submit their assignments. Getting creative—as creative as you can get—with Google Slides. You know, to show off what they know. And stuff like that. That’s all I had, though. And you know, when I transitioned to 9 Dots I was like, “Sure, why not? Let’s give a shot.” And I learned a lot. It was really interesting, yeah.

Eric Cross (05:26):

And so now at Code.org you are…well, so my journey with Code.org, I’ve been in the classroom for eight years. Still in the classroom as of…an hour ago, I was there. <Laugh> And I use Code.org, and I feel like I’ve checked it periodically, and I feel like it’s evolved over the gaps. And I’ve seen it. It’s become more robust in the things that they offer, over the years I’ve been an educator. Just to kind of…could you give a thumbnail sketch? Like, what is Code.org? Who’s it for? Who’s the target audience? What resources are there?

Aryanna Trejo (06:00):

Yeah. So it’s for everyone. It is a nonprofit that provides curriculum and training and a platform for teachers and students. We provide curriculum for K through 12. It’s completely free. And it comes with lesson plans, slideshows, all that. We focus specifically on underrepresented groups. So we have targeted measures for Black students, for Native American students, for students who identify as female. That’s a huge part of our mission. But we’re really working to expand access to computer science to as many students as we can.

Eric Cross (06:41):

One of the things I’m hearing in your story is you were teaching in Compton; you were in Bronx, New York. One of the reasons why I got into the classroom is because of educators, and the impact they made on me in exposing me to science and technologies I’d never had access to. And that intentionality, that you’re going about it…are there…not just the code, but how you bring that across to different groups…are there strategies, or are there ways to connect this idea of coding to diverse groups and diverse audiences? Or is it kind of, the curriculum applies for everyone? ‘Cause in science, when I’m teaching, I’m always trying to make what I’m doing relevant to the backgrounds of my students.

Aryanna Trejo (07:28):

Sure.

Eric Cross (07:28):

So I’m teaching biology, and I’m trying to make this kind of connection. Sometimes it’s more organic; sometimes it feels kind of forced. Because it’s just not always a nice fit. But it sounds like Code.org is really about inclusion. And in the numbers that I’ve seen for representation, in especially computer science software engineers, the groups that you’re focusing on are not necessarily represented in the professional workforce. At least disproportionately.

Aryanna Trejo (07:54):

Yeah, absolutely. Yeah, that’s correct.

Eric Cross (07:57):

And so how do you go about being intentional about reaching groups that we don’t see in, you know, the Silicon Valley software engineers? How do you start that? Like, at a young age, do you look for specific schools in specific areas to say, “We are going to bring this to the school. We’re going out to these populations of the cities”? Because we’re just not seeing…you know, on the map, we’re not seeing anybody really doing anything with coding here. Or we’re not seeing the numbers come out of these areas, out of these cities, of students who are going into STEM or going into computer science fields.

Aryanna Trejo (08:41):

Yeah. I don’t necessarily work on the recruitment side of it, is the issue, in my position. But I do work on the professional learning, that is brought out to teachers. And we have a huge focus on equity throughout the workshops that we create from K–12. It’s something we’re really passionate about. We definitely aim to prepare teachers to teach computer science. That’s a huge part of it. Knowing the content, but also thinking through, “What does recruitment look like at your school to make sure that the demographics of your classroom match the demographics of your entire school?” Also, thinking through, “How can we make sure that female students feel included in your classroom? How can we make sure that we are, giving students creativity to think about, or we are setting students up to be creative and think about the problems that are in their community, and how they can use computer science to solve them, or at least work towards them?”

Eric Cross (09:39):

So solving real-world problems and that inclusion aspect…are there things like…you were saying “female or students who identify as female”…are there things that teachers can do to ensure that they’re being more inclusive? Or to recruit, or encourage more female students to take part? One of the things I was thinking of, that I’ve seen, is I’ve seen coding kind of camps.

Aryanna Trejo (10:06):

Sure.

Eric Cross (10:08):

That were specifically for a female audience. And that seemed to help with recruitment. Is that something that you see on your side?

Aryanna Trejo (10:16):

That’s not something that we set up, no. But the curriculum that I work with is CS Principles. And it’s offered as an Advanced Placement course, as well as an AP class. So that’s a curriculum that’s designed for students who are in grades 10 through 12. And so at that point, we can really talk to teachers and ask them what the recruitment strategy is. But in terms of strategies that teachers can use to recruit those students…I mean, I’ve heard over and over from lots of different teachers who identify as female that they didn’t think that computer science was for them, until they saw a role model in that position. And so just being a role model for those students is really wonderful.

Eric Cross (11:00):

And I see it too, with—like, we do “Draw a Scientist” activity, which is like a popular science thing—

Aryanna Trejo (11:05):

Sure, yeah, I’m familiar.

Eric Cross (11:05):

But it’s the same thing, right? Like, it fleshes out. My students don’t draw themselves as scientists. They draw what they perceive, based on what television says. I imagine with computer science, it’s probably really similar, when you think about “What’s a software engineer look like?” Do students tend to draw themselves? Or is it even a mystery? Because I don’t even know what a software engineer looks like.

Aryanna Trejo (11:28):

Yeah, absolutely. Well, one of the things we love to do with our professional learning workshops is talk about understanding yourself, your identities, how they show up in the classroom as biases. And, you know, things like stereotype threat. We see that as really important to understand, and think through, and consider, before you step into the classroom. So that you’re not, you know, coddling certain groups of students because you don’t believe that they are able to be successful in computer science. Holding all the students to the same expectations and believing that they can succeed. And computer science, I think a lot of the times people have this conception of it being this utopian, bias-less, technocratic field. When in reality, everything has bias. And people talk about algorithmic bias and facial recognition, but also the people who created computers and computer languages have their own bias that comes through. And I think it’s really important to show students that. So that they can, one, know what they’re working with, and two, make sure that they can create products that reduce that bias.

Eric Cross (12:50):

It’s like…it’s not objective, just because we’re creating software. Like, once it gets to a point of being so sophisticated…I think, like, AI software, right? With facial recognition? And we’re seeing more and more articles come out about, you know, predicting trends based on historical data.

Aryanna Trejo (13:12):

Sure.

Eric Cross (13:13):

But then, the trends and things that they’re seeing tend to target things that have happened in the past. But it also doesn’t take into consideration a lot of other factors that can lead to certain groups or populations being identified. And I’ve seen some articles lately about how your code is really just representation of what you put into it. And like you just said, your bias—if you have that, conscious or unconscious—you’re gonna put that into your code. And the input is gonna be an impact, is gonna impact the output.

Aryanna Trejo (13:44):

Yeah, absolutely. Or even just—and I’m ashamed to say this, ’cause this is an idea that came to me just recently, through an article that I read—but computers themselves have bias. The hardware assumes that you have vision, that you can see the screen, that you are able-bodied, that you can use your hands to work the keyboard, the mouse, et cetera, and that you don’t have to use assistive technology. You know, there are small things like that, where we think that technology, like I said, is this utopian, futuristic science…but there are biases throughout.

Eric Cross (14:19):

You’re absolutely right. I’ve never even—I’ve never even considered that. Even though I do use assistive tech, and figure it out, I’ve never thought from the ground up, the process is built for an able-bodied, sighted, hearing person.

Aryanna Trejo (14:31):

Exactly.

Eric Cross (14:32):

To be able to engage with the hardware. And then these other things, these tertiary things that we kind of add on, so that you can do this, but it’s not designed from the ground up for people who are, you know, different audiences, physically. So I’m glad you brought that up, though. Now I’ve seen—and I haven’t done this—but I know Hour of Code is a big thing. And this is something that’s ongoing. Can you talk a little bit about what Hour of Code is? I know it’s, it’s a big thing for the classroom teachers.

Aryanna Trejo (15:08):

Yeah. So Hour of Code is really exciting, and it’s just blossomed from something small to something tremendous. This year is gonna be the 10th Hour of Code. So what it is, is it happens during CS Education Week in December, during Grace Hopper’s—or to honor Grace Hopper’s birthday. She was a computer scientist and Navy Admiral. And basically the aim of it is to get as many students on the computer doing an hour of code, and demystify what coding is. You know, to do seed-planting. To show teachers that this is something that you can facilitate for your students. And also to show students like, “Hey, computer science is something you can absolutely do. Not just for an hour, but more if you want.” So, yeah. Now it’s worldwide, and it’s really exciting.

Eric Cross (15:58):

That’s awesome. And I think about teachers and I still hear the apologetic—when I’m helping teachers in the classroom with education technology—the self-deprecating “I’m a dinosaur; I’m not good with tech,” which is never true. Like, they’re better than they even realize. And I feel like sometimes there’s still a stigma, too. It’s like <laugh> The Simpsons’ Comic Book Store Guy. The condescending tech support person—

Aryanna Trejo (16:27):

Sure.

Eric Cross (16:28):

—who has that tone. And so I feel like some people have been so negatively impacted by that person. So I know when I’m helping people, I actually try to go full-spectrum the other side. But I’m thinking about teachers’ barrier to entry. Sometimes code is like, “Whoa.” And I don’t teach computer science. Do you see those barriers to entry, or at least the perception of them? And then, what’s the reality for like someone listening, and going, “I’m a fourth grade teacher,” or “I’m a humanities teacher in ninth grade.” What’s the perception that you see, versus reality, with the teachers that you train? Is it much more accessible than we think? Or is there a level of sophistication that you have to have coming into it?

Aryanna Trejo (17:10):

No, not at all. I know computer science, and that says a lot! <Laugh> You know, I know my own corner of computer science. And you know, that’s me being self-deprecating, too. But I think learning computer science has helped me in so many different ways that I wasn’t expecting. I recently took the GRE in hopes of, you know, getting back into grad school. And I think just the way that computer science teaches you to search for bugs in your code, or errors, and kind of tirelessly look at a problem from multiple different angles, I was able to carry that into the math that I was doing. And I noticed just a huge difference in the way that I approached it, and the way that I was open to it. But you asked a great question, in regards to the barriers to technology. In my position at 9 Dots, I was working directly with teachers to lead professional development with them. Sometimes it would be a full day; sometimes it would be an hour after school. And the one thing that I always had in my back pocket that was really useful is that I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.” You know, it takes some patience and nobody’s gonna get it perfect 100 percent of the time. Have I banged my head against the wall trying to solve one tiny little syntax error in my code? Absolutely! But it feels absolutely phenomenal to fix that. And I was an English major in undergrad, and I had never done computer science before. So it’s something that becomes really satisfying.

Eric Cross (19:07):

Yeah, I imagine. I had someone—a trainer or a presenter—one time bring up the fact that our students rarely get to see us learn in real time.

Aryanna Trejo (19:19):

Yeah.

Eric Cross (19:19):

So we don’t get to ever really model failure. I mean, unless we’re in a classroom situation <laughs> in our failures, with classroom management. Then they see it, they see it! But they don’t get to see us model learning failure. And I don’t mean like failure—and yes, I know, “first attempt is learning,” and “no such thing as failure”—that’s not what I’m talking about. But just when we’re not successful with our code, and then we experience real-time frustration.

Aryanna Trejo (19:42):

Yep.

Eric Cross (19:42):

And they said that is actually a great learning experience for your students to watch you go through productive struggle. And that was really liberating for me. Because now I’m in the classroom, and I’m trying to go through it with my students, and the beautiful thing was, they started helping me. We were all trying to solve the problem. And then we had this authentic problem-solving experience. I think it was like a Scratch program, where we were trying to solve, trying to embed it somewhere, or something. And then, in the background of the class: “Mr. Cross! I got it! I figured it out!” And it was this really neat bonding experience. And I felt that—your ears get red, and you get hot, ’cause you’re not—

Aryanna Trejo (20:19):

Oh yeah.

Eric Cross (20:20):

You don’t know it! And you’re in front of 36 kids! And I said, “OK, I need to tell them how I feel.”

Aryanna Trejo (20:25):

Yeah.

Eric Cross (20:26):

So I said, “Now I feel really frustrated.” Like, “I want to go through this, and here’s my thoughts.” ‘Cause I knew that it would be helpful if they saw and would hear my thoughts. So I just did a quick think-aloud and I said, “In my head, <laugh> I want to just quit,” I said, “But I realize that this is the part where my learning’s happening. So I just want you all to hear what’s going on in my brain.” And now I feel like when I’m doing coding with my students, and it’s just basic coding, I feel much more comfortable, like, not knowing. But I needed someone to release me from that “I have to be the expert in everything” to do it.

Aryanna Trejo (21:06):

And teachers are used to being the experts. Right? And they should be. And coding is just such a different landscape. But I think once you kind of give over to the power of tinkering, I think it’s really gratifying. I love being able to…you can revise a sentence, and then read your paragraph back to yourself in English, and say, “OK, I get it.” But there’s something so gratifying about changing a line of code or a block and then being able to hit play and watch your program come to life, and say, “Hmm, that’s not quite what I wanted. Let’s try something different.”

Eric Cross (21:39):

I love your connection to tinkering. ‘Cause—I had never thought about it—’cause I love tinkering with my hands. But I always think about physical things. But coding is exactly that. It’s tinkering.

Aryanna Trejo (21:47):

It’s exactly that.

Eric Cross (21:47):

That’s exactly what it is.

Aryanna Trejo (21:49):

And a lot of it is, for me, especially when I’m trying something new, it’s guess-and-check. It’s like, “OK, that didn’t work. What if I add a semicolon here? Will it finally work? Or what if I add a ‘for’ loop? Will this get me what I want?” And it’s wonderful because you have that with students as well. Like, you have that record of their thinking, and you can ask them to go step-by-step and tell you, you know, “First, I added this, because I wanted the program to do this,” and so on and so forth. And so you have that record, but you can always get rid of it. Students often wanna get completely get rid of it. That’s something that I’ve noticed a lot as I’ve taught computer science. But, once you can get them to target the specific parts of the program, tinker with that, and continue, that’s a really wonderful learning space. There was also something you said about modeling failure. I love the fact that in computer science you can model failure for your students. You said to your students, “I’m getting frustrated.” I love that, because I never got that in math. Nobody ever showed me what it was like to be frustrated with graphing a parabola. Right? Like, my math teachers were always like, “Doot, doot, doot, here you go, you’re done!” <Laugh> And I would get so frustrated, because it didn’t come that easily to me. And I think there’s two parts to that. So there’s modeling the learning and the thinking and the productive struggle, but also there’s the identity of being a computer scientist and modeling what that looks like. So for me, when I get really frustrated with a program, I walk away. I take five minutes. I take a deep breath. I say, “I’m not gonna think about it in these five minutes.” And I come back to it. And I think once you start teaching computer science, you can facilitate that for students. And there’s so many different strategies that they can pick up. They can pick up rubber ducking, which is where they pick up a rubber duck or a similar object, and they talk to it as if they were a partner and talk through their code. And oftentimes, as you’re rubber ducking, you’re gonna find that error, because you’re explaining it to someone who’s a stand-in for a novice. And rubber ducking is a well-known strategy for computer scientists who make it their career. You know, there’s pair programming. Some students love pair programming; some students hate it. But the students start to build this identity about how they problem-solve. And how they approach failure. And I just love that.

Eric Cross (24:31):

I’m writing this down. Because the rubber-ducking strategy, I love. I just imagine my seventh graders, a bunch of 13-year-olds with, like, rubber on the desk. And not necessarily in coding, but I was thinking in my science class. And they’re working through a challenge, and they’re all looking at this duck, and they’re talking to it. But I just love the the idea of externalizing your thought process and talking through it yourself so that you can hopefully arrive at a conclusion. But it’s such a great practice, and this is something that’s been around for a long time, apparently. So.

Aryanna Trejo (24:59):

Yeah. Yeah. It’s a real thing. And you know, you can go low-fi. It doesn’t have to be a rubber duck. You can have students talk to their pencils or their imaginary friends. That’s not the issue; the issue is, you know, talking to somebody.

Eric Cross (25:10):

I know you support teachers. But I just wanted to…I was just curious about your typical day, what that’s like. And then what you do, how you support ’em.

Aryanna Trejo (25:15):

So, at my previous job at 9 Dots, I was in there with the teachers in the classrooms. I was coaching our internal staff who went out to co-teach with teachers. And I loved that. And I had such a great impact on a local scale. But now at Code.org, I have a much broader impact. But I don’t get to interface with—that’s such a tech-y word!—I don’t get to interact with—

Eric Cross (25:42):

You work at Code.org! You get to—

Aryanna Trejo (25:42):

I know! But I’m a teacher at heart, forever, right? That’s my identity that I forged when I was 22 years old. And a typical day looks like opening up my computer, taking a look at my calendar. I often have meetings to talk about, different things that we’re doing to support our facilitators who go out to our teachers and lead their workshops for them. I recently worked on a product that was designed for CS principles, teachers, to onboard to the course if they weren’t able to get into an in-person workshop. And it’s completely self-paced, so it gives teachers an on-ramp into the course. And now I’m working on some in-person workshop agendas. So I feel really wonderful that my work is going out to thousands of teachers. But at the same time, I really, really miss talking to teachers. Because that’s something that energizes me so much.

Eric Cross (26:46):

When should students start learning computer science? I feel like we see it in this kind of narrow lane. Like, this is computer science if you make an app. Can it be more than that? As far as like the benefit of computer science? And—I guess two-part question—when should students, one, start being exposed to it? And then two, what are some of the benefits beyond just, “I wanna just make an app”?

Aryanna Trejo (27:08):

I taught coding to kindergartners. It can start as early as you as you want it to. And it doesn’t necessarily need to be on the computer. A lot of students that I worked with didn’t have computers at home, were interacting with computers for the first time. And that’s a huge barrier, of course, to a lot of teachers. But there are so many unplugged lessons that you can do to start to start to have students think about algorithms, which is just a series of steps to complete to solve a problem. As long as a student can use a computer, I think they can do computer science. There are products out there like codeSpark, where students—and Code.org has these products too—where students are moving an avatar around a board, kind of like a quadrant to…you know, they feed the directions to a computer and then the computer enacts it for them. And with that, they can learn algorithms. You know, that is computer science. And a lot of people don’t see it that way, but it really is. And it starts to set students up for more complex thinking as they move on.

Eric Cross (28:13):

One of the biggest underserved communities, geographically, are students in rural areas.

Aryanna Trejo (28:20):

Yep.

Eric Cross (28:21):

They can be reservations; they can be places just not an urban area. Is there a way to serve our communities of students and bring these skills in an unplugged way?

Aryanna Trejo (28:32):

Yeah. Yeah. If you typed in “unplugged computer science lessons” to Google, you’ll have a ton of hits. And there are so many students out there—not just in rural areas. But there’s incarcerated students. It hurts my heart to even say those words, but in urban areas too. Like in my classroom, where I only had four desktop computers. Access is a real struggle. And there’s things, like I said, instead of moving an avatar around a grid on the computer, I used to have an actual mat that I would take out to my kindergarten classrooms, lay it out, and it would have a grid on it. And we’d have one of the students act as the avatar and the rest of the students would give them directions to get to a different point on the grid. And there, you’re building an algorithm or just a series of steps. Like I said, it’s not some fancy term to solve a problem. And there’s multiple ways to solve that problem, too. And I think investigating that can be a really good way to stretch those lessons.

Eric Cross (29:32):

It almost sounds like an oxymoron, but this low-tech computer science strategy. Develop these skills and then transfer that once you have access to the tools.

Aryanna Trejo (29:39):

Yeah. Yeah. Absolutely. And I think it’s a good way for students who need kinesthetic means to start to understand something, or just different learning styles, to start transferring that over.

Eric Cross (29:53):

I probably have students in the classroom where those kinesthetic moving things would help be a great way—or WILL be a great way—for them to learn the principles and the fundamentals of coding. Instead of only giving the option to just do the computer, actually giving them some choice. Or giving them a way to be able to manipulate things. We’re still in the system of education that’s still very siloed. It’s been the same way for a hundred years. We got math and then we got science and we got English. I’m wondering, how can a teacher fit this into their daily lessons? And then, do you have any experiences or stories or things that you’ve seen, just really creative ways that you’ve seen teachers incorporate this? Outside the norm of, “This is a computer science class; we’re just gonna code.” But have you seen it branch out? In the trainings that you’ve done?

Aryanna Trejo (30:40):

I’ve seen examples of that. I’ve seen a teacher use Scratch to demonstrate different climates of California, and show the different climates. This past year for Hour of Code, my friend Amy—the one who helped me move to 9 Dots and at Code.org—she created this incredible tutorial called Poetry Bot. And it was a way to get students to match the mood of the poem to some of the elements that were happening in the stage. So they would have different backgrounds show up at different parts of the poem. When the words would show up, they would have different sprites show up. They would have, sometimes, sounds. Or the text would show up with different animations. So there are cross-curricular opportunities everywhere, if you can be creative enough to find them, or if you beg, borrow, steal from other educators who are doing this incredible work out there.

Eric Cross (31:36):

Yeah. I say this all the time, but I’m an educational DJ, not an MC.

Aryanna Trejo (31:44):

Oh yeah.

Eric Cross (31:45):

So MCs write their lyrics and DJs remix with things that other people have done.

Aryanna Trejo (31:48):

Absolutely.

Eric Cross (31:48):

I was like, I’m a DJ. I was like, all day. Sometimes I’ll write a lyric, once or twice, but most of the time I’m remixing things. So teachers, if you’ve been out there and you got an awesome interdisciplinary thing, or you’ve incorporated coding and it’s something that’s traditionally not seen, please send it to us. Share it with us.

Aryanna Trejo (32:03):

Yeah. And there are so many different places where you can find that. We have a forum for Code.org, but there’s also CSTA, the Computer Science Teachers Association. You can join your local chapter and get to know other computer science teachers out there.

Eric Cross (32:19):

I guess…to wrap up, I’ve been using Scratch programming, the MIT website. My students do the basic animated name, CS First, stuff. But over the years, I’ve noticed that my students are coming in with a higher level of sophistication in Scratch to where now the differentiation…some of my students are just doing very basic…and then I have other students who’ve created full-on video games with complex…like, you look at their Scratch page and it’s just an amazing amount of blocks and integrations and things that they have. Is there anything on Code.org that could be a next step? That takes them beyond, maybe like the visuals? And if so, what would be a good next step, to take students to advance them to another platform? There’s so many coding languages out there, I feel like. Or I might not even be thinking about that the right way.

Aryanna Trejo (33:20):

No, I think you are. You know, we have three different curricula out on our website right now. We have CS Fundamentals, which is probably more in line with what you’re talking about. We have a free CS Discoveries curriculum, and that is designed for, grades, I believe, 6 through 10. And that would be a really good entry point, for both teachers and for students.

Eric Cross (33:44):

There’s a lot of new stuff that I hadn’t seen yet, a few years ago.

Aryanna Trejo (33:49):

Yeah.

Eric Cross (33:49):

So I was really excited.

Aryanna Trejo (33:50):

One thing that I do know is that CS Discovery has just added an artificial intelligence slash machine-learning unit, that you can just pick up and give to your students. You don’t have to go in order with CS Discoveries, like you do with CS Principles. And I’ve gone through some of those lessons. They are really rad. And I would’ve loved to have learned that when I was in middle school or high school. So yeah, we’re constantly thinking of how we can make things one, relevant to our students, and two relevant to what’s going on in the world.

Eric Cross (34:20):

So would I be overselling it if I said, “If you go through this, you’ll be able to create an AI or a neural net to do all your homework”?

Aryanna Trejo (34:26):

You would be overselling it.

Eric Cross (34:27):

I would be? OK. So what I’ll do is, I’ll wait until the end of the school year, and then introduce it, and then by the time they’ve realized it’s not true, they’ll be eighth graders.

Aryanna Trejo (34:35):

There you go. Good old bait-and-switch.

Eric Cross (34:37):

You’re amazing. Thank you for serving teachers, and for being part of such a great organization that puts out great stuff. So much free curricula for teachers to be able to use. Especially nowadays we hunt and scour the internet for those types of things. And to be able to bring computer literacy into the classroom, and with your focus of serving communities of underrepresented groups, it feels good to know that not only is it high-quality material, but it’s also trying to raise everyone up. Because ultimately when we have more people trying to solve a common problem, we come up with better solutions. And I was talking to somebody who was a materials engineer somewhere in Europe, and he said one of the things about the U.S., As he was critiquing me on this flight, critiquing the U.S., He said, “One of the things about your country is that you have a heterogeneous group of people who, in a group, when you have multiple perspectives attacking a problem, you come up with more novel solutions.” He says, “That’s one of the great things, is that there’s not necessarily just a hive mind.” And I think that that’s one of the great things. We uplift different communities, and we uplift women, people of color, people who, have backgrounds that parents didn’t go to college but have these amazing qualities and strengths. And we put everybody focusing on the same issue. We come up with novel solutions that we wouldn’t have come up with if only select groups were trying to look at it and solve it. And so—.

Aryanna Trejo (36:22):

Yeah.

Eric Cross (36:23):

And we couldn’t do that without organizations like yours, that help empower teachers. So.

Aryanna Trejo (36:27):

Yeah! You really said it.

Eric Cross (36:29):

You’re coming to my classroom when you’re back in San Diego?

Aryanna Trejo (36:31):

Yeah! I totally will. Yeah. Let’s make it happen.

Eric Cross (36:34):

Last question. If you think back in your schooling, your own schooling, K through college, is there a person or a teacher that had a big impact on you? Or a learning experience that had an impact on you? And it could be, you know, positive or negative. But something that impacted you, even to this day, that stands out to you, that you remember?

Aryanna Trejo (36:56):

This is a big diversion from the topics that we’re talking about. But in grades 10 through 12, my drama teacher, Mr. Byler, who I still talk with, was such a huge impression on me. Really wonderful. And I couldn’t tell you the teaching moves that he did that were wonderful. I don’t know much about his management. But I can tell you that he gave me space to be confident, and grow into myself, through drama productions. They were high school productions, so they weren’t amazing. But I just really came into myself in high school, because I had the confidence to get on stage. And he was just such a wonderful mentor to all of us. So, props to Mr. Byler.

Eric Cross (37:39):

Shout out to Mr. Byler for creating space for Aryanna to fly! Thanks for making time, after your workday, to talk with us and to share Code.org with teachers.

Aryanna Trejo (37:54):

Of course. Happy to.

Eric Cross (37:59):

Thanks so much for joining me and Aryanna today. We want to hear more about you. If you have any great lessons or ways to keep student engagement high, please email us at stem@amplify.com. Make sure to click subscribe wherever you listen to podcasts. And join our brand new Facebook group, Science Connections: The Community for some extra content.

Stay connected!

Join our community and get new episodes every other Tuesday!

We’ll also share new and exciting free resources for your classroom every month.

What Aryanna Trejo says about science

“I would hear teachers saying things like, ‘Well I just can’t do coding, it’s just too hard for me.’ And I would ask them…Would you say that to your student about math or English? Be as kind to yourself as you would be to your student.”

– Aryanna Trejo

Professional Learning Specialist, Code.org

Meet the guest

Aryanna is a member of the Code.org Professional Learning Team. Before joining Code.org, Aryanna led computer science professional development for K-6 teachers and served as an instructional coach for new educators. She also taught fourth and fifth grade in New York City and Los Angeles. In her spare time, Aryanna loves taking advantage of the California sunshine, creating wheel-thrown pottery, and hanging out with her dog Lola.

Person with curly hair smiling, standing in front of a brick wall. Circular frame with decorative star in the corner.

About Science Connections

Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!

S5.E6. Why skepticism is essential to the Science of Reading, with Dr. Claude Goldenberg

To view this protected page, enter the password below:



A closer look at grades 3–5

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the 3–5 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
Collage of four educational activities: 1) drying a paper model with a hairdryer, 2) two girls observing a science experiment, 3) children making a mixture, 4) adult hand watering a plant in a clear container.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the California NGSS in just 88 days.

Scope and sequence

Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.

In grades 3–5:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
  • One unit emphasizes the practice of argumentation.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Units at a glance

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.
Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks.  

Download unit guide

Download lesson planner

An illustration from the Inheritance and Traits unit
Inheritance and Traits

Domain: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 

Download unit guide

Download lesson planner

An illustration from the Environments and Survival unit
Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.  

Download unit guide

Download lesson planner

An illustration from the Weather and Climate unit
Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.  

Download unit guide

Download lesson planner

An illustration from the Energy Conversions unit
Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts.  

Download unit guide

Download lesson planner

An illustration from the Vision and Light unit
Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.  

Download unit guide

Download lesson planner

An illustration from the Earth's Features unit
Earth’s Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.  

Download unit guide

Download lesson planner

An illustration from the Waves, Energy, and Information unit
Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.

Download unit guide

Download lesson planner

An illustration from the Patterns of Earth and Sky unit
Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.  

Download unit guide

Download lesson planner

An illustration from the Modeling Matter unit
Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.  

Download unit guide

Download lesson planner

An illustration from the Earth System unit
The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.  

Download unit guide

Download lesson planner

An illustration from the Ecosystem Restoration unit
Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.  

Download unit guide

Download lesson planner

Welcome, Utah K-8 reviewers!

To view this protected page, enter the password below:



Amplify Tutor Fingerprinting

To view this protected page, enter the password below:



What’s included in our phenomena-based science curriculum

Amplify Science is a phenomena-based science curriculum for grades K-8. This program is designed to give students engaging, realistic experiences that mirror how scientists and engineers actually work. To do this, the Lawrence Hall of Science and Amplify created compelling print and digital resources that work seamlessly together to enable students’ investigations and explorations.

Year at a glance

Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.

Un gráfico que muestra secuencias de lecciones de ciencias desde jardín de infantes hasta quinto grado, detallando temas, números de lecciones, días de evaluación y duración de las lecciones para cada grado.

Units at a glance

In each Amplify Science unit, students are asked to inhabit the role of a scientist or engineer in order to investigate a real-world problem. These problems provide relevant, 21st-century contexts through which students investigate different scientific phenomena.

1

Needs of Plants and Animals

Students take on the role of scientists in order to figure out why there have been no monarch caterpillars in the community garden since vegetables were planted. They investigate how plants and animals get what they need to live and grow, and make a new plan for the community garden that provides for the needs of the monarch caterpillars in addition to producing vegetables for humans.

2

Pushes and Pulls

Students take on the role of pinball machine engineers as they investigate the effects of forces on the motion of an object. They conduct tests in their own prototypes (models) of a pinball machine and use what they learn to contribute to the design of a class pinball machine. Over the course of the unit, students construct a foundational understanding of why things move in different ways

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

3

Sunlight and Weather

The principals of Woodland Elementary and Carver Elementary need student weather scientists to help them explain why Woodland’s playground is warmer than Carver’s at recess. Students gather data from models of the sun and Earth’s surface and observe their own playgrounds to figure out how sunlight causes changes in the temperatures of different surfaces. Students then use models to figure out why Woodland’s playground sometimes floods.

1

Animal and Plant Defenses

Students play the role of marine scientists. In their role, students apply their understanding of plant and animal defense structures to explain to aquarium visitors how a sea turtle and her offspring can defend themselves from ocean predators when they are released into the wild.

Dos manos sosteniendo un papel con un dibujo de pirámide y árbol, iluminado por una linterna, proyectando otra sombra de la imagen en la pared.

2

Light and Sound

Students take on the role of light and sound engineers for a puppet show company as they investigate cause and effect relationships to learn about the nature of light and sound. They apply what they learn to design shadow scenery and sound effects for a puppet show.

Ilustración que muestra un paisaje urbano dividido en noche a la izquierda con una luna y estrellas, y día a la derecha con un sol, nubes y un avión.

3

Spinning Earth

As sky scientists, students explain why a boy living in a place near them sees different things in the sky than his grandma does when he talks to her on the phone. Students record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.

1

Plant and Animal Relationships

In their role as plant scientists, students work to figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, which is part of a broadleaf forest. Students investigate what the chalta tree needs to survive, then collect and analyze qualitative and quantitative data to solve the mystery.

Una mano sostiene un frijol rojo sobre una mesa, mientras un palo de madera esparce pegamento blanco y frijoles esparcidos. Sobre la mesa también hay una taza blanca y una pluma amarilla.

2

Properties of Materials

As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals. Students present an evidence-based argument for why their glue mixture will be good for their school to use.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

3

Changing Landforms

The director of the Oceanside Recreation Center gets a scare when a nearby cliff collapses overnight. Research reveals that the distance between the Recreation Center’s flagpole and the edge of the cliff have changed over time. Students play the role of geologists and work to figure out why the cliff has changed over time. Based on what they learn about erosion, they advise on whether it is safe to keep the center open even though the cliff is changing.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

1

Balancing Forces

People in Faraday are excited to hear that a new train service will be built for their city, but concerned when they hear that it will be a floating train. Students are challenged to figure out how a floating train works in order to explain it to the citizens of Faraday. They develop models of how the train rises, floats, and then falls back to the track, and then write an explanation of how the train works.

Ilustración de una escena de bosque con un oso, un alce, pájaros en una rama y un grupo de lobos en primer plano. Las colinas y los árboles están al fondo bajo un cielo despejado.

2

Inheritance and Traits

Students play the role of wildlife biologists working in Greystone National Park. They study two wolf packs and are challenged to figure out why an adopted wolf (“Wolf 44”) in one of the packs has certain traits. Students observe variation between and within different species, investigate inherited traits and those that result from the environment, and explain the origin of several of the adopted wolf’s traits.

Ilustración de un pájaro mirando un caracol en el suelo, con hojas verdes en el lado izquierdo y un fondo de cielo azul.

3

Environments and Survival

In their role as biomimicry engineers, students work to figure out how the traits of grove snails affect their survival in different environments. They then explore how the traits of different organisms make them more likely or less likely to survive, collecting and interpreting data to understand how organisms’ traits affect their survival in different environments. Students then apply their understanding to a new challenge: designing effective solutions for the removal of invasive plants.

4

Weather and Climate

In their role as meteorologists, students gather evidence to decide where to build an orangutan reserve by analyzing patterns in weather data. After choosing the strongest evidence, students use data to make arguments about which of three fictional islands has weather most like that of orangutans’ existing habitats, Borneo and Sumatra. They then discern patterns in the locations of natural hazards in order to figure out which ones the Wildlife Protection Organization must prepare for.

Ilustración de un paisaje urbano nocturno con ventanas iluminadas y farolas, una luna visible y estrellas en el cielo. Una figura solitaria se recorta en una de las ventanas.

1

Energy Conversions

Students take on the role of systems engineers for Ergstown, a fictional town that experiences frequent blackouts, and explore reasons why an electrical system can fail. Students apply what they learned as they choose new energy sources and energy converters for the town, then write arguments for why their design choices will make the town’s electrical system more reliable.

Un gecko se prepara para atrapar un grillo bajo una farola por la noche. Las flechas amarillas ilustran la luz de la lámpara que golpea al grillo y se refleja en los ojos del gecko.

2

Vision and Light

As conservation biologists, students work to figure out why a population of Tokay geckos has decreased since the installation of new highway lights in the rainforest. Students use their understanding of vision, light, and information processing to figure out why an increase in light in the geckos’ habitat is affecting the population.

3

Earth’s Features

Playing the role of geologists, students help the director of Desert Rocks National Park explain how and when a particular fossil formed and how it came to be in its current location. Students figure out what the environment of the park was like in the past and why it has so many visible rock layers.

Dos delfines nadan bajo el agua en un ambiente teñido de azul, uno frente al otro, y uno parece abrir ligeramente la boca.

4

Waves, Energy, and Information

In their role as marine scientists, students work to figure out how mother dolphins communicate with their calves. They write a series of scientific explanations with diagrams to demonstrate their growing understanding of how sound waves travel. Then they apply what they’ve learned about waves, energy, and patterns in communication to figure out how to create patterns that can communicate information over distances.

1

Patterns of Earth and Sky

Playing the role of astronomers, students help a team of archaeologists figure out what the missing piece of a recently discovered artifact might have depicted. As they learn about the sun and other stars and the movement of Earth, students can explain what is shown on the artifact and what might be on the missing piece.

2

Modeling Matter

In their role as food scientists at a fictional company, students are introduced to the idea that all matter is made of particles too small to see, and that each different substance is made of particles (molecules) that are unique. They are then challenged to solve two problems: one requires them to separate a mixture, and the other requires them to make unmixable substances mix. Students are challenged to use the particulate model of matter to explain their work to the CEO of the company.

Ilustración de un paisaje costero con una montaña y flechas que representan el flujo del viento sobre y alrededor de la montaña, lo que indica la dinámica del flujo de aire.

3

The Earth System

The cities of East Ferris and West Ferris are located on different sides of a mountain on the fictional Ferris Island. East Ferris is having a water shortage while West Ferris is not. As water resource engineers, students learn about the Earth system to help figure out what is causing the water shortage problem and design possible solutions, including freshwater collection systems and proposals for using chemical reactions to treat wastewater.

Ilustración de una escena de la jungla en la que aparecen un guepardo y un perezoso entre un denso follaje verde y varias plantas coloridas.

4

Ecosystem Restoration

As ecologists, students work to figure out why the organisms in a part of a Costa Rican rainforest ecosystem aren’t growing and thriving. As they solve this problem, students learn more generally how organisms in an ecosystem get the matter and energy they need to survive, and then write a series of restoration plans that include arguments about why the rainforest ecosystem is not thriving and recommend actions to restore its health.

Print & digital components

The program includes instructional guidance and student materials for a year of instruction, with lessons and activities that keep students engaged every day.

Component

Format

Teacher’s Guides

Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including detailed lesson plans, high-level overview documentation, differentiation strategies, standards alignments, materials and preparation steps, teacher support strategies and in-context professional development, possible student responses, and more.

Print and digital

Hands-on materials kits

Hands-on learning is integrated into every unit of Amplify Science. Each hands-on activity is supported through clear instructions for the teacher, as well as easily accessible materials in unit-specific kits. Each kit contains hands-on materials, both consumable and nonconsumable, and various print materials (e.g., Vocabulary and Key Concept cards). With Amplify Science, students can actively participate in science: gathering evidence, thinking critically, making observations, and communicating their claims.

Kit

A collection of gardening supplies including a blue bucket, soil bags, plastic cups, hose, fertilizer pellets, and a black tray on a white background.

Component

Format

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks contain instructions for activities and space for students to record data, reflect on ideas from texts and investigations, and construct explanations and arguments.

Print and digital

Student books

The age-appropriate Student Books in Amplify Science allow students to engage with content-rich text, obtain evidence, develop research and close reading skills, and construct arguments and explanations about the ideas they are learning in class.

Print and digital

Simulations and practice tools (grades 2+)

Developed exclusively for the Amplify Science program, these serve as venues for exploration and data collection, allowing students to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

Digital

Laptop screen displaying a geographical simulation of a river system with zones: Upper River, Floodplain, and River Delta, including an elevation chart and controls for speed and time adjustment.

Explore more programs

Our programs are designed to support and complement one another. Learn more about our related programs.

Use stimulus funding to drive transformation.

Learn about ESSER I, II, and III funding (or CARES, CRRSA, and ARP), and how to use these funds to help with learning recovery and acceleration. Districts have significant flexibility in how to use the ESSER money, with ESSER II and III specifying that some of the funds should be used to address unfinished learning.

Given the enormous influx of resources flowing into K–12, now is the time to drive important, sustainable change in your district. All Amplify programs and services meet the criteria for the funding, and our early literacy suite can be particularly helpful in driving reading growth in grades K–5.

Where to start: Watch our stimulus funding overview.

Julia Gonzales, vice president of government relations at Amplify, walks you through what you need to know about federal stimulus funding.

Five fast facts

Here are the essential facts you need to know about the latest stimulus funding, also known as ESSER III or the American Rescue Plan (ARP).

  1. It’s okay to keep using products and services you’ve purchased. As long as funds are assigned to spending categories and paid to vendors by each fund’s deadlines—and the purchases are allowable uses—it’s okay to keep using products and services after those dates.
  2. Schools and districts have a lot of leeway in how to use the money. ESSER III funds may be used to propel your vision of teaching and learning post-pandemic, so try to think about both short-term needs and your longer term ambitions for the district.
  3. At least 20 percent must be used to address unfinished learning. For example, schools and districts can use the funding to bolster the strength of in-school core instruction, differentiated practice, and intervention, as well as for summer learning, after school, and extended day activities.
  4. The money is available now. Act quickly! Schools and districts can access ESSER III stimulus funds right now, and districts are moving very fast to spend these dollars. The deadlines are around the corner: All ESSER III funds must be assigned to a spending category by Sept. 30, 2024, and paid to vendors four months after that.
  5. Note: State Education Agencies can request an extension with the U.S. Department of Education. See the following table for more information on timelines.
  6. It’s okay to keep using products and services you’ve purchased. As long as funds are assigned to spending categories and paid to vendors by each fund’s deadlines—and the purchases are allowable uses—it’s okay to keep using products and services after those dates.

Ready to learn more?

Fill out this form and we’ll be in touch with you shortly.

Find out how much funding is coming your way.

Use this tool from Whiteboard Advisors to search by state and district to see approximately how much money is coming to your region.

Amplify is an allowable expense.

See how spending categories for ESSER III (ARP), ESSER II (CRRSA), and ESSER I (CARES) specifically align with Amplify programs and trainings. Download our chart of allowable uses.

Amplify programs align to stimulus priorities.

Amplify can help accelerate literacy learning for all students with an early literacy suite that includes Amplify CKLABoost ReadingmCLASS®, and mCLASS Intervention, as well as professional learning and coaching. Each of our research-based literacy programs can be added to an existing literacy system at a district, and can be used together as an integrated suite.

Timelines for funding

Curious how long federal stimulus funds are available? See our chart with funding details, including timelines and deadlines.

ESSER I (CARES)ESSER II (CRRSA)ESSER III (ARP)
Signed into lawMarch 2020December 2020March 2021
Total education funds$30.7 billion$82 billion$170 billion
Total K–12 funds$13.2 billion$54 billion$122 billion
Obligation deadline
When funds must be assigned to a spending category.
March 13, 2020–
Sept. 30, 2022
March 13, 2020–
Sept. 30, 2023
March 13, 2020–
Sept. 30, 2024
Liquidation deadline
When vendors must be paid for the work contracted.
April 1, 2024Feb. 1, 2024Feb. 1, 2025
Potential liquidation deadline,
if extended

The deadline if a state education agency requests and receives an extension from the US DOE.
March 30, 2024March 30, 2025March 30, 2026

For more information about deadlines and rules, please see the US DOE guidance.

Ready to learn more?

Fill out this form and we’ll be in touch with you shortly.

A closer look at grades K–2

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the K–2 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
A collage of four images: building a toothpick structure, a boy reading a book to a girl, two children conducting a water experiment, and a light projection setup.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, their understanding gradually builds and deepens, ultimately leading to their ability to develop and refine increasingly complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our K–2 program to address 100% of the California NGSS in just 66 days.

Scope and sequence

Every year of our K–2 consists of 3 units and 66 total lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons at grades K–1 are written for a minimum of 45-minutes, and grade 2 lessons are written for a minimum of 60-minutes—though teachers can expand or contract the timing to meet their needs.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In each grade K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Units at a glance

An illustration from Needs of Plants and Animals unit
Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted. 

Download unit guide

Download lesson planner

An illustration from the Pushes and Pulls unit
Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Download unit guide

Download lesson planner

Silhouette of a playground structure against a blue sky with clouds and three yellow suns.
Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Download unit guide

Download lesson planner

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.
Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

Download unit guide

Download lesson planner

Two hands holding a paper with a drawing of a pyramid and a tree, illuminated by a flashlight, projecting another shadow of the image on the wall.
Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

Download unit guide

Download lesson planner

An illustration from the Spinning Earth unit
Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

Download unit guide

Download lesson planner

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.
Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

Download unit guide

Download lesson planner

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.
Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

Download unit guide

Download lesson planner

Illustration of a coastline with cliffs, a recreation center building with a red roof and a sign, evergreen trees, a blue flag, and a sandy beach below.
Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Download unit guide

Download lesson planner

A closer look at grades 3–5

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the 3–5 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
Collage of four educational activities: 1) drying a paper model with a hairdryer, 2) two girls observing a science experiment, 3) children making a mixture, 4) adult hand watering a plant in a clear container.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the California NGSS in just 88 days.

Scope and sequence

Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.

In grades 3–5:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
  • One unit emphasizes the practice of argumentation.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Units at a glance

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.
Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks.  

Download unit guide

Download lesson planner

An illustration from the Inheritance and Traits unit
Inheritance and Traits

Domain: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 

Download unit guide

Download lesson planner

An illustration from the Environments and Survival unit
Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.  

Download unit guide

Download lesson planner

An illustration from the Weather and Climate unit
Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.  

Download unit guide

Download lesson planner

An illustration from the Energy Conversions unit
Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts.  

Download unit guide

Download lesson planner

An illustration from the Vision and Light unit
Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.  

Download unit guide

Download lesson planner

An illustration from the Earth's Features unit
Earth’s Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.  

Download unit guide

Download lesson planner

An illustration from the Waves, Energy, and Information unit
Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.

Download unit guide

Download lesson planner

An illustration from the Patterns of Earth and Sky unit
Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.  

Download unit guide

Download lesson planner

An illustration from the Modeling Matter unit
Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.  

Download unit guide

Download lesson planner

An illustration from the Earth System unit
The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.  

Download unit guide

Download lesson planner

An illustration from the Ecosystem Restoration unit
Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.  

Download unit guide

Download lesson planner

A closer look at grades 3–5

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the 3–5 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
Un collage de cuatro imágenes que muestran a estudiantes realizando experimentos científicos: secando estructuras, trabajando con plantas, vertiendo la mezcla en un vaso de precipitados y regando plantas en contenedores.
A four-step process diagram: Spark, Explore, Explain and elaborate, and Evaluate, each with an icon and description, connected by arrows, ending with a summary statement below.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 3–5 program to address 100% of the NGSS in just 88 days.

Scope and sequence

Every year of our grades 3–5 sequence consists of 4 units and 88 lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons for grades 3–5 are written to last a minimum of 60 minutes, though teachers can expand or contract the timing to meet their needs.

Grid of nine educational lesson cards, each featuring a different science topic like "balancing forces" and "weather systems" with grade levels and lesson durations listed.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.

In grades 3–5:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
  • One unit emphasizes the practice of argumentation.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Units at a glance

Illustration of a high-speed train traveling on an elevated track with a red light on the front, set against a blue sky and green landscape.
Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks.  

Illustration of wolves in the foreground, quail perched on a branch, a bear, and elk in a grassy, wooded landscape with hills in the background.
Inheritance and Traits

Domains: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 

A bird stands on the ground, looking down at a yellow snail near some green grass against a blue background.
Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.  

An orange orangutan climbs a vine in a dense green jungle with tall trees and the sun visible in the background.
Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.  

City buildings at night with lit windows, a full moon, stars in the sky, and a person standing by a window on the left.
Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts.  

A streetlight shines at night; arrows show its light reflecting off a cricket to a gecko, illustrating how the gecko sees its prey.
Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.  

Illustration of rocky cliffs with reddish and brown tones beside a flowing blue river under a clear sky.
Earth’s Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.  

Two dolphins are facing each other underwater against a blue background.
Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.

Earth orbits the Sun in space, shown by a dashed blue line; an arrow on Earth indicates its rotation direction.
Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.  

Red blood cells scattered over a swirling red and white background, creating an abstract representation of blood flow.
Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.  

Illustration of wind carrying particles from the ocean, over a coastal town, and up a steep, green mountain slope under a clear blue sky.
The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.  

Illustration of a cheetah standing on the ground and a sloth hanging from a tree surrounded by various plants and mushrooms in a jungle scene.
Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.  

A closer look at grades K–2

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the K–2 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
A collage shows science activities: toothpick structure, two kids reading, two kids pouring liquid into cups, and a light experiment with shadows.
A four-step process diagram: Spark, Explore, Explain and elaborate, and Evaluate, connected by arrows, with a summary below about engaging through cohesive storylines.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, their understanding gradually builds and deepens, ultimately leading to their ability to develop and refine increasingly complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our K–2 program to address 100% of the NGSS in just 66 days.

Scope and sequence

Every year of our K–2 consists of 3 units and 66 total lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons at grades K–1 are written for a minimum of 45-minutes, and grade 2 lessons are written for a minimum of 60-minutes—though teachers can expand or contract the timing to meet their needs.

Grid of nine educational subject cards for kindergarten, grade 1, and grade 2, each listing curriculum topics like "needs of plants and animals" and "engineering design" with lesson durations.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In each grade K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Units at a glance

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted. 

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

¡Les damos la bienvenida, familias de la ciudad de Nueva York!

Nos complace darles la bienvenida a usted y a su estudiante al programa Amplify Caminos Lectoescritura para el nuevo año escolar y brindarles oportunidades de aprendizaje excepcionales a través de nuestro programa. Hemos reunido una serie de recursos y guías que ayudarán a que su estudiante aproveche al máximo nuestra plataforma. Ponemos a su disposición estos materiales para que también usted pueda brindar apoyo a su estudiante a lo largo de todo el año.

Para la versión en inglés, haga clic aquí.

Una ilustración vibrante que muestra a una niña con atuendo tradicional y diversos elementos como un volcán, flora tropical y símbolos culturales a su alrededor, perfecta para cualquier centro de cuidadores.

¿Qué es Amplify Caminos Lectoescritura?

Amplify Caminos Lectoescritura es un programa integral de destrezas fundamentales para los grados K a 2 que ayuda a que los estudiantes adquieran seguridad y fluidez en la lectura.

Basado en la Ciencia de la Lectura, el programa ha sido desarrollado para respetar por completo las estructuras y matices del idioma español. En lugar de limitarse a traducir las reglas fonéticas del inglés, Amplify Caminos Lectoescritura ofrece una progresión culturalmente auténtica, basada en investigaciones y diseñada para encaminar a los estudiantes más jóvenes a alcanzar un éxito duradero como lectores.

Primeros pasos

Cómo apoyar a su estudiante en casa:

  • Si es posible, lea con su estudiante a diario; incluso 15 minutos de lectura juntos cada día pueden generar un gran impacto.
  • Lea secciones del texto en voz alta y de forma conjunta. Si su estudiante tiene dificultad para leer en voz alta, intente leer el texto con expresividad y después pídale a su estudiante que haga lo mismo.
  • Busquen momentos para conversar sobre lo que están leyendo y descubriendo en clase. Por ejemplo, usted podría preguntarle:¿Qué te llamó más la atención de lo que leíste hoy? ¿Alguna frase o palabra te resultó confusa? ¿Qué conclusión puedes sacar del pasaje del autor? ¿Qué crees que intentaba comunicar el autor? ¿Estás de acuerdo con las ideas o descripciones del autor? ¿Qué conexiones puedes establecer entre lo que estás leyendo y tu propia vida u otros temas sobre los que hayas escuchado algo?
  • Escuche a su estudiante leer las respuestas que haya escrito o pídale que las comparta con un amigo en una videollamada.
  • Consulte el artículo Proteja a los niños en internet de la Comisión Federal de Comercio, cuyo tema es la seguridad digital.

Iniciar sesión

Estudiantes de grados K a 2

Los estudiantes de grados K a 2 podrán iniciar sesión con las credenciales compartidas que proporcionó el maestro.

Desde el dispositivo del estudiante, diríjase a learning.amplify.com.

Seleccione “Log in” y luego introduzca los datos de ingreso o seleccione “Scan QR code” para iniciar sesión usando un código QR. Los estudiantes ingresarán a su página principal (Student Home), ¡donde podrán cambiar su avatar y hacer clic en un emoji para definir su estado de ánimo del día! En la página principal del estudiante, encontrarán un vínculo de acceso rápido al Student Hub.

Nota: Los códigos de inicio compartidos les permiten a los estudiantes de grados K a 2 que usan Amplify Caminos Hub, y a los estudiantes aún no matriculados por su escuela o distrito, ingresar a los programas digitales de Amplify.

Vistazo general a los materiales

Si cuenta con acceso a internet, su estudiante puede ingresar a parte del plan de estudios digital de Amplify Caminos Lectoescritura. Contacte a su maestro para obtener los datos de ingreso.

Libros de lectura

Amplify Caminos Lectoescritura es un programa de Artes del Lenguaje Español (SLA, por sus siglas en inglés), de modo que los libros de lectura están en español y se ajustan al código de español que se enseña en Amplify Caminos Lectoescritura. Estos libros solo estarán disponibles para maestros y estudiantes que implementen Caminos Lectoescritura en su salón de SLA o de dos idiomas.

Los libros de lectura están diseñados exclusivamente para brindarles a los estudiantes práctica intensiva mientras leen historias simples y auténticas.

En los grados K a 2, los libros de lectura contienen capítulos que permiten a su estudiante practicar los sonidos y patrones de deletreo recién aprendidos, así como palabras de uso común en español. Lo anterior le ayudará a comprender lo que lee y a disfrutar de cuentos encantadores con personajes interesantes.

Tres portadas de libros infantiles: "nina, la llama" con una niña y una llama, "gabi descubre algo" con una niña sosteniendo una lupa y "campo y

Cuadernos de actividades para estudiantes

Como parte de las lecciones diarias, estas páginas de actividades piden a los estudiantes que respondan al texto leído y apliquen destrezas y conocimientos. También incluyen evaluaciones (a las que tienen acceso los maestros) que monitorean el desarrollo de las destrezas de los estudiantes.

Material educativo ilustrativo de Amplify CKLA con una página colorida con una llama y un cactus, y una hoja de trabajo en blanco y negro con ejercicios de calco de letras en español para niños.

El Hub de Caminos para estudiantes

Los estudiantes acceden a recursos multimedia y disfrutan de una nueva experiencia digital en el Hub de Caminos. Pueden acceder al Hub desde casa, en el salón de clases o dondequiera que estén, lo que lo hace ideal para el aprendizaje a distancia. También es compatible con computadoras portátiles, Chromebooks, tabletas y computadoras de escritorio; incluso lo hemos optimizado para dispositivos móviles.

A digital educational interface shows two options: "Sonidos" with a saxophone icon and "Biblioteca" with an open book icon, under the label "Caminos" for Grade 2.

Sonidos para los grados K a 2

La Biblioteca de sonidos contiene grabaciones del audio de fonemas. Los maestros pueden incorporar en cualquier momento los materiales de la Biblioteca de sonidos a las actividades existentes, ya sea al comienzo de las lecciones de Lectoescritura o como un repaso divertido para el salón de clases.

Los sonidos de la biblioteca están organizados por unidad, y los sonidos de cada unidad se pueden encontrar en las pestañas de la parte superior de la pantalla. Cada pestaña contiene tarjetas para cada sonido. En cada tarjeta se puede reproducir una grabación del sonido seleccionando el icono del altavoz.

Screenshot of an Amplify CKLA language learning app displaying vowel sounds with corresponding images: tree, ring, and sheep, labeled in Spanish, with a "listen" button under each.

Biblioteca

El Hub del lector de libros electrónicos permite a los niños acceder fácilmente a toda la biblioteca de libros de Caminos Lectoescritura. Un índice sencillo facilita la navegación por libros más extensos. Los libros electrónicos de Amplify Caminos Lectoescritura incluyen el conjunto completo de libros de lectura para estudiantes de kindergarten a segundo grado.

Pantalla de selección de libros de texto en español que muestra ocho coloridas portadas de libros para segundo grado, tituladas

¿Tiene alguna pregunta sobre Amplify Caminos Lectoescritura?

Visite nuestra biblioteca de ayuda (en inglés) y busque respuestas a sus preguntas sobre el programa en nuestros artículos de ayuda.

Para obtener apoyo curricular adicional, comuníquese con su maestro.

Welcome, New York City families!

We’re excited to welcome you and your student to the Amplify Caminos Lectoescritura program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

What is Amplify Caminos Lectoescritura?

Amplify Caminos Lectoescritura is a comprehensive K–2 foundational skills program that empowers young learners to become confident, fluent readers.

Rooted in the Science of Reading, the program is built from the ground up to honor the authentic structures and nuances of the language. Rather than simply translating English phonics rules, Amplify Caminos Lectoescritura provides a culturally authentic, research-based progression designed to set early learners on the path to lifelong reading success.

Getting started

There are a few ways you can support the student in your care:

  • If possible, read with them daily; even 15 minutes of reading together each day can create a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, and then have them read it aloud back to you.
  • Find moments to discuss what they are reading and discovering in class. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was your takeaway from the author’s passage? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Logging in

Grade K–2 students

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student logins provide K–2 students using the Amplify Caminos Hub and students who aren’t yet enrolled by their school or district a way to access Amplify’s digital programs.

Materials overview

Some of Amplify Caminos Lectoescritura’s digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Readers

Amplify Caminos is a Spanish Language Arts (SLA) program, so the student readers are in Spanish and align to the Spanish code that is taught in Amplify Caminos Lectoescritura. Those readers would only be available to teachers and students who are implementing Caminos Lectoescritura in their SLA or Dual Language classroom.

Student Readers are uniquely designed to provide students with intensive practice while they read simple but authentic stories.

Student Readers are chapter books designed for kindergarten to second grade students to practice the sounds and spelling patterns they’ve just learned, along with commonly used Spanish words. This helps them understand what they read while enjoying engaging stories with interesting characters.

alt="Three book covers in Spanish, featuring colorful illustrations of children with animals in varied settings: a llama, a dog, and both rural and urban backgrounds, ideal for the Core Knowledge Language Arts curriculum."

Student Activity Books

As part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments (to which teachers have access) that track students’ skills development.

Illustration of a llama and desert elements on an orange background in the Amplify CKLA educational material, adjacent to a page teaching letter formation and number writing.

Caminos Hub for students

Students access multimedia resources and engage in a new digital experience on the Caminos Hub. They can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s also compatible with laptops, Chromebooks, tablets, and desktops—we’ve even optimized it for mobile devices.

A digital educational interface shows two options: "sonidos" with a saxophone icon and "biblioteca" an open book icon, under the label "caminos" for grade 2.

Sonidos for Grades K–2

The Sonidos Library contains audio recordings of phonemes. Teachers can incorporate the Sonidos Library materials at any point into existing activities, at the start of skills lessons, or as a review to bring a sense of fun into the classroom.
The sounds in the library are organized by unit, and you can find the sounds for each unit by going through the tabs at the top of the screen. Each tab contains cards for each sound, on which you can play a recording of the sound by selecting the speaker icon.

Screenshot of an Amplify CKLA language learning app displaying vowel sounds with corresponding images: tree, ring, and sheep, labeled in Spanish, with a

Biblioteca

The Hub eReader is an easy way for kids to connect to the entire Caminos Lectoescritura library of readers. A simple table of contents makes it easy to navigate longer books. Amplify Caminos Lectoescritura e-books include the full set of Grade K–2 Student Readers.

Grid of eight illustrated book covers titled "caminos biblioteca de 2º grado," each depicting children in various settings, with "leer" buttons below each cover, part of the Core

Have a question about Amplify Caminos Lectoescritura? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Welcome, Amplify Reading families

Welcome to the Amplify Reading Caregiver hub. We are here to support you and your child with all things Amplify!

Para acceder a este sitio en español haga clic aquí.

Collage of six diverse images including a teacher with students, amplify curriculum resources & guides, studying, a thinking child, notebook and pen, and a spider-man poster.

Welcome to Amplify Reading!

Welcome to Amplify Reading! We know how important—and challenging—it is for parents and caregivers to support kids’ remote learning. That’s why we are here to support you. On this site, you’ll find valuable information and resources to help you guide your child as they use Amplify Reading.

What is Amplify Reading?

Amplify Reading provides your child with the opportunity to learn and practice literacy skills within an engaging story world that adapts to each student as they move through the program. Your child can learn with Amplify Reading during school hours and independently at home.

Learn about Amplify Reading in middle school here.

What is my role in Amplify Reading?

Ensuring your child can log in independently

We recommend that caregivers assist their children by helping them log in at home. Below, you’ll find a step-by-step video on how to log in to the program with the login information or QR code provided by your child’s teacher.

Note that your child may log in via Clever or another platform. Reach out to your child’s teacher if you’re unsure or did not receive login information.

Watch the video below for an overview of how to get your elementary schooler started with Amplify Reading:

How to get your child started with Amplify Reading

Tips

  • Practice logging in with your child consistently until they can log in independently.
  • Keep your child’s login information in a single place so they know where to go if they forget it!

Giving your child the time and space to play independently

Amplify Reading is personalized to your child’s needs, so you do not need to assist students with their learning. Once your child can log in, they’re ready to start using the program. Students will need headphones or to be in a quiet place when they play.

Some students will begin with a placement Quest. Their answers help the Amplify Reading program match them to the best content and games for their reading skill levels. To ensure the most accurate placement, it is important that your child complete each activity independently. If your child needs help understanding the instructions, you can refer to this instruction guide. And it is always helpful to encourage your child to have fun and do their best!

We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Joining in on the fun!

Each child in grades K–3 has a customizable companion called a Curioso. Print these Curioso Coloring Pages so your child can design their own!

Students in grades K–5 encounter eReader texts along their adaptive learning path. These texts give students the opportunity to transfer the skills they practice in the games to actual texts. Consider watching the following read aloud videos with your child for some extra exposure to the texts and skill transfer activities, as well as opportunities for discussion.

Hedgehog and Fox – Fox keeps taunting Hedgehog that he can beat him in a race. But Hedgehog may have a trick up his sleeve that Fox doesn’t know about…

Lifting Up the Sky – A Snohomish legend that explains how the constellations came to be in the sky. 

The Best Present – Anjali and Anuj try to find Mom the best birthday present while they’re at a baseball game. What will they choose? 

The Big Ride – Rosa and her dad are about to go on a roller coaster, but Rosa is a little frightened. Will she enjoy it after all? 

The Busy Wolf – The Big Bad Wolf wasn’t trying to be bad, he was just too busy! Join us in Bookerton to hear this spin on classic fairy tales and engage with embedded skill practice and discussion prompts!

The Day They Became Americans – Three students who were born in different countries come together on a special day when they become American citizens.

Knowing where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday through Friday, 7 a.m. to 9 p.m. ET.

Frequently asked questions for caregivers

We recommend that your child use Amplify Reading two to three times per week for a weekly total of 30-45 minutes. However, your child’s teacher might have different daily or weekly recommendations.

If your child is having trouble with the content, Amplify Reading will adapt to provide your child with additional support and instructions within the game. For this reason, it is not recommended that caregivers help their child. While this can be hard, the program is carefully designed to provide the level of support your child needs to move forward.

If your child is having any technical challenges, please contact Amplify customer support at (833) 972-2738 or caregiver@amplify.com from Monday – Friday, 7 a.m. – 9 p.m. EDT and Saturday – Sunday from 10 a.m. – 6 pm. EDT.

We’re excited that you want to learn more! This recorded webinar for caregivers provides a deeper dive on the program and how you can support your child.

Welcome Reviewers, to Amplify Desmos Math!

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Scroll to learn more about the program and explore sample materials.

About the program

We believe in math that motivates. Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. 

The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.

A powerful suite of math resources

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A digital interface displays a math screener report on the left and a math problem involving division, alongside a visual representation of students lined up on the right, integrating rich math resources from Amplify Desmos Math.

Screening and progress monitoring

mCLASS® Assessments, along with daily formative checks, measure not only what students know, but also how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core instruction and intervention resources.

Two side-by-side math activities for children: on the left, a caterpillar-themed block challenge, and on the right, a worksheet for finding pairs that sum to 10. These exercises are fantastic ways to amplify children's engagement with math concepts.

Core instruction

Amplify Desmos Math lessons provide a structured approach to problem-based learning, helping teachers create a collaborative math community with students at its center. Each lesson systematically builds on students’ curiosity to develop lasting grade-level understandings for all students.

Two pages from a New York math textbook on determining coordinates after a rotation. Includes sections on modeled review, guided practice, and teacher's notes, with diagrams and examples that amplify the learning experience.

Differentiation and intervention

Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific concept or skill connected to daily instruction. Extensions are also available to stretch students’ understanding.
Boost™ Personalized Learning activities help students access grade-level math through engaging, independent digital practice. Responsive Feedback™ adjusts to students’ work, providing item-level adaptivity to further support their learning.

Two pages from a New York math textbook on determining coordinates after a rotation. Includes sections on modeled review, guided practice, and teacher's notes, with diagrams and examples that amplify the learning experience.

An approach that supports teachers

Clear, step-by-step instructional moves help teachers plan and teach student-centered lessons that use student thinking to differentiate instruction and guide to grade-level understanding. They include:

  • Guidance on what to listen for and how to respond.
  • Clear learning objectives to keep learning on track for each activity and lesson.
  • Daily reinforcement activities to provide direct instruction when needed.

A structured approach to problem-based learning

Problem-based learning asks students to make sense of and think strategically about mathematically interesting problems. This approach allows students’ ideas to take
center stage, so they are active and engaged in their learning process. Teachers are able to hear and respond to student thinking in real time, guiding and differentiating instruction right in the moment.

Moving from “I do, We do, You do” to “You do, We do, I do”
Lessons begin by activating student’s prior knowledge and curiosity, inviting them to explore the math, collaborate, and refine their thinking. By focusing on developing student thinking first, teachers can better connect ideas, guide learning, and synthesize learning objectives.

Lessons that are rigorous and delightful

Every lesson in Amplify Desmos Math is designed to put students at the center of their learning. Utilizing research-based best practices, students engage in meaningful work based on rich problems and real-world experiences.

Two young girls build with colorful blocks at a table while an adult woman observes and assists them in a classroom setting.

Warm-Up

Lessons begin by inviting every student to contribute to the mathematical discussion. Instructional routines are often used to build fluency, set the context, activate prior knowledge, or highlight a strategy that may be helpful in the lesson. 

Rich learning activities

Math knowledge is built through experiences and meaningful interactions. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Teachers serve as a guide, using a Launch, Monitor, Connect framework:

  • Launch: Teachers offer a short introduction to the problem or challenge
  • Monitor: As students work individually, in pairs, or in groups, teachers ask questions and provide support to move student thinking closer to the intended math goal.
  • Connect: Teachers connect student ideas to the Key Takeaway of the activity to help students synthesize and solidify the big ideas.

Synthesis

Teachers ensure that students end the lesson with accurate and enduring understandings of the math goal through synthesis of student ideas, explicit instruction, and reflection.

A short Show What You Know assessment allows students to show what they know about the learning goals of the lesson and reveal what they are still learning.

Differentiation and practice

Lasting understanding requires reinforcement. Every lesson offers Lesson Practice instructional recommendations to Support, Strengthen, and Stretch learning.

Two side-by-side math activities for children: on the left, a caterpillar-themed block challenge, and on the right, a worksheet for finding pairs that sum to 10. These exercises are fantastic ways to amplify children's engagement with math concepts.

Print for every lesson with engaging digital experiences

Whether in print or digital form, engaging interactions enable students and teachers to openly exchange ideas. Each lesson includes student print materials, interactive teacher Presentation Screens, and digital resources for practice and differentiation. Some lessons also use manipulatives or provide options for students to use devices individually or in pairs. Device recommendations for student use are age-appropriate, with more frequent usage in middle and high school.

Demo access

Please login to the digital platform to experience our full program as part of your review. In order to access the digital platform, you’ll need to log into using your unique login credentials below.

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password:
    • Username:
    • Password:
  • View the video for helpful platform navigation tips.

Assessments

By starting with what students already know, Amplify Desmos Math helps build a strong foundation for success to guide and support future learning. Teachers are empowered to transform every classroom into an engaged math community that invites, values, and develops student thinking. With explicit guidance on what to look for and how to respond, teachers can effectively support students as they develop their understanding.

Open math workbook showing an End-of-Unit Assessment with multiple-choice and written response questions on fractions and equivalent values.

Program assessments

A variety of performance data in Amplify Desmos Math provides evidence of student learning while helping students bolster their skills and understanding.

Unit-Level Assessments

Our embedded unit assessments offer key insights into students’ conceptual understanding of math. These assessments provide regular, actionable information about how students are thinking about and processing math, with both auto-scoring and in-depth rubrics that help teachers anticipate and respond to students’ learning needs.

Lesson-Level Assessments

Amplify Desmos Math lessons are centered around sense-making and in-the-moment feedback. Daily moments of assessment provide valuable evidence of learning for both the teacher and student.

Data and reporting

Amplify Desmos Math provides teachers and administrators with unified reporting and insights so that educators have visibility into what students know about grade-level math—and can plan instruction accordingly for the whole class, small groups, and individual students.

A table displays students' performance levels across various items, with a detailed score distribution for a specific assessment shown in a separate overlay. Geometric design elements accented the background, providing an engaging visual touch ideal for any math classroom using Amplify Desmos Math.

Assessment reports

Reporting functionality integrates unit assessments, lesson assessments, personalized learning, Benchmark assessments, and Progress Monitoring for a comprehensive look at student learning.

Our reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments. Then our reports highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.

At-a-glance views of unit-level assessment results inform your instructional planning, and you can also drill down to item-level analysis.

Standards reports

Our standards report allows you to monitor proficiency at the class and individual student levels. Proficiency and growth are shown by domain, cluster, standard, and priority concepts. Areas of potential student need are highlighted to allow teachers to modify their instruction and target differentiated support.

Administrator reports

Amplify Desmos Math provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.

  • Track student, class, and district performance with usage, completion, and assessment data.
  • Accurately group students and classes with the Benchmark and Progress Monitoring data of mCLASS Assessments and allow teachers to reliably implement and track the progress of Tier 2 and Tier 3 intervention.
  • Provide one data-driven solution that educators can rely on for high-quality math instruction.

Differentiation and intervention

Amplify Desmos Math views differentiation as an ongoing process where teachers are both reactive and proactive to student needs, ensuring that all students have clear pathways to proficiency. Through rich data and teacher support, Amplify Desmos Math uses flexible categories of intervention and enrichment that adjust daily according to student thinking.

In-the-moment differentiation supports are available for every lesson, both digitally and in the print Teacher Edition.

A teacher sits at a table with two students, using small objects and a workbook to provide individualized instruction during a Boost Math lesson in a classroom with large windows.
A table showing differentiation teacher moves with examples of representing groups in different ways, support prompts, and a stretch question about patterns with more teams.

In-lesson differentiation

Within every lesson activity, teachers can use the suggestions in the Differentiation Teacher Moves table to provide in-the-moment instructional support while students are engaged in the work of the lesson. This table can help teachers anticipate the ways students may approach the activity, and provides prompts that they can use during the lesson to Support, Strengthen, and Stretch individual students in their thinking. Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.

Differentiation: Beyond the Lesson

Teachers are provided with recommendations for resources to use with each group of students needing support, strengthening, and stretching after each lesson. Support, Strengthen, and Stretch resources include:

  • Mini-Lessons: 15-minute, small-group direct instruction lessons targeted to a specific concept or skill
  • Item Banks: Space for teachers to create practice and assessments by using filters and searching for standards, summative-style items, and more
  • Fluency Practice: Adaptive, personalized practice built out for basic operations and more
  • Centers (K–5): Lesson-embedded routines and practice for students that are vertically aligned across grade levels
  • Extensions: Lesson-embedded Teacher Moves including possible stretch questions and activities for students
  • Lesson Practice: Additional practice problems support every lesson
  • Math Adventures: Strategy-based math games where students engage with math concepts and practice skills in a fun digital environment
Two pages from a math workbook on determining coordinates after a rotation, with diagrams, problem sets, and instructional text, displayed on a yellow and gray background.
A classroom teaching guide displays strategies for discussing pre-image and image in math, goals for a parallelogram lesson, and tips for supporting multilingual learners.

Multilingual/English Learner supports

Supports for multilingual/English learners (ML/ELs) are called out at intentiSupports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These suggested supports are specific, targeted actions that are beneficial for ML/ELs. They often describe a modification to increase access to the task or provide support with contextual or mathematical language development that can often be helpful to all learners. ML/EL supports may also be attached to Math Language Routines.onal points within each lesson. These suggested supports are specific, targeted actions that are beneficial for ML/ELs. They often describe a modification to increase access to the task or provide support with contextual or mathematical language development that can often be helpful to all learners. ML/EL supports may also be attached to Math Language Routines.

Math Language Development

Every lesson in Amplify Desmos Math includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math purposefully progresses language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise. This systematic approach to the development of math language can be broken down into the following four categories of support:

  • Vocabulary: Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit.
  • Language goals: Language goals attend to the mathematics students are learning, and are written through the lens of one or more of four language modalities: reading, writing, speaking, and listening.
  • Math Language Routines: Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote meta-cognition.
  • Multilingual/English learner supports: Supports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson.
Two girls sit at a table with open books, one making hand gestures while smiling, the other looking at her and giving a thumbs up. Behind them are shelves filled with books, capturing the lively atmosphere of a math classroom.
Digital educational material showing an activity named "Hamster Homes" involving tube length and platform heights for a hamster cage. Includes a diagram with platforms measuring 9 inches.

K-5 sample materials

Click the links in the drop-down sections below to explore sample materials from each grade. For a full program review, please login to the digital platform or request physical samples.

For helpful navigation tips and more program information, download the Amplify Desmos Math Program Guide.

You can also watch a product expert walk through a lesson and the available program components.

Cover of Amplify Desmos Math Grade K Teacher Edition featuring three children playing with math-related objects and a group of rabbits sitting nearby, aligning with the engaging curriculum seen in New York math classrooms.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 2, Sub-Unit 2: Counting and Comparing Images.

Cover of "Amplify Desmos Math: Student Edition Kindergarten," featuring an illustration of three children playing with math-related toys. A group of small white animals, possibly hamsters, play nearby. The scene brilliantly captures the joy of New York math exploration for young learners.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 2, Sub-Unit 2: Counting and Comparing Images.

Cover of "Amplify Desmos Math Grade K Centers Resources" featuring a large, stylized red and pink "C" on a light pink background with simple geometric designs. This distinctive cover complements New York math curriculums with its engaging visual elements.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

A digital activity screen, crafted in the style of Amplify Desmos Math, shows two paths with different quantities of mushrooms. The user is prompted to choose the path with more mushrooms. A bear is on the left side of the screen.

In this lesson, students apply their understanding of how to compare groups of images as they determine which group has more or fewer and then compare their strategies by guiding a bear through a path that has more mushrooms than the other.

Children interact with math activities on a large tablet while observing fish illustrations. The text reads "Amplify Desmos Math Grade 1 Teacher Edition, aligned with New York Math standards.

Skills Unit 2 Teacher Guide

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting Within 10.

Illustration of three children engaged in math activities from the "Amplify Desmos Math: Student Edition 1" textbook. One child holds a number card, while the others manipulate counters and images, experiencing an exciting approach inspired by New York math techniques.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting Within 10.

Cover of "Amplify Desmos Math Centers Resources" for Grade 1, featuring a yellow and white 3D letter "C" on a light background.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An educational game screen, inspired by New York math standards, shows a subtraction problem, "4 - 1," with a frog moving along numbered lily pads to reveal the answer "3.

In this lesson, students find differences when subtracting 1 and 2 from the same number by helping a frog reach a lily pad where it can eat a bug.

Cover of the "Amplify Desmos Math" Grade 2 Teacher Edition, showcasing children measuring with rulers and a poster displaying a mathematical equation, set against whimsical scenery with a colorful dragon. Perfect for New York math classrooms.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting.

Cover of "Amplify Desmos Math Student Edition 2" showing three children performing a New York math activity with blocks and measurements.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting.

Cover of an educational book titled "Amplify Desmos Math Grade 2 Centers Resources" featuring a green "C" on a light green background, perfect for enhancing New York math education.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An educational activity where users must select the block with the correct number to make a total of 10 using the given block numbers. The UI, inspired by New York math standards, features a caterpillar and two tree stumps to amplify engagement with Desmos Math tools.

Students continue to develop fluency by finding the number that makes 10 by helping a millipede reach its favorite food – a clump of leaves!

Cover of a "Grade 3 Amplify Desmos Math Teacher Edition" book, featuring a cutaway building with diverse students and a teacher working on New York math problems and organizing materials.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Data on Scaled Graphs.

Cover of "Amplify Desmos Math Student Edition 3" showcasing illustrated children engaged in various mathematical activities inside a glass house structure, reflecting the dynamic energy of New York math.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Data on Scaled Graphs.

Cover of the Amplify Desmos Math Grade 3 Centers Resources book, featuring a 3D letter "C" in blue and white on a minimalistic background, perfect for aligning with New York math standards.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

A page titled "Activity 2" features a table showing counts of rabbits, raccoons, and foxes, an image of animal stickers, and a bar graph representing the number of each animal, designed to amplify your New York math lesson with engaging visual data.

Students compare data represented on bar graphs with different scales by using animal stickers to create scaled bar graphs.

Cover of "Amplify Desmos Math: Teacher Edition Grade 4" showing children learning New York Math outdoors, using large mathematical tools and numbers, with one child in a wheelchair.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 2: Using Factors and Multiples.

Cover of "Amplify Desmos Math: Teacher Edition Grade 4" showing children learning New York Math outdoors, using large mathematical tools and numbers, with one child in a wheelchair.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 2: Using Factors and Multiples.

Cover of the "Amplify Desmos Math" Grade 4 Centers Resources book, featuring a large, stylized blue letter "C" on a light blue background. This essential resource for New York math educators ensures engaging and effective instruction.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

Interactive educational activity asking users to determine platform heights using a 3-inch tube. The interface, inspired by Desmos math tools, features a dragging function and feedback system with a checkbox and "Try another" option, amplifying the learning experience.

Students choose tube lengths to connect to platform heights for hamster homes, identifying possible heights using what they know about multiples.

Illustration of three students engaging with various math activities outdoors and around large blocks. Text at the top reads "Amplify Desmos Math, Grade 5, Teacher Edition" - a perfect resource for New York math educators.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Volume of Solid Figures.

Cover of "Amplify Desmos Math: Student Edition, Grade 5" featuring students engaged in various mathematical activities outside, such as block building, measuring, and gardening—a perfect resource aligning with New York math standards.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Volume of Solid Figures.

Cover image of "Amplify Desmos Math Grade 5 Centers Resources" featuring a large purple letter C on a light purple background, showcasing the innovative approach of Amplify Desmos Math that's making waves in New York math education.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An interactive screen showing an activity about decomposing a figure into prisms, with a touch of Desmos Math integration. The user is asked to drag points to demonstrate the decomposition. Two prism illustrations are displayed, offering a glimpse of New York Math's approach.

Students decompose a figure into rectangular prisms and determine the volume of the figure by adding the volumes of the individual prisms.

6-A1 sample materials

Click the links in the drop-down sections below to explore sample materials from each grade. For a full program review, please login to the digital platform or request physical samples. 

For helpful navigation tips and more program information, download the Amplify Desmos Math Program Guide.

You can also watch a product expert walk through a lesson and the available program components.

A laptop displays a math warm-up activity with shapes and a scale, in front of two Amplify Desmos Math teacher edition books for grades 1 and 7.
Cover of the Grade 6 Amplify Desmos Math Teacher Edition, showcasing students engaging in various mathematical activities around a balance scale with variables, inspired by New York math educational standards.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 1: Solving Equations.

Cover of “Amplify Desmos Math, Student Edition, Grade 6” featuring an illustration of children engaging in various New York math-related activities outdoors.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 1: Solving Equations.

Cover image of "Amplify Desmos Math" for Grade 6, featuring a 3D pink letter "I" and the text "Intervention and Extension Resources." This New York math edition supports students with comprehensive resources.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A digital math activity shows foxes on a seesaw balanced with 18-pound weights. A multiple-choice question and text box ask for the weight of a fox in pounds.

Students use equations and tape diagrams to represent seesaw situations and to determine unknown animal weights, helping them make connections between diagrams that represent equations of the form `x+p=q` or `px=q`.

Cover image of "Amplify Desmos Math Teacher Edition Grade 7" featuring an illustration of students engaging in math-related activities with geometric shapes and construction elements against a New York cityscape background.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 3: Inequalities.

Cover of "Amplify Desmos Math, Student Edition, Grade 7" showing students engaged in math activities against a cityscape reminiscent of New York, with purple geometric structures and a crane in the background.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 3: Inequalities.

Cover of "Amplify Desmos Math: Grade 7 – Intervention and Extension Resources" featuring a stylized 3D "I" on a light purple background, ideal for both New York math and national curricula.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A digital math activity screen shows a character above a number line and a box with the inequality "x > -10" entered. A cursor points to the "Edit my response" button.

Students solve inequalities with positive and negative coefficients to solve a variety of challenges featuring a fictional sheep who eats grass according to an inequality.

Illustration of children engaging in learning activities outdoors near a large slide. The title "Amplify Desmos Math Grade 8 Teacher Edition" is shown at the top, highlighting its relevance to New York math curriculum standards.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 2: Analyzing Numerical Data.

Cover of the "Amplify Desmos Math" Student Edition for Grade 8, featuring students engaging in various mathematical activities in a stylized outdoor New York setting.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 2: Analyzing Numerical Data.

Cover of "Amplify Desmos Math Grade 8: Intervention and Extension Resources" featuring a stylized "I" on a gray background, tailored for New York math standards.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A graph plots four robot colors by height and eye distance; on the right, matching colored robots stand side by side, labeled Red, Purple, Blue, and Green.

Students connect points on a scatter plot with individuals in a population and rows of data in a table. The analysis of scatter plots continues with data about the eye distances and heights of robots.

Cover of "Amplify Desmos Math: Algebra 1, Teacher Edition" featuring diverse characters engaged in mathematical activities, with a graph and a bridge in the background, illustrating the vibrant energy of New York math.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from two complete sub-units on this site: Unit 2, Sub-Units 1–2: One-Variable Equations and Multi-Variable Equations.

Cover of "Amplify Desmos Math" Student Edition A1, featuring an illustration of diverse characters engaging in New York math activities against a backdrop of graphs and mathematical concepts.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from two complete sub-units on this site: Unit 2, Sub-Units 1–2: One-Variable Equations and Multi-Variable Equations.

Cover of an Amplify Desmos Math Algebra 1 ancillary sampler, featuring students interacting with graphs and mathematical models, including a rocket and a parabola.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A math activity screen shows a cartoon snail, purple blocks, and a table comparing blocks and a math equation; a cursor hovers over the "Edit my response" button.

Students represent the solutions of a situation using a table, a graph, and multiple forms of an equation to identify multiple combinations of blocks that can help Shelley the Snail cross a gap.

RF.1.3.G: Recognize and Read Grade-Appropriate (First Grade) Irregularly Spelled Words

Skill

RF.1.3.G: Recognize and Read Grade-Appropriate (First Grade) Irregularly Spelled Words

Standard

CCSS.ELA-LITERACY.RF.1.3.G: Recognize and read grade-appropriate irregularly spelled words.

Description

Mastery: Student is able to read irregularly spelled words with automaticity.

Acquiring: Student is able to recognize some irregularly spelled words. Student may attempt to decode some irregularly spelled words.

Probes

T: Read the following words – show a list of High Frequency Words, such as Fry’s or Dolch word lists, presented in random order (e.g., the, of, to, you, she, my, is, are, do, does).

Activities and Resources

Small Group Instruction – Direct Instruction

During Transitions

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Display (e.g. Anchor Chart):

Considerations & Reminders

  • High Frequency Word Lists should be posted and visible for students to reference. While these words are to be memorized, the act of looking up at a chart/poster for quick reference allows the student to eventually be able to quickly find and recognize the words.
  • When introducing an irregular word (but not when building fluency), we ask students to sound out and say the word correctly. There are multiple reasons to ask students to sound out irregular words:
    • When students encounter an irregular word in connected text, they may initially attempt to sound it out. These exercises prepare them to read the word correctly.
    • We want to show students that, though some word parts may be irregular, other parts are often regular, so that students can decode those parts, giving them a clue to the full word.
    • If we sound out some words and not others, students may learn that sounding out should only be used intermittently. They may decide not to use it even when they should.
    • Even for irregular words, the process of connecting symbols to sounds helps students learn the word: “The knowledge of letter-sound relations provides the powerful mnemonic system that bonds the written forms of specific words to their pronunciation in memory.” (Ehri, 1995)
  • Teaching tips:
    • One way to accelerate learning of irregular words is to print out flashcards for each newly introduced word and make a set for your students to practice with at home.
    • If words are being introduced too slowly for your students, you can introduce a new irregular word every day. You should feel free to vary the pace, being careful to ensure that everyone is keeping up.
    • When you point to a word, wait before touching it and train students to respond only when you touch the word. That gives all students time to think of the answer, so that slower students don’t just copy faster students.
    • For each activity, keep a record of items a student had problems with. Review this activity log before the next activity so you pay special attention to those students.

¡Les damos la bienvenida, familias de mCLASS Math!

Nos entusiasma poder colaborar con usted este año escolar para apoyar el aprendizaje de las matemáticas de su estudiante. Este Caregiver Hub de mCLASS® Math está diseñado para ayudarle a comprender cómo funciona mCLASS Math y brindarle formas sencillas de apoyar el aprendizaje de las matemáticas en casa, antes y después de las evaluaciones.

For English version, please click here.

A teacher assists a student wearing headphones at a laptop in a classroom, using math resources for teachers, while other students work at their desks in the background.

¿Qué es mCLASS Math?

mCLASS Math es un sistema de evaluación digital que ofrece a los maestros una visión clara de cómo conciben los estudiantes los conceptos matemáticos principales de su nivel escolar. También ayuda a identificar lo que su estudiante ya sabe y en qué aspectos podría necesitar más apoyo. Lo anterior permite que los maestros puedan personalizar la enseñanza y ayudar al desarrollo del aprendizaje de cada estudiante. Las evaluaciones de mCLASS Math son completamente digitales y permiten que los estudiantes demuestren su razonamiento mediante preguntas abiertas. De esa manera, los maestros obtienen una visión inmediata del progreso de los estudiantes y de sus necesidades educativas. Para obtener más información sobre la experiencia del estudiante, haga clic aquí.

Obtenga más información sobre mCLASS Math.

Primeros pasos

¿Por qué es importante evaluar?

Con las evaluaciones de mCLASS Math, los maestros comprenden no solo lo que los estudiantes ya conocen, sino también cómo piensan. Esto les permite apoyar mejor su desarrollo del aprendizaje.

Más allá de respuestas correctas o incorrectas, mCLASS Math captura cómo resuelven problemas los estudiantes, destacando sus fortalezas, experiencias, razonamientos y estrategias individuales (o “assets” (ventajas), como los llamamos colectivamente), y utilizándolos para orientar el proceso de enseñanza. Con esta información, los maestros pueden personalizar el aprendizaje, reconocer las fortalezas de los estudiantes y fomentar un crecimiento significativo.

Obtenga más información sobre la evaluación basada en “assets”.

Formas de apoyar a su estudiante

Junto a su estudiante, obtenga una vista previa de los ítems de muestra en casa.

Exploren los ítems de muestra de mCLASS Math juntos para que su estudiante se sienta más cómodo y familiarizado con la experiencia de evaluación. Estos ejemplos muestran los tipos de preguntas que su estudiante podría ver y cómo va a interactuar con la plataforma.

Mientras revisan los ítems juntos, anime a su estudiante a explicar su razonamiento. Intente hacer preguntas tales como:

  • “¿Qué te piden que resuelvas?”
  • “¿Cómo puedes demostrar tu pensamiento?”
  • “¿Puedes explicar tu respuesta?”

Si su estudiante no consigue avanzar, ayúdele con preguntas como:

  • “¿Qué sabes hasta ahora?”
  • “¿Cómo podrías representar este problema usando objetos o dibujos?”

Recuerde al estudiante que bloquearse es normal y una parte necesaria del proceso de aprendizaje. Muchos estudiantes (y personas adultas) temen cometer errores, pero las investigaciones demuestran que cometerlos ayuda a que nuestro cerebro se desarrolle. Desarrollar la confianza en el uso de las matemáticas comienza con la práctica en un espacio de apoyo donde el estudiante se sienta seguro.

Apoye a diario el proceso de aprendizaje matemático con Fluency Practice.

Ayude a su estudiante a fortalecer las habilidades matemáticas básicas (suma, resta, multiplicación y división) con solo 5 a 10 minutos diarios de Fluency Practice (Práctica de la fluidez). Fluency Practice utiliza un método de aprendizaje probado llamado repetición espaciada, con el fin de aumentar la precisión, velocidad y confianza en el uso de operaciones y datos matemáticos.

Para obtener una introducción a Fluency Practice haga clic aquí.

Otras ideas para apoyar el aprendizaje de las matemáticas

  • Siempre que sea posible, destaque el uso que haga su estudiante de las matemáticas en el mundo real y promueva esta práctica.
  • Ayude con la tarea de matemáticas tanto como sea posible.
  • Utilice frases intencionales y positivas sobre las matemáticas, incluyendo el uso que su estudiante haga de ellas.

Próximamente: Actividades matemáticas asistidas por cuidadores

Para el aprendizaje en casa, mCLASS ofrece una serie de recursos matemáticos que las familias pueden usar trabajando juntas, incluyendo actividades matemáticas asistidas por los cuidadores para ayudar a reforzar y practicar destrezas en casa.

Le recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio, cuyo tema es la seguridad digital.

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre mCLASS Math?

Visite nuestra biblioteca de ayuda (en inglés) y busque respuestas a sus preguntas sobre el programa en nuestros artículos de ayuda.

Para obtener apoyo curricular adicional, comuníquese con su maestro.

Welcome, mCLASS Math families!

We’re excited to partner with you this school year to support your child’s math learning. This mCLASS® Math Caregiver Hub is designed to help you understand how mCLASS Math works and give you easy ways to support math learning at home—both before and after assessments.

Para la versión en español, haga clic aquí.

A teacher assists a student wearing headphones at a laptop in a classroom, using math resources for teachers, while other students work at their desks in the background.

What is mCLASS Math?

mCLASS Math is a digital assessment system that gives teachers a clear picture of how students are thinking about major grade-level math concepts. It helps identify what your child knows and where they might need more support, so teachers can personalize instruction and help every student grow. mCLASS Math assessments are entirely digital and allow students to show how they think through open-ended questions. Teachers then gain immediate insight into student progress and instructional needs. You can learn more about the student experience here.

Learn more about mCLASS Math.

Getting started

Why is assessment important?

With mCLASS Math assessments, teachers understand not just what students know, but also how they think. This lets teachers better support students’ growth.

Going beyond right or wrong answers, mCLASS Math captures how students solve problems by highlighting their individual strengths, experiences, understandings, and strategies (or assets, as we collectively refer to them) and using them to inform instruction. With these insights, teachers can personalize learning, celebrate student strengths, and support meaningful growth.

Learn more about asset-based assessment.

Ways to support your child

Preview sample items at home with your child.

Explore mCLASS Math sample items together to help your child feel more comfortable and familiar with the assessment experience. These examples show the types of questions your child may see and how they’ll interact with the platform.

As you review the items together, encourage your child to explain their thinking. Try prompts like:

  • “What are they asking you to solve?”
  • “How can you show your thinking?”
  • “Can you explain your answer?”

If your child feels stuck, guide them with questions such as:

  • “What do you know so far?”
  • “How could you represent this problem using objects or drawings?”

Remind your child that getting stuck is normal and a necessary part of the learning process. Many children (and adults) fear making mistakes, but research shows that making mistakes helps your brain grow. Building math confidence starts with practicing in a safe, supportive space.

Support math growth with daily Fluency Practice.

Help your child strengthen core math skills—in addition, subtraction, multiplication, and division—with just 5–10 minutes of daily fluency activities. Fluency Practice uses a proven learning method called spaced repetition to boost accuracy, speed, and confidence with math facts and operations.

Get started with Fluency Practice here.

Other ideas to support math learning

  • Use and point out your child’s use of math in the real world wherever possible.
  • Help with math homework as much as possible.
  • Use intentional, positive phrasing about math—including about your child’s own use of it.

Coming soon: Caregiver-assisted math activities

For at-home learning, mCLASS offers a number of math resources families can use together, including caregiver-assisted math activities to help reinforce and practice skills at home.

We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission, addressing digital safety.

We’re here to help!

Have a question about mCLASS Math? Visit our Help Library to search for articles with answers to your program questions.

For additional support, contact your child’s teacher.

Does your child’s class also use Amplify Desmos Math for their core math instruction Explore the Amplify Desmos Math Caregiver Hub to find additional resources and support!

Welcome, mCLASS Lectura families!

We’re excited to welcome you and your child to the mCLASS® Lectura Caregiver Hub for the new school year. We’ve assembled the following resources and guides to help you support your child and enable them to have the most productive experience with our platform throughout the year.

Para ver a este sitio en español haga, clic aquí. (En breve)

Collage of images featuring a magnifying glass icon, a teacher and student working together, a child using an mClass laptop, and a puzzle piece icon.

What is mCLASS Lectura?

mCLASS Lectura is an authentic personalized Spanish instruction and assessment system built specifically for bilingual children learning to read. It highlights what reading skills your child already knows, and it shares where they may need additional support.

mCLASS Lectura also provides teachers with instructional reading activities for each student based on their assessment score, in order to deliver targeted guidance on specific skills they may need support with.

Getting started

Ways to support your child

Home Connect

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to support bilingual students learning to read in English. Our mCLASS caregiver letters in English and Spanish ensure that families know how to best support their child.

We recommend reviewing this “Protecting Kids Online” article by the Federal Trade Commission, addressing digital safety.

Screenshot of the mclass Home Connect© website homepage featuring four educational resources: phonological awareness, phonics, accurate and fluent reading, and reading comprehension.

How to get help

Have a question about Amplify mCLASS Lectura? 

Visit our help library to search for articles with answers to your program questions.

For additional curriculum support, contact your student’s teacher.

¡El programa de Amplify ELA da la bienvenida a las familias!

Nos complace dar la bienvenida a usted y a su estudiante al programa Amplify ELA en el nuevo año escolar y brindar a su estudiante excelentes oportunidades educativas a través de nuestro programa. A continuación incluimos una serie de recursos y guías útiles para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Amplify ELA?

El programa Amplify ELA ayuda a los estudiantes de los grados 6 a 8 a leer y entender textos complejos, animándoles a profundizar en ideas interesantes y reflexionar de forma independiente sobre su relevancia. Amplify ELA es un programa mixto que incluye materiales digitales e impresos, así como una versión únicamente impresa. Los estudiantes que usan Amplify ELA leen pasajes de texto detalladamente, interpretan lo que van descubriendo, conversan con sus compañeros acerca de sus puntos de vista y desarrollan sus ideas por escrito. La estructura de las lecciones es fácil de entender y tiene suficiente flexibilidad como para permitir una variedad de experiencias de aprendizaje que fomenten el interés de los estudiantes.

Entre las características del programa, puede encontrar:

  • Funcionalidad que permite a cada estudiante trabajar en su propio nivel, a la vez que se le estimula adecuadamente con retos de aprendizaje.
  • Herramientas integradas que permiten al maestro/la maestra saber cómo progresan los estudiantes en sus trabajos y responder oportunamente.
  • La Biblioteca Amplify digital, con más de 700 libros descargables de ficción y no ficción.
  • La aplicación de vocabulario, que usa actividades similares a juegos para ayudar a los estudiantes a dominar las palabras clave de los textos del programa. (Si su estudiante usa materiales impresos, verá las palabras resaltadas).
  • Tareas de escritura independiente llamadas Solos, disponibles en dispositivos móviles.
  • Proyectos interactivos conocidos como Quests que acompañan a determinadas unidades para ofrecer oportunidades de práctica adicionales en lectura, escritura, expresión oral y comprensión auditiva con un enfoque analítico.

Para comenzar

Cómo apoyar a su estudiante

  • Si es posible, lea con su estudiante a diario. Aun 15 minutos de lectura compartida todos los días pueden producir grandes resultados. Pueden leer secciones del texto en voz alta y de forma conjunta. Es posible que, a nivel intermedio, su estudiante disfrute de representar secciones de diálogos asumiendo el papel de alguno de los personajes de una obra o dándole un estilo dramático a algún poema que hayan estado estudiando. Si su estudiante tiene dificultad para leer en voz alta, intente leerle el texto con expresividad y pídale que se lo lea a usted después. Para practicar más, hay una gama de actividades de fluidez en los Días Flex del programa. Pida a su estudiante que le ayude a encontrar estas actividades.
  • Busque oportunidades para conversar con su estudiante sobre lo que lee y descubre. Ejemplos de preguntas que usted podría plantear: ¿Qué te llamó más la atención en lo que leíste hoy? ¿Hubo alguna oración o palabra que te resultó confusa? ¿Qué fue lo que más te sorprendió? ¿Qué crees que el autor estaba tratando de comunicar? ¿Estás de acuerdo con las ideas o descripciones del autor? ¿Qué conexiones puedes hacer entre lo que estás leyendo y tu propia vida u otros temas?
  • Escuche a su estudiante leer sus respuestas escritas o pídale que las comparta con un amigo o amiga por teléfono o mediante una aplicación de videollamada.
  • Visite con su estudiante la Biblioteca Amplify para encontrar libros de su interés que pueda leer con fluidez.
  • Recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

Descargar textos de la Biblioteca Amplify

Si no tiene acceso continuo a internet en su casa, le sugerimos que descargue los textos esenciales de la biblioteca de Amplify por adelantado. Siga estos pasos para descargar un texto:

  1. Navegue hasta el menú “Program & Apps» en la parte superior de su pantalla y desplácese hasta encontrar el icono «Library». Cuando lo seleccione, la biblioteca Amplify se abrirá en una nueva pestaña.

2. Si se le solicita, siga las instrucciones para configurar un pin para la biblioteca Amplify; de lo contrario, continúe con el siguiente paso.

3. En la esquina superior derecha de su pantalla, busque el libro que desea descargar. Por ejemplo: “The Secret of the Yellow Death: A True Story of Medical Sleuthing”.

4. Ahora ubique el botón de “Download” (descargar).

5. Una vez descargado, podrá acceder a este libro incluso cuando no tenga acceso a Internet.
Para acceder a los textos descargados:

  1. En la aplicación de la biblioteca de Amplify, abra el menú desplegable «My Library» (mi biblioteca) en la esquina superior izquierda.
  2. Seleccione “Downloaded” (descargados).
  3. Elija el texto que desea leer de entre todos los textos predescargados.

Vistazo general a los materiales

No todas las escuelas funcionan de la misma manera, pero es probable que los estudiantes que asisten a escuelas que cuentan con las versiones impresa y digital del programa, tengan los siguientes materiales impresos en casa: 

  • Libro del estudiante: Incluye todas las lecturas y actividades necesarias para la enseñanza a lo largo del año. Los estudiantes pueden leer las selecciones tanto en el formato digital como en la versión impresa y hacer apuntes en cualquiera de los dos. Las lecciones de la versión impresa del Libro del estudiante reflejan las lecciones digitales, pero han sido modificadas para que resulten tan eficaces como las digitales.
  • Cuadernos de escritura: En estos cuadernos, los estudiantes responden a las consignas de escritura y realizan otras tareas escritas.

En caso de que los estudiantes no tengan acceso a los dispositivos o a internet, pueden continuar llevando a cabo tareas clave de lectura y escritura empleando la versión impresa del Libro del estudiante y los Cuadernos de escritura.
El maestrotambién puede acceder a las Guías de novelas para los estudiantes e imprimir y enviar por correo hasta doce novelas que comúnmente forman parte del programa de enseñanza. Seis de estas novelas están disponibles en la Biblioteca Amplify y la mayoría de ellas se pueden encontrar en las bibliotecas públicas.

Un vistazo a las unidades

A continuación encontrará resúmenes de cada unidad en las que su estudiante trabajará en su grado durante el año. Junto a cada unidad hay una guía descargable que permite conocer más a detalle cuál es el contenido abarcado y cómo puede ayudar a su estudiante a comprender mejor los temas.

Unidad 6A

La narrativa de Dahl

Cada estudiante comienza con escritura narrativa para aumentar rápidamente su producción de escritura, aprender la destreza básica de enfoque y familiarizarse con los hábitos y rutinas clave del salón de clases que utilizarán todo el año. Luego, aplica su nueva capacidad de observación a entretenidas lecturas de la biografía de Roald Dahl, Boy, y aprende a trabajar de cerca con evidencias del texto.

Unidad 6B

Misterios e investigaciones

Cada estudiante lee con la atención propia de un investigador, embarcándose en un estudio del cautivante mundo del trabajo de detective en distintos géneros literarios. Al final de la unidad, el niño o la niña escribe una composición para explicar cuál es el rasgo más útil de un investigador en la resolución de problemas.

Unidad 6C

Colección acerca del chocolate

Los aztecas lo usaban como moneda, Robert Falcon Scott lo llevó a la Antártida, los nazis diseñaron con él una bomba para matar a Churchill. La historia del chocolate se remonta a 3,700 años en el pasado y está repleta de vicisitudes que la vuelven un tema de investigación gratificante. En esta unidad los y las estudiantes analizan documentos de primera fuente y conducen investigaciones independientes para entender mejor la extraña y maravillosa gama de roles que el chocolate ha desempeñado en el mundo a lo largo de los siglos.

Unidad 6D

Los griegos

Los mitos griegos nos ayudan a entender no solo la cultura griega antigua, sino también el mundo que nos rodea y la función que cumplimos en él. Partiendo de las rutinas y destrezas establecidas en las unidades anteriores, estas lecciones motivan a cada estudiante a dejar atrás el enfoque en una sola persona —él mismo o ella misma o un personaje— para contemplar cuestiones más amplias sobre el papel que las personas desempeñan en el mundo y en las comunidades donde residen.

Unidad 6E

El verano de las mariposas

Las tierras fronterizas de Estados Unidos y México son lugares poblados de leyendas, tanto verdaderas como ficticias. El verano de las mariposas, de Guadalupe García McCall, implanta una versión de la Odisea en este entorno, embarcando a cinco hermanas en una aventura que transcurre en un mundo de héroes y malhechores inspirado en mitos aztecas y leyendas latinoamericanas. La experiencia ayuda a las hermanas a aceptar la disolución del matrimonio de sus padres y a encontrar fortaleza renovada en su identidad de hermanas y en su conexión a un linaje azteca. En esta unidad, cada estudiante analiza el uso que McCall da a la estructura de una epopeya para crear una narración emocionante de aventuras, y cómo la autora hace uso de la narración para celebrar el poder femenino, su herencia latina y una definición más amplia de lo que es una familia. Cada estudiante también tiene oportunidad de comparar el viaje ficticio de las jóvenes a México con la descripción del viaje real de un jovencito a Estados Unidos.

Unidad 6F

Colección acerca del Titanic

Para aprender a diferenciar las fuentes primarias, secundarias y terciarias, determinar si una fuente dada es fiable y entender los usos éticos de la información, cada estudiante formula sus propias preguntas de investigación y busca las respuestas en internet. Asumirá así el papel de uno de los pasajeros o pasajeras de la lista de embarque del Titanic y considerará cuestiones de clase y género, a medida que investiga y escribe relatos desde el punto de vista de los viajeros.

Unidad 6F y unidad 6G

Comenzar a escribir un cuento

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido. Cada estudiante consigue una noción de propiedad sobre su propia escritura a medida que experimenta los diferentes impactos de sus decisiones autorales en oraciones, lenguaje, rasgos de personajes y giros de la trama.

Unidad 6F

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado y practica lo que el maestro y la maestra le asignará durante el año.

Unidad 7A

La narrativa y La joven del pañuelo rojo

En esta unidad se presenta la autobiografía sumamente cautivante de una joven cuya vida transcurre en China durante la Revolución Cultural. Cada estudiante aprende la historia y el contexto político de este periodo, enfocándose en el relato de alguien que vivió en la época de la revolución. A medida que cada estudiante recorre el camino de la protagonista en ese mundo convulsionado, puede apreciar los cambios que se produjeron en los sentimientos y motivaciones de la joven a lo largo del tiempo.

Unidad 7B

Carácter y conflicto

Leyendo Una pasa al sol y Inocentón, cada estudiante explora el tema de las personas que, al enfrentar adversidades, pueden infligir daño en quienes los rodean sin intención de hacerlo. Las dos narrativas se complementan para brindar a cada estudiante oportunidades de analizar las respuestas de los personajes al conflicto y el desarrollo de ideas del autor o la autora en una obra de ficción.

Unidad 7C

La ciencia del cerebro
¿Podrías sobrevivir después de que una vara de hierro te atravesara el cráneo? Phineas Gage lo hizo y su historia, escalofriante pero real, permite desarrollar la información de contexto y analizar otros textos informativos, incluyendo los contemporáneos El hombre que confundió a su mujer con un sombrero y el obviamente relevante La desmitificación del cerebro adolescente.

Unidad 7D

La poesía y Poe

Los textos de Poe siempre tienen mucho para observar, descifrar, comentar y… crisparnos los nervios. Dado que las cosas no siempre son lo que aparentan, cada estudiante usa las destrezas de lectura atenta para cuestionar si debería creer lo que el narrador de Poe les está contando.

Unidad 7E

Colección acerca de Frida y Diego

Los artistas más famosos y provocativos de México, Diego Rivera y Frida Kahlo, formaron una pareja extraordinaria que vivió en tiempos extraordinarios. Eran almas gemelas con personalidades totalmente opuestas. Las obras de Diego Rivera y Frida Kahlo y sus vidas multifacéticas ofrecen a cada estudiante un tema fértil y fascinante para examinar documentos de fuente primaria y conducir investigaciones independientes.

Unidad 7F

Colección acerca de La fiebre del oro

Cada estudiante elige entre una extensa colección de fuentes primarias y secundarias para aprender acerca de la amplia diversidad de personas que participaron en La fiebre del oro de California.

Unidad 7G

Escribir un cuento: nivel intermedio

En esta unidad cada estudiante puede poner en práctica sus destrezas de escritura creativa para aprender elementos de narración y desarrollo de personajes, y la importancia del lenguaje vívido.

Unidad 7

Gramática

En esta unidad cada estudiante completa instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se asegura de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8A

Perspectivas y narrativa
Esta unidad procura enseñar a cada estudiante a leer como un escritor o una escritora. Así, pone en práctica la destreza de prestar atención al oficio de la escritura: las decisiones que toma un buen escritor o escritora para darle forma a nuestra percepción de una escena o a nuestros sentimientos hacia un personaje, y para despertar nuestras emociones, sorprendernos o dejarnos pensando en lo que podría suceder después. Cada estudiante lee atentamente ejemplos de narrativas de no ficción, analiza las técnicas que usa cada autor para que sus textos evoquen emociones y practica la aplicación de estas técnicas en sus propios textos narrativos.

Unidad 8B

Libertad e igualdad
Analizamos las palabras de varios creadores —desde el poeta Walt Whitman hasta el abolicionista Frederick Douglass y el presidente Abraham Lincoln— para descubrir cómo sus escritos y obras contribuyeron a los cambios extremos de la organización social: un concepto totalmente nuevo de lo que significaba considerar a las personas “iguales”.

Unidad 8C

Ciencias y ciencia ficción
Cada estudiante leerá la obra Frankenstein de Gris Grimly, una novela gráfica que integra ilustraciones cautivantes en una versión abreviada de la edición de 1818 del libro de Mary Shelley. Combinadas con el texto de Shelley, las inquietantes —y a veces espeluznantes— representaciones de la criatura de Frankenstein diseñadas por Grimly impulsan a cada estudiante a contemplar algunos de los temas centrales del texto: el origen de la humanidad y la raíz del mal. Luego escribe un ensayo, en el cual, después de argumentar a favor de ambos lados de la cuestión, determina si en última instancia la criatura de Frankenstein debería considerarse humana.

Unidad 8D

Romeo y Julieta, de Shakespeare
Romeo y Julieta combina romance y acción, ofreciendo una amplia gama de temas y escenas que cada estudiante puede leer y representar actuando. Cada estudiante de nivel intermedio tiene la edad adecuada para identificarse con los sentimientos intensos de los amantes, y ha alcanzado la madurez suficiente como para analizar de forma crítica las decisiones que toman Romeo y Julieta.

Unidad 8E

El Holocausto: memoria y significado
Esta unidad usa una variedad de artículos, imágenes y videos de primera fuente, así como textos de no ficción literaria y no ficción gráfica, para estudiar los sucesos que hicieron posibles las atrocidades del Holocausto. Cada estudiante investiga cómo se generó y se empleó la propaganda para crear un ambiente político que llegó a corromper a toda una sociedad. Las Olimpiadas se observan a través de la lente de una campaña de propaganda internacional, al amparo de la cual los nazis comenzaron a eliminar de su cultura a las personas que no eran de lo que consideraban «raza aria». La sub unidad final examina los resultados de la doctrina nazi y su impacto en las víctimas y sobrevivientes judíos.

Unidad 8F

Colección acerca de La carrera espacial
Cada estudiante usa internet para poner a prueba sus destrezas de investigación y lectura atenta, y distingue entre fuentes fiables y fuentes no fiables.

En esta colección los estudiantes exploran documentos primarios y llevan a cabo investigación independiente para comprender mejor esta carrera espacial entre los dos superpoderes del planeta. La dramática historia de la carrera espacial ofrece a cada estudiante un generoso tema de investigación para explorar, mientras desarrollan destrezas de lectoescritura informativa, y aprenden cómo elaborar sus propias preguntas de investigación y exploran Internet en busca de respuestas.

Unidad 8

Gramática

En esta unidad cada estudiante completan instrucciones para seguir un aprendizaje autoguiado que el maestro o la maestra le asignará durante el año. Las sub unidades están organizadas por temas clave de gramática, de manera de que el maestro o la maestra pueda asignar el contenido que mejor se acomoda a las necesidades de sus estudiantes mientras se aseguran de que trabajen con temas clave de gramática apropiados para su grado.

Unidad 8G

Escribir un cuento: nivel avanzado

En esta unidad cada estudiante pueden poner en práctica sus destrezas de escritura creativa, para aprender elementos de narración y desarrollo de personajes. También aprende la importancia del lenguaje vívido para enganchar a sus lectores y atraerles al cuento.

Actividades adicionales

Quests:

Es posible que observe que su estudiante trabaja con sus compañeros en el mismo proyecto interactivo durante varios días, tratando de resolver un misterio o explicar un evento histórico. Eso es lo que sucede cuando un maestro asigna una misión: una exploración en profundidad de una semana de duración que requiere colaboración y profundiza el compromiso con textos y temas.

Aplicación de vocabulario:

La aplicación Vocab ayuda a los estudiantes a dominar el vocabulario a través de actividades similares a juegos que los desafían a pensar en morfología, analogías y sinónimos/antónimos, y a descifrar el significado a través del contexto.

Contacte con nosotros

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre Amplify ELA?

Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa.

Para obtener apoyo curricular adicional, comuníquese con el maestro de su estudiante.

¡El programa Boost Reading da la bienvenida a las familias!

Nos complace darle la bienvenida a usted y a su estudiante al Boost Reading Caregiver Hub en el nuevo año escolar. A continuación incluimos una serie de recursos y guías para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Boost Reading?

Boost Reading es un programa de aceleración y refuerzo en lectoescritura basado en la Ciencia de la lectura que usa tecnología adaptativa para proveer aprendizaje personalizado a estudiantes de K a 5.º grado. El apasionante mundo de Boost Reading se adapta a cada lector o lectora en particular. Su estudiante puede usar el programa durante las horas escolares y, de manera independiente, en casa.

¡Le damos la bienvenida a Boost Reading!

¿Cuál es mi rol?

Asegurarse de que su estudiante pueda iniciar sesión por cuenta propia

Recomendamos que los cuidadores ayuden a su estudiante a iniciar sesión en casa.

Tenga en cuenta que pueden iniciar sesión a través de Clever u otra plataforma. El maestro o la maestra de su estudiante también puede descargar e imprimir un código QR o un usuario y contraseña únicos que los estudiantes pueden usar para iniciar sesión. Contacte al maestro o la maestra si tiene dudas o no recibió la información para el inicio de sesión.

Sugerencias

  • Practique el inicio de sesión con su estudiante de manera regular hasta que él/ella pueda iniciar sesión por su propia cuenta.
  • ¡Mantenga la información de inicio de sesión en un solo lugar para que sepa adónde ir si la olvida!

Dar a los estudiantes tiempo y espacio para que jueguen de forma independiente

Prepare a su estudiante para usar Boost Reading en casa asegurándose de que tenga auriculares y un lugar tranquilo para jugar. Boost Reading está personalizado según las necesidades de cada estudiante, así que usted no necesitará ayudarle con su aprendizaje. Una vez que él/ella pueda iniciar sesión, podrá comenzar a usar el programa.

Algunos estudiantes comenzarán con una actividad de nivelación que ayuda al programa a asignarles el mejor contenido. Para garantizar la nivelación más precisa posible, es importante que los estudiantes realicen cada actividad de manera independiente ¡Siempre será útil animar a su estudiante a divertirse y a hacer su mejor esfuerzo!

Recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

¡Únase a la diversión!

Dentro del programa, cada estudiante tiene un compañero digital llamado Curioso. ¡Imprima las Páginas para colorear a Curioso para que su estudiante pueda decorar a su propio Curioso en papel!

Páginas para colorear a Curioso

Cómo obtener ayuda

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre Boost Reading?
Visite nuestra biblioteca de ayuda (disponible en inglés) para encontrar artículos con las respuestas a sus preguntas sobre el programa.

Si necesita ayuda adicional, comuníquese con el maestro o la maestra de su estudiante.

Preguntas frecuentes de los cuidadores

Como los estudiantes pueden usar Boost Reading durante la jornada escolar, recomendamos ponerse en contacto con el maestro o la maestra de su estudiante para determinar cuánto tiempo debería usar este programa en casa. Nuestra orientación general es la siguiente:

Boost Reading
Los estudiantes que usan Boost Reading en los grados K–3.º deberían jugar durante un total de 30–45 minutos por semana, repartidos en sesiones de 10–15 minutos cada una. Los estudiantes que usan Boost Reading en los grados 4.º y 5.º deberían jugar durante un total de 40–60 minutos por semana, repartidos en sesiones de 20–30 minutos cada una.

Boost Reading y Boost Lectura
Recomendamos que, tanto en Boost Reading como en Boost Lectura, los estudiantes deben aspirar a usar ambos programas durante aproximadamente 40 minutos por semana.

Si su estudiante tiene problemas con el contenido, Boost Reading se adaptará para proporcionarle apoyo e instrucciones adicionales dentro del juego. Por esta razón, no se recomienda que los cuidadores brinden ayuda. Aunque puede ser difícil no ofrecer ayuda a su estudiante, el programa fue diseñado cuidadosamente para proporcionar el nivel de apoyo que cada estudiante necesita para avanzar.

¡El programa de Amplify CKLA da la bienvenida a las familias!

Nos complace dar la bienvenida a usted y a su estudiante al programa CKLA en el nuevo año escolar y brindar a su estudiante excelentes oportunidades educativas a través de nuestro programa. A continuación incluimos una serie de recursos y guías útiles para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Amplify CKLA?

CKLA, o Conocimientos esenciales de Artes del Lenguaje de Amplify, es un programa de lenguaje para los grados PreK a 5 que combina un enfoque multisensorial de la fonética con textos enriquecidos y cuidadosamente secuenciados para desarrollar conocimientos sobre los contenidos. De esta manera, los estudiantes aprenden a leer y leen para aprender.

Todos los días, los estudiantes de los grados PreK a 2 completan una lección que les permite desarrollar sus destrezas básicas de lectura y otra lección que refuerza los conocimientos previos. En los grados 3 a 5, los estudiantes comienzan a dominar las destrezas de lectura y continúan ampliando su mundo.

Primeros pasos

Cómo apoyar a su niño/a en casa:

  • Si es posible, lea con su niño o niña a diario. Aun 15 minutos de lectura compartida todos los días pueden producir grandes resultados.
  • Pueden leer secciones del texto en voz alta y de forma conjunta. Si su niño o niña tiene dificultad para leer, intente leerle el texto con expresividad y pídale que se lo lea a usted después.
  • Como práctica adicional, mire las grabaciones de lectura en voz alta de los grados K a 2, o pida a su estudiante de grado 3 a 5 que use la aplicación de Vocabulario.
  • Busque oportunidades para conversar sobre lo que lee y descubre. Ejemplos de preguntas que usted podría hacerle: ¿Qué te llamó más la atención en lo que leíste hoy? ¿Hubo alguna oración o palabra que te resultó confusa? ¿Qué conclusiones sacaste de este pasaje del autor o la autora? ¿Qué crees que el autor o la autora estaba tratando de comunicar? ¿Estás de acuerdo con las ideas o descripciones del autor o la autora? ¿Qué conexiones puedes hacer entre lo que estás leyendo y tu propia vida u otros temas?
  • Escuche a su niño o niña leer sus respuestas escritas o pídale que las comparta con un amigo o una amiga en una videollamada.
  • En esta página encontrará material para ayudar a su estudiante a desarrollar destrezas básicas, como Refuerzo de las destrezas básicas y Las destrezas en casa.
  • Recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

Inicio de sesión

Una vez que el estudiante inicia sesión, el sistema mostrará automáticamente solo los contenidos del grado correspondiente.

Estudiantes de los grados K a 2

Los estudiantes de los grados K a 2 podrán iniciar sesión con las Credenciales Compartidas que proporcionó el maestro/la maestra.

Cada estudiante ingresa en su dispositivo a learning.amplify.com.

Se hace clic en Log in y luego se introducen las credenciales de inicio de sesión o se hace clic en «Scan QR code» para iniciar sesión con un código QR. Los estudiantes ingresarán a su página de inicio, ¡donde podrán cambiar su avatar y hacer clic en un emoji para definir su estado de ánimo del día! En la página de inicio del estudiante habrá un vínculo de acceso rápido al Hub.

Nota: Los inicios de sesión compartidos son una forma de iniciar sesión en los programas digitales de Amplify para los estudiantes de los grados K a 2 de Amplify CKLA y los estudiantes que aún no han sido matriculados por su escuela o distrito. Hay un inicio de sesión compartido para los estudiantes en cada programa.

Estudiantes de los grados 3 a 5

Ir a learning.amplify.com.

Se hace clic en Log in y luego se introducen las credenciales de inicio de sesión o se hace clic en Scan QR code para iniciar sesión con un código QR. Los estudiantes ingresarán a su página de inicio, donde podrán cambiar su avatar y hacer clic en un emoji para definir su estado de ánimo del día. En la página de inicio del estudiante habrá un vínculo de acceso rápido al Hub.

Nota: Los estudiantes deben estar matriculados y tener una licencia adecuada.

Vistazo general a los materiales

Su niño o niña puede acceder al currículo digital de Amplify CKLA en casa si no puede asistir a la escuela y si tiene acceso a internet. El maestro o la maestra le dará los datos para iniciar sesión.

Libros de lectura

Estos libros de lectura han sido específicamente diseñados para que los estudiantes practiquen de manera intensiva mientras leen cuentos sencillos, pero auténticos.

En los grados K a 2, estos libros de lectura son libros de capítulos que permiten a su estudiante practicar los sonidos que acaba de aprender, aplicándolos a una experiencia de lectura auténtica que incorpora tramas convincentes y personajes interesantes.

En los grados 3 a 5, los lectores desarrollan destrezas de lectura atenta y otras destrezas de alfabetización mediante una selección de textos literarios e informativos diversos y de contenido variado.

Amplify CKLA tiene traducciones al español de lectores selectos de CKLA para los grados 3 a 5 únicamente, y están disponibles digitalmente en la Biblioteca de Amplify Hub.

Libros de actividades

En estas páginas de actividades, que son parte de las lecciones diarias, los estudiantes responden al texto que han leído, aplicando sus destrezas y conocimientos. Las páginas también incluyen evaluaciones que permiten seguir el desarrollo de las destrezas del o la estudiante. El maestro o la maestra tiene acceso a estas evaluaciones.

CKLA Hub para estudiantes

Los estudiantes acceden e interactúan con recursos multimedia en el CKLA Hub. Los estudiantes pueden emplear estos recursos digitales de forma independiente desde cualquier lugar, aprovechando por completo las experiencias educativas con multimedia que Amplify CKLA ofrece. Es compatible con laptops, Chromebooks, tabletas y computadoras de escritorio; incluso lo hemos optimizado para dispositivos móviles.

Videos de desarrollo de los conocimientos para los grados K a 2

Cada componente de Conocimiento comienza con un video de Desarrollo del Conocimiento: un cuento corto, entretenido y animado que enriquece la lección y motiva a los estudiantes con personajes, lugares y conceptos nuevos.

Biblioteca de sonidos para los grados K a 2

La Biblioteca de sonidos incluye sonidos grabados, canciones pegadizas y videos animados de articulación para ayudar a los estudiantes a aprender y dominar los sonidos.

Aplicación de vocabulario para los grados 3 a 5

La aplicación de vocabulario fue diseñada para practicar de forma independiente el vocabulario. Los estudiantes pueden usarla en actividades similares a juegos, las cuales presentan retos para fomentar su aprendizaje.

Grabaciones de lectura diaria en voz alta

El maestro o la maestra, así como cada estudiante, tendrán acceso a grabaciones en video de todas las lecturas en voz alta de los conocimientos de los grados K a 2 con ilustraciones de los Rotafolios.

Quests

Cada uno de los grados 3 a 5 contiene un componente llamado Core Quest. En estas unidades especiales, todas las reglas habituales del salón de clases cambian y cada estudiante practica el lenguaje de maneras inesperadas. Por ejemplo, en el grado 5, aprenden a disfrutar del complejo lenguaje empleado por Shakespeare en “Sueño de una noche de verano” mediante imágenes, lectura atenta y actuación.

Resúmenes de unidades

A continuación se presentan descripciones generales rápidas de las unidades (en inglés) en las que trabajarán sus estudiantes en su grado durante todo el año. Al lado de cada unidad hay guías descargables que brindan una visión más profunda del contenido cubierto y cómo puede ayudar a sus estudiantes a mejorar su comprensión de los temas.

Contacte con nosotros

¡Estamos aquí para ayudarle!

¿Tiene alguna pregunta sobre Amplify CKLA?

Visite nuestra biblioteca de ayuda (en inglés) para buscar artículos con respuestas a sus preguntas sobre el programa.

Para obtener apoyo curricular adicional, comuníquese con el maestro de su estudiante.

¡El programa de Amplify Science da la bienvenida a las familias!

Nos complace darle la bienvenida a usted y a su estudiante al programa de Ciencias en el nuevo año escolar y brindar a su estudiante excelentes oportunidades educativas a través de nuestro programa.  A continuación incluimos una serie de recursos y guías útiles para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Amplify Science?

Amplify Science es un currículo escolar estimulante para los grados K–8 que fue diseñado por expertos del Lawrence Hall of Science de UC Berkeley. A medida que usted explore el programa, notará que es diferente de cualquier otro currículo de ciencias que haya visto. Esto se debe a que en los últimos años, la enseñanza de las ciencias ha ido alejándose de las lecciones centradas en datos, tales como aquellas que requieren memorización, y actualmente favorece una modalidad enfocada en el aprendizaje en profundidad con actividades de investigación y resolución de problemas de la vida real. Este cambio en la enseñanza y el aprendizaje de ciencias está reflejado en los nuevos estándares nacionales de ciencias (Estándares de Ciencias para la Próxima Generación) y, como se lo imagina, en Amplify Science.

Para comenzar

Si bien las lecciones de Amplify Science fueron diseñadas para su uso en el salón de clases con un grupo de alumnos, hay algunas actividades que los estudiantes pueden hacer en casa con su apoyo. Antes de dar inicio a dichas actividades, recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

Resumen de los recursos

Amplify Science integra las mejores técnicas de enseñanza y aprendizaje de ciencias. Los estudiantes tendrán numerosas oportunidades de usar materiales para el aprendizaje práctico, participar en lecturas, redactar argumentos científicos respaldados por evidencia y explorar aplicaciones digitales.

Mire el siguiente video para ver una presentación breve del enfoque y la estructura del programa Amplify Science.

Una alianza poderosa

Amplify Science es el resultado del trabajo colaborativo de expertos en la enseñanza de ciencias de Amplify y del Lawrence Hall of Science (LHS) de UC Berkeley. El equipo de expertos en ciencias, matemáticas, ingeniería y lectoescritura de LHS desarrolló el contenido del programa, mientras que el equipo de diseñadores e ingenieros de Amplify creó las herramientas y componentes que dan vida a las lecciones.

Haciendo clic aquí verá más información sobre el Lawrence Hall of Science.

Explore los recursos del nivel escolar correspondiente

Sepa dónde encontrar ayuda

¡Nuestro compromiso es brindarle ayuda!

¿Tiene alguna pregunta sobre Amplify Science?

Ingrese a nuestra biblioteca de ayuda para encontrar artículos con las respuestas a sus preguntas sobre el programa. Si necesita ayuda adicional con el currículo, comuníquese con el maestro o la maestra de su estudiante.

Amplify ELA Community Review Site

Welcome to the Amplify ELA community review site for Idaho Falls School District. This site is designed to help you learn about Amplify ELA—a core English Language Arts curriculum for Grade 6.

Your district leaders want to hear from you! Please share your thoughts by completing this district survey.

Looking for Grades K–5 materials? Click here.

What is Amplify ELA?

Amplify ELA helps kids in grades 6–8 read and understand complex texts that encourage them to grapple with interesting ideas and find relevance for themselves. Amplify ELA is a blended program that includes both digital and print materials, as well as a print-only version. Students using Amplify ELA read text passages closely, interpret what they find, discuss their thinking with peers, and develop their ideas in writing. The lesson structure is easy to follow, but flexible enough to allow for a variety of learning experiences and varied enough to keep students engaged. 

Features include:

  • Functionality that allows individual students to work at their own level while also being challenged appropriately.
  • Built-in tools that allow teachers to track and respond to student work.
  • The digital Amplify Library, which contains more than 700 downloadable full-length fiction and nonfiction books.
  • The Vocab App, which uses game-like activities to help students master keywords from the program’s texts. (Students using print materials will see keywords highlighted).
  • Independent writing assignments called Solos, available on mobile devices.

Unit Overviews

Students begin with narrative writing to quickly boost their writing production, learn the foundational skill of focus, and become comfortable with key classroom habits and routines they will use all year. Students then apply their new observational focus to some lively readings from Roald Dahl’s memoir Boy and learn how to work closely with textual evidence.

Unit 6A: Dahl & Narrative Caregiver Letter

Students read like an investigator to embark on a multi-genre study of the mesmerizing world of scientific and investigative sleuthing. At the end of the unit, students write an essay explaining which trait is most useful to problem-solving investigators.

Unit 6B: Mysteries & Investigations Caregiver Letter

The Aztecs used it as currency. Robert Falcon Scott took it to the Antarctic. The Nazis made it into a bomb designed to kill Churchill. The 3,700-year-long history of chocolate is full of twists and turns, making it a rich and rewarding research topic. In this unit, students explore primary source documents and conduct independent research to better understand the strange and wonderful range of roles that chocolate has played for centuries around the world.

Unit 6C: The Chocolate Collection Caregiver Letter

Greek myths help us understand not only ancient Greek culture, but also the world around us and our role in it. Drawing on the routines and skills established in previous units, these lessons ask students to move from considering the state of a single person—themselves or a character—to contemplating broader questions concerning the role people play in the world and the communities they inhabit within it.

Unit 6D: The Greeks Caregiver Letter

The borderlands between the United States and Mexico are the place of legends, both true and fictional. Summer of the Mariposas, by Guadalupe Garcia McCall, plants a retelling of the Odyssey into this setting, launching five sisters on an adventure into a world of heroes and evildoers derived from Aztec myths and Latinx legends. On the journey, the sisters reconcile the dissolution of their parent’s marriage and find new strength in their identity and connection to Aztec lineage. Students consider how McCall uses the structure of the hero’s journey to celebrate women, heritage, and a broad definition of family. Students also have the opportunity to compare these characters’ fictional journey into Mexico to a description of one boy’s true journey into the United States.

Unit 6E: Summer of the Mariposas Caregiver Letter

In this research unit, students learn to tell the difference between primary, secondary, and tertiary sources; determine if a given source is reliable; and understand the ethical uses of information. Students then construct their own research questions and explore the internet for answers. They also take on the role of a passenger from the Titanic‘s manifest to consider gender and class issues as they research and write narrative accounts from the point of view of their passenger.

Unit 6F: The Titanic Collection Caregiver Letter

In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.

Unit 6G: Beginning Story Writing Caregiver Letter

In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.

Grade 6: Grammar Caregiver Letter

Materials overview

Amplify ELA is a blended program, which means your student will be interacting with both print and digital materials.

Print materials

Student Edition

Includes all of the readings and activities necessary for instruction throughout the year. Students can read the selections both digitally and in print throughout the year, annotating in either format. The lessons in the print Student Edition reflect each digital lesson, but have been modified to work effectively in print.

Writing Journals

Where students respond to Writing Prompts and complete other written assignments.

Novel Guides

Teachers can also access, print, and mail student Novel Guides for up to 12 commonly taught novels. Six of these novels are available in the Amplify Library, and most should be available in a public library.

Digital materials

Quests

You may notice your student working with peers on the same interactive project over several days, trying to solve a mystery or explain a historical event. That’s what happens when a teacher assigns a Quest: an in-depth week-long exploration that requires collaboration and deepens engagement with texts and topics.

Vocab App

The Vocab App helps students master vocabulary words through game-like activities that challenge them to think through morphology, analogy, and synonyms/antonyms, and to decipher meaning through context.

Support your child at home

How you can support the child in your care

  • If possible, read with your student daily; even 15 minutes of reading together each day can make a huge impact. You can read aloud sections of the text together—many middle grade students enjoy performing sections of dialogue by taking on the role of a character in a play, or adding some dramatic flair to a poem with which they are working. If your student struggles with reading aloud, you might try reading the text to them with expression, then having them read it back to you. For additional practice, there are an array of fluency activities in the program’s Flex Days. Ask your student to help you find this activity.
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues?
  • Listen to your student read their written responses or have them share with a friend over the phone or video chat. 
  • Browse the Amplify Library with your student to find books they’ll enjoy and be able to read fluently and independently.
  • Review this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Program access

Before accessing the program, watch the below video to learn even more about Amplify ELA! Then scroll down and follow the login instructions provided.

Take a closer look at the program with the Idaho Falls Community demo account! Follow these simple instructions to access our program digitally.

  • Click the ELA Digital Platform button.
  • Select Log in with Amplify.
  • Enter this username: t1.ifela6@demo.tryamplify.net
  • Enter this password: Amplify1-ifela6
  • Select any unit to explore.

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Amplify CKLA Community Review Site

Welcome to the Amplify CKLA community review site for Idaho Falls School District. This site is designed to help you learn about Amplify CKLA—a core English Language Arts curriculum for Grades K–5.

Your district leaders want to hear from you! Please share your thoughts by completing this district survey.

Looking for 6th grade material? Click here.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a core English language arts program for Grades K-5 that combines phonics with rich texts designed to build content knowledge—so that students learn to read and read to learn at the same time. It is also a blended program, which means your student will be interacting with both print and digital materials.

  • In Grades K–2, students complete one full lesson each day that builds foundational reading skills, as well as one full lesson that builds background knowledge.
  • In Grades 3–5, foundational reading skills and background knowledge are taught together through one integrated lesson each day.

Looking for 6th grade material? Click here.

There’s no better way to understand the power of Amplify CKLA than seeing it in action. Watch Ms. Lehman’s second-graders in the video below as they learn how to decode and spell words with the long /ā/ sound.

What do students learn?

Amplify CKLA is an evidence-based program built on research about how students learn to read. This collection of research is often referred to as the Science of Reading or The Simple View of Reading. It tells us that:

  • Students learn to read best when they are taught foundational reading skills (like phonics) and comprehension skills (like vocabulary and background knowledge) at the same time. That’s why Amplify includes a combination of skills and concepts in every unit.
  • The more students know about a particular topic, the better they are able to comprehend what they read. That’s why Amplify CKLA incorporates rich stories, texts, and articles about a variety of topics throughout the program.

Because students learn so much with Amplify CKLA, it can be hard to review it all at once. To make it easier for you to review the program, we’ve provided links to a variety of resources below, including unit overviews and text lists by grade.

Important note:
Amplify believes in empowering teachers to make the best instructional decisions for their students. For that reason, we include a variety of optional materials for teachers to use at their own discretion. For example: Trade Books are an optional tool that teachers can choose to use to extend a lesson. These books do not come with the program and only serve as a suggestion to assist teachers in finding additional material that ties to the unit topic.

Print materials

Student Readers

These readers are uniquely designed to provide intensive practice while reading simple but authentic stories. All readers are also available as ebooks and audiobooks on the teacher resource site.

In grades K-2, these readers are chapter books that allow students to practice just-learned sound-spellings within an authentic reading experience that incorporates compelling plots and interesting characters.

In grades 3-5, readers develop close reading and other literacy skills through a selection of diverse, content-rich literary and informational texts.

Student Activity Books

Part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments that track students’ skills development, to which teachers have access.

Digital materials

We are excited to announce that students will be able to access multimedia resources and engage in a new digital experience on the CKLA Hub. Unlike ever before, students can access digital resources independently from anywhere, taking full advantage of the instructional multimedia experiences that Amplify CKLA has to offer. Students can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s compatible with laptops, Chromebooks, tablets, and desktops—we’ve also optimized it for mobile devices.

Knowledge Builder videos for grades K–2

Each Knowledge Domain starts with a Knowledge Builder video: a short, fun, animated story that enriches the lesson and motivates students with new characters, places, and concepts.

Recorded daily read-alouds for grades K–2

Teachers and students will have access to video recordings of all K–2 Knowledge Read-Alouds with pictures from the Flip Books.

Sound Library for grades K-2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

Foundational Skills Boost for grades 1–3

Designed for grades 1–3, these video-based, self-guided lessons target critical foundational skills from the previous year’s instruction in order to fill in any gaps. They offer approximately nine weeks of instruction organized as daily lessons, with additional teacher-led small-group activities and family resources.

Vocab App for grades 3-5

The Vocabulary App is designed for independent practice with vocabulary. Students can use the Vocabulary App for game-like activities that challenge them.

Quests for grades 3–5

Each of the grade levels in 3–5 contains a Core Quest. In these special units, all the normal rules of the classroom change, and students engage with language in surprising new ways. For example, in grade 5, they learn to love the dense Shakespearian language of A Midsummer Night’s Dream through imagery, close reading, and performance.

Support your child at home

Read and talk at home

  • If possible, read with your child daily; even 15 minutes of reading together each day can make a huge impact. 
  • You can read sections of the text aloud together. If your child struggles, you might try reading the text to them with expression, and then have them read it aloud back to you. 
  • For additional practice, watch the recorded read-alouds with your K-2 student or have your grade 3-5 student use the Vocabulary App. 
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues?
  • Listen to your child read their written responses or have them share with a friend over video chat. 
  • We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Skills practice at home

We’ve developed a set of resources for families to use with their students that includes instructions and materials to teach and practice grade-level phonics at home. Resources include sound videos, Readers, and a how-to video with editable instructions that family members can customize to meet individual student needs.

Program access

Before accessing the program, watch the below video to learn even more about Amplify CKLA! Then scroll down and follow the login instructions provided.

Take a closer look at the program with the Idaho Falls Community demo account! Follow these simple instructions to access our program digitally.

  • Click the CKLA Teacher Resource Site button.
  • Select Log in with Amplify.
  • Enter this username: t1.ifckla@demo.tryamplify.net
  • Enter this password: Amplify1-ifckla
  • Select the desired grade level.

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Puyallup families, welcome to Amplify CKLA!

Welcome to the Amplify CKLA Caregiver Hub for Puyallup School District. This site is designed to help you learn about Amplify CKLA—a core English Language Arts curriculum.

We want to hear from you! Please share your thoughts by completing this district survey.

Illustration showing a man with a tree, colorful abstract shapes, and various scientific and nature-related icons including a laboratory setup, an animal skeleton, and marine life.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a language arts program for Grades PreK-5 that combines a multi-sensory approach to phonics with rich texts carefully sequenced to build content knowledge—so that students learn to read and read to learn at the same time. 

Every day in Grades PreK–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge. In Grades 3–5, students start to master the skills of reading, further opening up their worlds.

Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

CKLA in Action

There’s no better way to understand the power of Amplify CKLA than seeing it in action. Watch Ms. Lehman’s second graders in the video below as they learn how to decode and spell words with the long /ā/ sound.

Unit Overviews

Below are quick overviews of the units your student will be working through in their grade throughout the year. Next to each unit are downloadable guides which provide a more in-depth look at the content covered and how you can help your student advance their understanding of the topics.

Materials overview

Amplify CKLA is a blended program, which means your student will be interacting with both print and digital materials.

Print materials

Student Readers

These readers are uniquely designed to provide intensive practice while reading simple but authentic stories. All readers are also available as ebooks and audiobooks on the teacher resource site, which caregivers can now access.

In grades K-2, these readers are chapter books that allow students to practice just-learned sound-spellings within an authentic reading experience that incorporates compelling plots and interesting characters.

In grades 3-5, readers develop close reading and other literacy skills through a selection of diverse, content-rich literary and informational texts.

A collage of kindergarten-level reading books titled Kit and Seth, with illustrated pages showing children, plants, and scenes of reading and eating grapes and cake.
Grade 1 reading materials featuring illustrated children, a Snapshots cover, two open storybooks showing kids and activities, and a page about a holiday with text and drawings.
Open educational book for grade 2, showing illustrations and text about a chicken nugget story and the war of 1812.

Student Activity Books

Part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments that track students’ skills development, to which teachers have access.

Two illustrated pages titled Knowledge 1-6 and Knowledge 7-12, each showing colorful scenes representing different educational topics in numbered circles.

Digital materials

CKLA Hub for grades K–5

We are excited to announce that students will be able to access multimedia resources and engage in a new digital experience on the CKLA Hub. Unlike ever before, students can access digital resources independently from anywhere, taking full advantage of the instructional multimedia experiences that Amplify CKLA has to offer. Students can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s compatible with laptops, Chromebooks, tablets, and desktops—we’ve also optimized it for mobile devices.

Knowledge Builder videos for grades K–2

Each Knowledge Domain starts with a Knowledge Builder video: a short, fun, animated story that enriches the lesson and motivates students with new characters, places, and concepts.

A cartoon scientist stands next to a sparking robot in a laboratory, displayed on a laptop screen with purple-themed laboratory equipment in the background.

Recorded daily read-alouds for grades K–2

Teachers and students will have access to video recordings of all K–2 Knowledge Read-Alouds with pictures from the Flip Books.

Cover image for Cycles in Nature by Amplify CKLA. Features illustrations of a dinosaur, plant, wagon, book, fish, cat on desk, and various nature-related items against a pink background.

Sound Library for grades K-2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

A webpage titled Sound Library displays search bar and sound cards for different phonemes, each with example words and buttons for sound, video, and song.

Foundational Skills Boost for grades 1–3

Designed for grades 1–3, these video-based, self-guided lessons target critical foundational skills from the previous year’s instruction in order to fill in any gaps. They offer approximately nine weeks of instruction organized as daily lessons, with additional teacher-led small-group activities and family resources.

A chocolate chip cookie in a glass of milk, a person speaking, a speech bubble saying Let's say it together!, and two illustrated eyes on a green background.

Vocab App for grades 3-5

The Vocabulary App is designed for independent practice with vocabulary. Students can use the Vocabulary App for game-like activities that challenge them.

Screenshot of the Amplify Vocab App webpage, showing interactive vocabulary tools for students in grades 3-5, with a Launch App button and navigation menu at the top.

Quests for grades 3–5

Each of the grade levels in 3–5 contains a Core Quest. In these special units, all the normal rules of the classroom change, and students engage with language in surprising new ways. For example, in grade 5, they learn to love the dense Shakespearian language of A Midsummer Night’s Dream through imagery, close reading, and performance.

A collage showing illustrated cards of Titania, Puck, and Athens, a lesson on performing Shakespeare, and two photos of actors performing on stage.

Support your child at home

Read and talk at home

  • If possible, read with your child daily; even 15 minutes of reading together each day can make a huge impact. 
  • You can read sections of the text aloud together. If your child struggles, you might try reading the text to them with expression, and then have them read it aloud back to you. 
  • For additional practice, watch the recorded read-alouds with your K-2 student or have your grade 3-5 student use the Vocabulary App. 
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues?
  • Listen to your child read their written responses or have them share with a friend over video chat. 
  • We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Skills practice at home

We’ve developed a set of resources for caregivers to use with their students that includes instructions and materials to teach and practice grade-level phonics at home. Resources include sound videos, Readers, and a how-to video with editable instructions that caregivers can customize to meet individual student needs.

Parent and child at home working on sofa

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Northshore families, welcome to Amplify CKLA!

Welcome to the Amplify CKLA Caregiver hub for Northshore School District. We are here to support you and your child with all things Amplify!

CKLA in Action

There’s no better way to understand the power of Amplify CKLA than seeing it in action. Watch Ms. Lehman’s second graders in the video below as they learn how to decode and spell words with the long /ā/ sound.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a language arts program for Grades PreK-5 that combines a multi-sensory approach to phonics with rich texts carefully sequenced to build content knowledge—so that students learn to read and read to learn at the same time. 

Every day in Grades PreK–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge. In Grades 3–5, students start to master the skills of reading, further opening up their worlds.

Equitable Spanish instruction

Our equivalent Spanish language arts program, Amplify Caminos, ensures our native Spanish-speaking students are equally inspired to become confident readers, writers, and thinkers.

Like Amplify CKLA, Amplify Caminos is designed to spark curiosity through content-rich instruction. Amplify Caminos features complex interactive Read-Alouds and authentic Spanish literature to develop reading and writing skills and build bridges across Spanish and English.

Most importantly, Amplify Caminos is more than just a translation. It includes transadaptations and authentic texts written by Latin American and Spanish authors across a diversity of topics and genres.

Unit Overviews

Below are quick overviews of the units your student will be working through in their grade throughout the year. Next to each unit are downloadable guides which provide a more in-depth look at the content covered and how you can help your student advance their understanding of the topics.

Materials overview

Amplify CKLA is a blended program, which means your student will be interacting with both print and digital materials.

Print materials

Student Readers

These readers are uniquely designed to provide intensive practice while reading simple but authentic stories. All readers are also available as ebooks and audiobooks on the teacher resource site, which caregivers can now access.

In grades K-2, these readers are chapter books that allow students to practice just-learned sound-spellings within an authentic reading experience that incorporates compelling plots and interesting characters.

In grades 3-5, readers develop close reading and other literacy skills through a selection of diverse, content-rich literary and informational texts.

Student Activity Books

Part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments that track students’ skills development, to which teachers have access.

Digital materials

CKLA Hub for grades K–5

We are excited to announce that students will be able to access multimedia resources and engage in a new digital experience on the CKLA Hub. Unlike ever before, students can access digital resources independently from anywhere, taking full advantage of the instructional multimedia experiences that Amplify CKLA has to offer. Students can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s compatible with laptops, Chromebooks, tablets, and desktops—we’ve also optimized it for mobile devices.

Knowledge Builder videos for grades K–2

Each Knowledge Domain starts with a Knowledge Builder video: a short, fun, animated story that enriches the lesson and motivates students with new characters, places, and concepts.

Recorded daily read-alouds for grades K–2

Teachers and students will have access to video recordings of all K–2 Knowledge Read-Alouds with pictures from the Flip Books.

Sound Library for grades K-2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

Foundational Skills Boost for grades 1–3

Designed for grades 1–3, these video-based, self-guided lessons target critical foundational skills from the previous year’s instruction in order to fill in any gaps. They offer approximately nine weeks of instruction organized as daily lessons, with additional teacher-led small-group activities and family resources.

Vocab App for grades 3-5

The Vocabulary App is designed for independent practice with vocabulary. Students can use the Vocabulary App for game-like activities that challenge them.

Quests for grades 3–5

Each of the grade levels in 3–5 contains a Core Quest. In these special units, all the normal rules of the classroom change, and students engage with language in surprising new ways. For example, in grade 5, they learn to love the dense Shakespearian language of A Midsummer Night’s Dream through imagery, close reading, and performance.

Support your child at home

Read and talk at home

  • If possible, read with your child daily; even 15 minutes of reading together each day can make a huge impact. 
  • You can read sections of the text aloud together. If your child struggles, you might try reading the text to them with expression, and then have them read it aloud back to you. 
  • For additional practice, watch the recorded read-alouds with your K-2 student or have your grade 3-5 student use the Vocabulary App. 
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues?
  • Listen to your child read their written responses or have them share with a friend over video chat. 
  • We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Skills practice at home

We’ve developed a set of resources for caregivers to use with their students that includes instructions and materials to teach and practice grade-level phonics at home. Resources include sound videos, Readers, and a how-to video with editable instructions that caregivers can customize to meet individual student needs.

Explore the program

Watch the below video to learn even more about Amplify CKLA!

Take a closer look at the program with our demo account! Follow these simple instructions to access our program digitally.

  • Click the CKLA Teacher Resource Site button.
  • Select Log in with Amplify.
  • Enter this username: t1.northshoreckla@demo.tryamplify.net
  • Enter this password: Amplify1-northshoreckla
  • Select the desired grade level.

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Amplify CKLA Review Site for Bonneville Joint School District #93

Welcome to the Amplify CKLA community review site for Bonneville Joint School District #93. This site is designed to help you learn about Amplify CKLA—a core English Language Arts curriculum.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a core English language arts program for Grades K-5 that combines phonics with rich texts designed to build content knowledge—so that students learn to read and read to learn at the same time. It is also a blended program, which means your student will be interacting with both print and digital materials.

  • In Grades K–2, students complete one full lesson each day that builds foundational reading skills, as well as one full lesson that builds background knowledge.

There’s no better way to understand the power of Amplify CKLA than seeing it in action. Watch Ms. Lehman’s second-graders in the video below as they learn how to decode and spell words with the long /ā/ sound.

What do students learn?

Amplify CKLA is an evidence-based program built on research about how students learn to read. This collection of research is often referred to as the Science of Reading or The Simple View of Reading. It tells us that:

  • Students learn to read best when they are taught foundational reading skills (like phonics) and comprehension skills (like vocabulary and background knowledge) at the same time. That’s why Amplify includes a combination of skills and concepts in every unit.
  • The more students know about a particular topic, the better they are able to comprehend what they read. That’s why Amplify CKLA incorporates rich stories, texts, and articles about a variety of topics throughout the program.

Because students learn so much with Amplify CKLA, it can be hard to review it all at once. To make it easier for you to review the program, we’ve provided links to a variety of resources below, including unit overviews and text lists by grade.

Print materials

Student Readers

These readers are uniquely designed to provide intensive practice while reading simple but authentic stories. All readers are also available as ebooks and audiobooks on the teacher resource site.

In grades K-2, these readers are chapter books that allow students to practice just-learned sound-spellings within an authentic reading experience that incorporates compelling plots and interesting characters.

Student Activity Books

Part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments that track students’ skills development, to which teachers have access.

Digital materials

We are excited to announce that students will be able to access multimedia resources and engage in a new digital experience on the CKLA Hub. Unlike ever before, students can access digital resources independently from anywhere, taking full advantage of the instructional multimedia experiences that Amplify CKLA has to offer. Students can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s compatible with laptops, Chromebooks, tablets, and desktops—we’ve also optimized it for mobile devices.

Knowledge Builder videos for grades K–2

Each Knowledge Domain starts with a Knowledge Builder video: a short, fun, animated story that enriches the lesson and motivates students with new characters, places, and concepts.

Recorded daily read-alouds for grades K–2

Teachers and students will have access to video recordings of all K–2 Knowledge Read-Alouds with pictures from the Flip Books.

Sound Library for grades K-2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

Foundational Skills Boost for grades 1–3

Designed for grades 1–3, these video-based, self-guided lessons target critical foundational skills from the previous year’s instruction in order to fill in any gaps. They offer approximately nine weeks of instruction organized as daily lessons, with additional teacher-led small-group activities and family resources.

Support your child at home

Read and talk at home

  • If possible, read with your child daily; even 15 minutes of reading together each day can make a huge impact. 
  • You can read sections of the text aloud together. If your child struggles, you might try reading the text to them with expression, and then have them read it aloud back to you. 
  • For additional practice, watch the recorded read-alouds with your K-2 student. 
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues?
  • Listen to your child read their written responses or have them share with a friend over video chat. 
  • We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Skills practice at home

We’ve developed a set of resources for families to use with their students that includes instructions and materials to teach and practice grade-level phonics at home. Resources include sound videos, Readers, and a how-to video with editable instructions that family members can customize to meet individual student needs.

Program access

Watch the below video to learn even more about Amplify CKLA digital!

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Welcome, Boost Reading families!

To view this protected page, enter the password below:



What is mCLASS?

An assessment and instruction system that helps measure your child’s literacy and math development, mCLASS highlights what reading and math skills your child already knows and shares where they may need additional support.

The program also provides teachers with instructional reading activities for each student based on their assessment score, enabling educators to deliver targeted guidance on specific skills students may need support with.

Getting started

Ways to support your child

Home Connect

The mCLASS Home Connect® website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to support students. Our mCLASS caregiver letters in English and Spanish ensure that families know how to best support their child.

Caregiver-assisted math activities

For at-home learning, mCLASS offers a number of activities families can use to support the student(s) in their care, including caregiver-assisted math activities to help reinforce and practice skills at home.

We recommend reviewing this “Protecting Kids Online” article by the Federal Trade Commission addressing digital safety.

Screenshot of the mclass Home Connect© website homepage featuring four educational resources: phonological awareness, phonics, accurate and fluent reading, and reading comprehension.

Contact us

We’re here to help you!

Have a question about Amplify mCLASS? 

Read our caregiver guide or visit our help library to search for articles with answers to your program questions.

For additional curriculum support, contact your student’s teacher.

What is mCLASS Lectura?

mCLASS Lectura is an authentic personalized Spanish instruction and assessment system built specifically for bilingual children learning to read. It highlights what reading skills your child already knows, and it shares where they may need additional support.

mCLASS Lectura also provides teachers with instructional reading activities for each student based on their assessment score, in order to deliver targeted guidance on specific skills they may need support with.

Getting started

Ways to support your child

Home Connect

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to support bilingual students learning to read in English. Our mCLASS caregiver letters in English and Spanish ensure that families know how to best support their child.

We recommend reviewing this “Protecting Kids Online” article by the Federal Trade Commission, addressing digital safety.

Screenshot of the mclass Home Connect© website homepage featuring four educational resources: phonological awareness, phonics, accurate and fluent reading, and reading comprehension.

How to get help

Have a question about Amplify mCLASS Lectura? 

Visit our help library to search for articles with answers to your program questions.

For additional curriculum support, contact your student’s teacher.

Desmos Math 6–A1 correlations with Carnegie Math Texas

To view this protected page, enter the password below:



Grade 6

Unit 1: Area and Surface Area

Amplify MathDesmos Math 6–A1
Unit 1: Area and Surface AreaUnit 1: Area and Surface Area
Unit 7: Positive and Negative Numbers
Lesson 1: The TangramUnit 1
Lesson 1: Shapes on a Plane
Lesson 2: Exploring the TangramUnit 1
Lesson 2: Letters
Sub-Unit 1 : Area of Special Polygons
Lesson 3: Tilting the PlaneUnit 1
Lesson 1: Shapes on a Plane
Lesson 4: Compositing and Rearranging to Determine AreaUnit 1
Lesson 2: Letters
Lesson 5: Reasoning to Determine AreaUnit 1
Lesson 2: Letters
Lesson 6: ParallelogramsUnit 1
Lesson 3: Exploring Parallelograms (Print available)
Lesson 4: Off the Grid
Lesson 7: Bases and Heights of ParallelogramsUnit 1
Lesson 3: Exploring Parallelograms (Print available)
Lesson 4: Off the Grid
Lesson 8: Bases and Heights of ParallelogramsUnit 1
Lesson 3: Exploring Parallelograms (Print available)
Lesson 4: Off the Grid
Lesson 9: From Parallelograms to TrianglesUnit 1
Lesson 3: Exploring Parallelograms (Print available)
Lesson 4: Off the Grid
Lesson 6: Triangles and Parallelograms
Lesson 10: Bases and Heights of TrianglesUnit 1
Lesson 4: Off the Grid
Lesson 6: Triangles and Parallelograms
Lesson 11: Formula for the Area of a TriangleUnit 1
Lesson 5: Exploring Triangles (Print available)
Lesson 12: From Triangles to TrapezoidsUnit 1
Lesson 4: Off the Grid
Lesson 6: Triangles and Parallelograms
Lesson 13: PolygonsUnit 1
Lesson 2: Letters
Lesson 8: Pile of Polygons Practice Day 1 (Print available)

Unit 7
Lesson 11: Polygon Maker
Sub-Unit 2: Nets and Surface Area
Lesson 14: What is Surface Area?Unit 1
Lesson 9: Renata’s Stickers
Lesson 15: Nets and Surface Area of Rectangular PrismsUnit 1
Lesson 10: Plenty of Polyhedra
Lesson 11:Nothing but Nets(Print available)
Lesson 12: Face Value
Lesson 13: Take It To Go (Print available)
Lesson 16: Nets and Surface Area of PrismsUnit 1
Lesson 12: Face Value
Lesson 13: Take It To Go (Print available)
Lesson 17: Constructing a RhombicuboctahedronUnit 1
Lesson 13: Take It To Go (Print available)
Lesson 18: Simplifying Expressions for Squares and CubesUnit 1
Lesson 11: Exponent Expressions (Print available)
Lesson 12: Squares and Cubes
Lesson 19: Simplifying Expressions Even More Using ExponentsUnit 1
Lesson 11: Exponent Expressions (Print available)
Lesson 20: Designing a Suspended Tent 

Unit 2: Introducing Ratios

Amplify MathDesmos Math 6–A1
Unit 2: Introducing RatiosUnit 2: Introducing Ratios
Lesson 1: Fermi Problems 
Sub-Unit 1: What are Ratios?
Lesson 2: Introducing Ratios and Ratio LanguageUnit 2
Lesson 1: Pizza Maker
Lesson 2: Ratio Rounds (Print available)
Lesson 3: Representing Ratios with DiagramsUnit 2
Lesson 1: Pizza Maker
Lesson 2: Ratio Rounds (Print available)
Lesson 3:Rice Ratios (Print available)
Lesson 4: A Recipe for Purple Oobleck 
Lesson 5: Kapa Dyes 
Sub-Unit 2:Equivalent Ratios
Lesson 6: Defining Equivalent RatiosUnit 2
Lesson 3: Rice Ratios (Print available)
Lesson 4: Fruit Lab (Print available)
Lesson 11: Community Life (Print available)
Practice Day 1 (Print available)
Lesson 7: Representing Equivalent Ratios with Tables 
Lesson 8: Reasoning with Multiplication and Division (optional) 
Lesson 9: Common Factors 
Lesson 10: Common Multiples 
Lesson 11: Navigating a Table of Equivalent RatiosUnit 2
Lesson 6: Product Prices (Print available)
Lesson 7: Mixing Paint, Part 1
Lesson 12: Tables and Double Number Line DiagramsUnit 2
Lesson 6: Product Prices (Print available)
Lesson 7: Mixing Paint, Part 1
Lesson 13: Tempo and Double Number LinesUnit 2
Lesson 5: Balancing Act
Lesson 6: Product Prices (Print available)
Sub-Unit 3: Solving Ratio Problems 
Lesson 14: Solving Equivalent RatiosUnit 2
Lesson 6: Product Prices (Print available)
Lesson 7: Mixing Paint, Part 1
Lesson 10: Balloons
Lesson 11: Community Life (Print available)
Lesson 15: Part-Part-Whole RatiosUnit 2
Lesson 12 Mixing Paint, Part 2
Lesson 13: City Planning
Lesson 16: Comparing Ratios 
Lesson 17: More Comparing and Solving 
Lesson 18: Measuring with Different-Sized Units 
Lesson 20: More Fermi Problems 

Unit 3: Rates and Percentages

Amplify MathDesmos Math 6–A1
Unit 3: Rates and PercentagesUnit 2: Introducing Ratios
Unit 3: Unit Rates and percentages
Lesson 1: Choosing Representation for Student CouncilLaunch Lesson
Sub-Unit 1: Rates
Lesson 2: How Much for One?Unit 3
Lesson 4: Model Trains
Lesson 3: Constant Speed  
Lesson 4: Comparing SpeedsUnit 2
Lesson 8: World Records (Print available) 

Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve
Lesson 6: Welcome to the Robot Factory
Lesson 5: Interpreting RatesUnit 3
Lesson 8: World Records (Print available) 

Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve
Lesson 6: Welcome to the Robot Factory
Lesson 6: Comparing Rates 
Lesson 7: Solving Rate ProblemsUnit 3
Lesson 7: More Soft Serve
Sub-Unit 2: Percentages
Lesson 8: What Are percentages?Unit 3
Lesson 8: Lucky Duckies
Lesson 9: Bicycle Goals
Lesson 9: Determining Percentages 
Lesson 10: Benchmark PercentagesUnit 3
Lesson 7: Lucky Duckies
Lesson 11: Finding This Percent of ThatUnit 3
Lesson 10: What’s Missing? (Print available)
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Lesson 13: A Country as a Village
Lesson 12: This Percent of What 
Lesson 13: Solving Percentage ProblemsUnit 3
Lesson: 10: What’s Missing (Print available)
Lesson: 11: Cost Breakdown
Lesson: 12: More Bicycle Goals
Lesson: 13: A Country as a Village
Lesson 14: If Our Class Were the World 
Lesson 15: Voting for a School Mascot 

Unit 4: Dividing Fractions

Amplify MathDesmos Math 6–A1
Lesson 1: Seeing Fractions
Sub-Unit 1: Interpreting Division Scenarios
Lesson 3: Relating Multiplication and Division 
Lesson 4: Size of Divisor and Size of QuotientUnit 4
Lesson 1: Cookie Cutter
Sub-Unit 2: Division with Fractions
Lesson 5: How Many GroupsUnit 4
Lesson 3: Flour Planner
Lesson 4: Flower Planters
Lesson 4: Garden Bricks (Print available) 
Lesson 6: Using Diagrams to Find the Number of GroupsUnit 4
Lesson 5: Garden Bricks (Print available)
Lesson 6: Fill the Gap
Lesson 7: Dividing with Common DenominatorsUnit 4
Lesson 6: Fill the Gap
Lesson 8: How Much in Each Group? (Part 1)Unit 4
Lesson 8: Potting Soil
Lesson 9: How Much in Each Group? (Part 2)Unit 4
Lesson 8: Potting Soil
Lesson 10: Dividing by Unit and Non-Unit FractionsUnit 4
Lesson 7: Break It Down
Lesson 8: Potting Soil
Lesson 9: Division Challenges
Lesson 11: Using an Algorithm to Divide FractionsUnit 4
Lesson 9: Division Challenges Practice Day
Lesson 13: Fractional LengthsUnit 4
Lesson 12: Puzzling 
Lesson 14: Area with Fractional LengthsUnit 4
Lesson 9: Puzzling Area (Print available)
Lesson 15: Volume of PrismsUnit 4
Lesson 13: Volume Challenges (Print available)
Lesson 16: Fish Tanks Inside of Fish TanksUnit 4
Lesson 10: Swap Meet
Lesson 17: Now, Where Was That Bus?Unit 4
Lesson 10: Capstone

Unit 5: Arithmetic in Base Ten

Amplify MathDesmos Math 6–A1
Lesson 1: Precision and World Records 
Sub-Unit 1: Adding and Subtracting Decimals 
Lesson 2: Speaking of Decimals…Unit 5
Lesson 1: Dishing Out Decimals (Print available)
Lesson 3: Adding and Subtracting DecimalsUnit 5
Lesson 3: Fruit by the Pound
Lesson 4: Missing Digits
Lesson 4: X Games Medal ResultsUnit 5
Lesson 2: Decimal Diagrams
Sub-Unit 2: Multiplying Decimals
Lesson 5: Decimal Points in ProductsUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Methods for Multiplying DecimalsUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Multiplying with Areas
Lesson 7: Multiplication Methods (Print available)
Lesson 7: Using Diagrams to Represent MultiplicationUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Multiplying with Areas
Lesson 8: Calculating Products of DecimalsUnit 5
Lesson 6: Multiplying with Areas
Sub-Unit 3: Dividing Decimals
Lesson 9: Exploring Division 
Lesson 10: Using Long DivisionUnit 5
Lesson 8: Division Diagrams
Lesson 9: Long Division Launch (Print available)
Lesson 10: Return of the Long Division (Print available)
Lesson 11: Dividing Numbers That Result in DecimalsUnit 5
Lesson 9: Long Division Launch (Print available)
Lesson 10: Return of the Long Division (Print available)
Lesson 12: Using Related Expressions to Divide with Decimals 
Lesson 13: Dividing Multi-Digit DecimalsUnit 5
Lesson 9: Long Division Launch (Print available)
Lesson 10: Return of the Long Division (Print available)
Lesson 14: The So-called World’s Littlest Skyscraper

Unit 6: Expressions and Equations

Amplify MathDesmos Math 6–A1
Unit 6: Expressions and EquationsUnit 6: Expressions and Equations
Lesson 1: Detecting Counterfeit Coins
Sub-Unit 1: Expressions and Equations in One Variable
Lesson 2: Write Expressions Where Letters Stand for Numbers 
Lesson 3: Tape Diagrams and Equations 
Lesson 4: Truth and EquationsUnit 6
Lesson 1: Weight for It
Lesson 2: Five Equations (Print available)
Lesson 5: Staying in BalanceUnit 6
Lesson 1: Weight for It
Lesson 2: Five Equations (Print available)
Lesson 3: Hanging Around
Lesson 6: Staying in Balance with Variables 
Lesson 7: Practice Solving EquationsUnit 6
Lesson 3: Hanging Around
Lesson 4: Hanging It Up
Lesson 5: Swap and Solve (Print available)
Lesson 8: A New Way to Interpret a over bUnit 6
Lesson 4: Hanging It Up
Lesson 5: Swap and Solve (Print available)
Lesson 9: Revisiting Percentages
Sub-Unit 2: Equivalent Expressions
Lesson 10: Equal and Equivalent (Part 1)Unit 6
Lesson 1: Weight for It
Lesson 2: Five Equations (Print available)
Lesson 3: Hanging Around
Lesson 6: Vari-apples
Lesson 11: Equal and Equivalent (Part 2)Unit 6
Lesson 1: Weight for It
Lesson 2: Five Equations (Print available)
Lesson 3: Hanging Around
Lesson 6: Vari-apples
Lesson 12: The Distributive Property, Part 1Unit 6
Lesson 8: Products and Sums
Lesson 9: Products, Sums, and Differences (Print available)
Lesson 13: The Distributive Property, Part 2Unit 6
Lesson 8: Products and Sums
Lesson 9: Products, Sums, and Differences (Print available)
Lesson 14: Meaning of ExponentsUnit 6
Lesson 10: Powers
Lesson 11: Exponent Expressions (Print available)
Lesson 15: Evaluating Expressions with ExponentsUnit 6
Lesson 11: Exponent Expressions (Print available)
Lesson 12: Squares and Cubes
Lesson 16: Analyzing Exponential Expressions and EquationsUnit 6
Lesson 11: Exponent Expressions (Print available)
Lesson 12: Squares and Cubes
Sub-Unit 3: Relationships Between Quantities
Lesson 17: Two Related Quantities, Part 1Unit 6
Lesson 13: Turtles All the Way
Lesson 14: Representing Relationships
Lesson 15: Connecting Representations (Print available)
Lesson 18: Two Related Quantitites, Part 2Unit 6
Lesson 13: Turtles All the Way
Lesson 14: Representing Relationships
Lesson 15: Connecting Representations (Print available)
Lesson 19: Creating a Class Mobile 

Unit 7: Rational Numbers

Amplify MathDesmos Math 6–A1
Unit 7: Rational Numbers
Unit 1: Area and Surface Area
Unit 7: Positive and Negative Numbers
Lesson 1: How Far? Which Way?
Sub-unit 1: Negative Numbers and Absolute Value
Lesson 2: Positive and Negative NumbersUnit 7
Lesson 1: Can You Dig In
Lesson 2: Digging Deeper
Lesson 3: Points on the Number LineUnit 7
Lesson 2: Digging Deeper
Lesson 4: Comparing IntegersUnit 7
Lesson 3: Order in the Class (Print available)
Lesson 5: Comparing and Ordering Rational NumbersUnit 7 
Lesson 3: Order in the Class (Print available)
Lesson 6: Using Negative Numbers to Make Sense of Contexts>Unit 7
Lesson 4: Sub-Zero
Lesson 7: Absolute Value of NumbersUnit 7
Lesson 5: Distance on the Number Line
Lesson 8: Comparing Numbers and Distance from ZeroUnit 7
Lesson 5: Distance on the Number Line
Sub-Unit 2: Inequalities
Lesson 9: Writing Inequalities 
Lesson 10: Graphing Inequalities 
Lesson 11: Solutions to One or More InequalitiesUnit 7
Lesson 6: Tunnel Travel
Lesson 7: Comparing Weights
Lesson 8: Shira´s Solutions
Lesson 12: Interpreting InequalitiesUnit 7
Lesson 6: Tunnel Travel
Lesson 7: Comparing Weights
Lesson 8: Shira´s Solutions
Sub-Unit 3: The Coordinate Plane
Lesson 13: Extending the Coordinate Plane 
Lesson 14: Points on the Coordinate PlaneUnit 7
Lesson 9: Sand Dollar Search
Lesson 10: The A-maze-ing Coordinate Plane
Lesson 15: Interpreting Points on a Coordinate PlaneUnit 7
Lesson 9: Sand Dollar Search
Lesson 10: The A-maze-ing Coordinate Plane
Lesson 11: Polygon Maker
Lesson 16: Distances on a Coordinate PlaneUnit 7
Lesson 11: Polygon Maker
Lesson 12: Graph Telephone (Print available)
Lesson 17: Shapes on the Coordinate PlaneUnit 1
Lesson 1: Shapes on a Plane
Lesson 2: Letters
Lesson 5: Exploring Triangles (Print available)
Lesson 6: Triangles and Parallelograms

Unit 7
Lesson 3: Exploring Parallelograms (Print available)
Lesson 11: Polygon Maker
Lesson 12: Graph Telephone (Print available)
Lesson 18: Lost and Found Puzzles 
Lesson 19: Drawing on the Coordinate PlaneUnit 7
Lesson 11: Polygon Maker
Lesson 12: Graph Telephone (Print available)

Unit 8: Data Sets and Distributions

Amplify MathDesmos Math 6–A1
Unit 8: Data Sets and DistributionsUnit 8: Describing Data
Lesson 1: Plausible Variation or New Species?
Sub-Unit 1: Statistical Questions and Representing Data
Lesson 2: Statistical QuestionsUnit 8
Lesson 1: Screen Time
Lesson 2: Dot Plots
Lesson 3: Interpreting Dot PlotsUnit 8
Lesson 2: Dot Plots
Lesson 3: Minimum Wage (Print available)
Lesson 4: Lots More Dots
Lesson 4: USing Dot Plots to Answer Statistical QuestionsUnit 8
Lesson 2: Dot Plots
Lesson 3: Minimum Wage (Print available)
Lesson 4: Lots More Dots
Lesson 5: Interpreting HistogramsUnit 8
Lesson 5: The Plot Thickens
Lesson 6: DIY Histograms (Print available)
Lesson 6: Using Histograms to Answer Statistical QuestionsUnit 8
Lesson 5: The Plot Thickens
Lesson 6: DIY Histograms (Print available)
Lesson 7: Describing Distributions on HistogramsUnit 8
Lesson 5: The Plot Thickens
Lesson 6: DIY Histograms (Print available)
Sub-Unit 2: Measures of Center
Lesson 8: Mean as a Fair ShareUnit 8
Lesson 7: Snack Time
Lesson 9: Mean as a Balance PointUnit 8
Lesson 7: Snack Time
Lesson 10: MedianUnit 8
Lesson 11: Toy Cars
Lesson 12: In the News
Lesson 11: Comparing Mean and MedianUnit 8
Lesson 12: In the News
Sub-Unit 3: Measures of Variability
Lesson 12: Describing Variability 
Lesson 13: Variability and MAD 
Lesson 14: Variability and IQRUnit 8
Lesson 13: Pumpkin Patch
Lesson 15: Box PlotsUnit 8
Lesson 14: Car, Plane, Bus, or Train? (Print available)
Lesson 16: Comparing MAD and IQR 
Lesson 17: Asian Elephant Populations 

Grade 7

Unit 1: Scale Drawings

Amplify MathDesmos Math 6–A1
Unit 1: Scale DrawingsUnit 1: Scale Drawings
Unit 3: Measuring Circles
Unit 4: Proportional Relationships and Percentages
Lesson 1: Scale-y Shapes 
Sub-Unit 1: Scaled Copies 
Lesson 2: What are Scaled Copies?Unit 1
Lesson 1: Scaling Machines
Lesson 3: Corresponding Parts and Scale FactorsUnit 1
Lesson 2: Scaling Robots 
Unit 3
Lesson 1: Toothpicks
Lesson 4: Making Scaled CopiesUnit 1
Lesson 3: Make It Scale 
Unit 4
Lesson 3: Sticker Sizes
Lesson 5: The Size of the Scale FactorUnit 1
Lesson 4: Tiles
Lesson 6: Scaling and AreaUnit 1
Lesson 5: Tiles Practice Day 1 (Print available)
Sub-Unit 2: Scale Drawings 
Lesson 7: Scale DrawingsUnit 1
Lesson 6: Introducing Scale
Lesson 7: Will It Fit? (Print available)
Lesson 8: Creating Scale DrawingsUnit 1
Lesson 8: Scaling States
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)
Lesson 9: Scale Drawings and Maps 
Lesson 10: Changing Scale in Scale DrawingsUnit 1
Lesson 8: Scaling States
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)
Lesson 11: Scales without Units 
Lesson 12: Units in Scale DrawingsUnit 1
Lesson 8: Scaling States
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)Practice Day (Print available)
Lesson 13: Build Your Brand 

Unit 2: Introducing Proportional Relationships

Amplify MathDesmos Math 6–A1
Unit 2: Introducing Proportional RelationshipsUnit 2: Introducing Proportional Relationships
Unit 4: Proportional Relationships and Percentages
Lesson 1: Making Music 
Sub-Unit 1: Representing Proportional Relationships with Tables and Equations
Lesson 2: Introducing Proportional Relationships with TablesUnit 2
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
Lesson 4: Robot Factory
Lesson 3: More About Constant of ProportionalityUnit 2
Lesson 3: Sugary Drinks (Print available)

Unit 4
Lesson 3: Sticker Sizes
Lesson 4: Comparing Relationships with TablesUnit 2
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available)
Lesson 7: All Kinds of Equations
Lesson 5: Proportional Relationships and EquationsUnit 2
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available)
Lesson 7: All Kinds of Equations
Lesson 6: Speed and Equations 
Lesson 7: Two Equations for Each RelationshipUnit 2
Lesson 4: Two and Two (Print available)
Lesson 5: Lesson 7: All Kinds of Equations
Lesson 8: Using Equations to Solve ProblemsUnit 2
Lesson 6: Two and Two (Print available)
Lesson 7: All Kinds of Equations
Lesson 9: Comparing Relationships with EquationsUnit 2
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available)
Lesson 7: All Kinds of Equations
Lesson 11: Four Representations (Print available)
Lesson 12: Water Efficiency
Lesson 10: Solving Problems About Proportional RelationshipsUnit 2
Lesson 12: Water Efficiency
Sub-Unit 2: Representing Proportional Relationships with Graphs 
Lesson 11: Introducing Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations
Lesson 12: Water Efficiency
Lesson 12: Interpreting Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations
Lesson 12: Water Efficiency
Lesson 13: Using Graphs to Compare RelationshipsUnit 2
Lesson 8: Dino Pops
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations
Lesson 12: Water Efficiency
Lesson 14: Two Graphs for Each RelationshipUnit 2
Lesson 8: Dino Pops
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations
Lesson 12: Water Efficiency
Lesson 15: Four Ways to Tell One Story (Part 1) 
Lesson 16: Four Ways to Tell One Story (Part 2) 
Lesson 17: Welcoming Committee 

Unit 3: Measuring Circles

Amplify MathDesmos Math 6–A1
Unit 3: Measuring CirclesUnit 3: Measuring Circles
Lesson 1: The Wandering Goat 
Sub-unit 1: Circumference of a Circle 
Lesson 2: Exploring CirclesUnit 3
Lesson 2: Is it a Circle?
Lesson 3: Measuring Around
Lesson 3: How Well Can You Measure? 
Lesson 4: Exploring CircumferenceUnit 3
Lesson 2: Is It a Circle?
Lesson 3: Measuring Around
Lesson 5: Understanding π 
Lesson 6: Applying CircumferenceUnit 3
Lesson 2: Is It a Circle?
Lesson 3: Measuring Around
Lesson 7: Circumference and Wheels 
Sub-Unit 2: Area of a Circle
Lesson 8: Exploring the Area of a CircleUnit 3
Lesson 5: Area Strategies
Lesson 6: Radius Squares (Print available)
Lesson 7: Why Pi?
Lesson 8: Area Challenges
Lesson 9: Circle vs. Square
Practice Day 2 (Print available)
Lesson 9: Relating Area to CircumferenceUnit 3
Lesson 5: Area Strategies
Lesson 6: Radius Squares (Print available)
Lesson 7: Why Pi?
Lesson 8: Area Challenges
Lesson 9: Circle vs. Square
Practice Day 2 (Print available)
Lesson 10: Applying Area to CirclesUnit 3
Lesson 6:Radius Squares (Print available)
Lesson 11: Distinguishing Circumference and AreaUnit 3
Lesson 7: Why Pi?
Lesson 12: Capturing Space 

Unit 4: Proportional Relationships and Percentages

Amplify MathDesmos Math 6–A1
Unit 4: PercentagesUnit 4: Proportional Relationships and Percentages
Lesson 1: (Re)Presenting the United States 
Lesson 2: Understanding Percentages and Decimals 
Lesson 3: Percent Increase and DecreaseUnit 4Lesson 4: More or Less
Lesson 4: Determining 100%Unit 4Lesson 6: 100% (Print available)
Lesson 5: Determining Percent ChangeUnit 4Lesson 7: Percent Machines
Lesson 6: Percent Increase and Decrease With EquationsUnit 4Lesson 5: All the Equations
Lesson 7: Using Equations to Solve Percent ProblemsUnit 4Lesson 5: All the Equations
Sub-Unit 2: Applying Percentages 
Lesson 8: Tax and TipUnit 4
Lesson 8: Tax and Tip
Lesson 9: Minimum Wage (Print available)
Lesson 10: Cost of College (Print available)
Lesson 11: Bookcase Builder
Lesson 12: Posing Percent Problems
Lesson 9: Percent ContextsUnit 4
Lesson 8: Tax and Tip
Lesson 9: Minimum Wage (Print available)
Lesson 10: Cost of College (Print available)
Lesson 11: Bookcase Builder
Lesson 12: Posing Percent Problems
Lesson 10: Determining the PercentageUnit 4
Lesson 4: More and Less
Lesson 11: Measurement ErrorUnit 4
Lesson 11: Bookcase Builder
Lesson 12: Error IntervalsUnit 4
Lesson 11: Bookcase Builder
Lesson 13: Writing Better Headlines 

Unit 5: Rational Number Arithmetic

Amplify MathDesmos Math 6–A1
Unit 5: Rational Number ArithmeticUnit 5: Rational Number Artithmetics
Lesson 1: Target: Zero 
Sub-Unit 1: Adding and Subtracting Rational Numbers 
Lesson 2: Interpreting Negative Numbers
Lesson 3: Changing TemperaturesUnit 5
Lesson 2: More Floats and Anchors
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available)
Lesson 4: Adding Rational Numbers 
Lesson 5: Money and Debts 
Lesson 6: Representing SubtractionUnit 5
Lesson 5: Number Puzzles
Lesson 7: Subtracting Rational Numbers (Part 1)Unit 5
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available)
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Lesson 8: Subtracting Rational Numbers (Part 2)Unit 5
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available)
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Lesson 9: Adding and Subtracting Rational NumbersUnit 5
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available)
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)Practice Day 1 (Print available)
Sub-Unit 2: Multiplying and Dividing Rational Numbers 
Lesson 10: Position, Speed, and TimeUnit 5
Lesson 7: Back in Time
Lesson 11: Multiplying Rational NumbersUnit 5
Lesson 7: Back in Time
Lesson 12: Multiply!Unit 5
Lesson 7: Back in Time
Lesson 13: Dividing Rational NumbersUnit 5
Lesson 7: Speeding Turtles
Lesson 14: Negative Rates 
Sub-Unit 3: Four Operations with Rational Numbers 
Lesson 15: Expressions with Rational NumbersUnit 5
Lesson 9: Expressions (Print available)
Lesson 16: Say It With Decimals 
Lesson 17: Solving Problems with Rational NumbersLesson 11: Changing Temperatures
Lesson 12: Arctic Ice Sea (Print available)
Lesson 13: Solar Panels and More (Print available)
Lesson 18: Solving Equations With Rational Numbers 
Lesson 19: Representing Contexts With Equations 
Lesson 20: Summiting Everest 

Unit 6: Expressions, Equations, and Inequalities

Amplify MathDesmos Math 6–A1
Unit 6: Expressions, Equations, and InequalitiesUnit 2: Introducing Proportional Relationships
Unit 4: Proportional Relationships and Percentages
Unit 6: Expressions, Equations, and Inequalities
Lesson 1: Keeping the Balance 
Lesson 2: Balanced and UnbalancedUnit 6
Lesson 1: Toothpicks and Tiles
Lesson 2: Balanced and UnbalancedUnit 6
Lesson 1: Toothpicks and Tiles
Lesson 3: Reasoning About Solving Equations (Part 1)Unit 6
Lesson 2: Smudged Receipts
Lesson 4: Reasoning About Solving Equations (Part 2)Unit 6
Lesson 2: Smudged Receipts
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available)
Lesson 5: Dealing with Negative NumbersUnit 6
Lesson 2: Smudged Receipts
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available)
Lesson 5: Dealing with Negative NumbersUnit 6
Lesson 8: Factoring and Expanding (Print available)
Lesson 16: Shira the Sheep
Lesson 6: Two Ways to Solve One EquationUnit 6
Lesson 4: Seeing Struction (Print available)
Lesson 7: Practice Solving EquationsUnit 6
Lesson 2: Smudged Receipts
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available)
Sub-Unit 2: Solving Real-World Problems Using Two-Step Equations 
Lesson 8: Reasoning With Tape DiagramsUnit 6
Lesson 2: Smudged Receipts
Lesson 9: Reasoning About Equations and Tape Diagrams (Part 1)Unit 6
Lesson 2: Smudged Receipts
Lesson 10: Reasoning About Equations and Tape Diagrams (Part 2)Unit 6
Lesson 2: Smudged Receipts
Lesson 11: Using Equations to Solve ProblemsUnit 6
Lesson 2: Smudged Receipts
Lesson 3: Equations
Lesson 4: Seeing Structure (Print available) 
Lesson 12: Solving Percent Problems in New WaysUnit 6
Lesson 4: Seeing Structure (Print available)

Unit 4
Lesson 7: Percent MachinesPractice Day 1 (Print available)
Practice Day 2 (Print available)
Sub-Unit 3: Inequalities 
Lesson 13: Reintroducing InequalitiesUnit 6
Lesson 1: Toothpicks and Tiles
Lesson 14: Solving InequalitiesUnit 6
Lesson 5: Balancing Moves
Lesson 6: Balancing Equations
Lesson 13: I Saw the Signs
Lesson 15: Finding Solutions to Inequalities in ContextUnit 6
Lesson 13: I Saw the Signs
Practice Day 1 (Print available)
Lesson 16: Efficiently Solving InequalitiesUnit 6
Lesson 10: Collect the Squares
Lesson 17: Interpreting InequalitiesUnit 6
Lesson 13: I Saw the Signs
Lesson 14: Unbalanced Hangers
Lesson 15: Budgeting (Print available)
Lesson 18: Modeling With Inequalities 
Sub-Unit 4: Equivalent Expressions 
Lesson 19: Subtraction in Equivalent Expressions 

Unit 7: Angles, Triangles, and Prisms

Amplify MathDesmos Math 6–A1
Unit 7: Angles, Triangles, and PrismsUnit 7: Angles, Triangles, and Prisms
Lesson 1: Shaping Up 
Sub-Unit 1: Angle Relationships 
Lesson 2: Relationships of AnglesUnit 7
Lesson 1: Pinwheels
Lesson 2: Friendly Angles
Lesson 3: Angle Diagrams
Lesson 3: Supplementary and Complementary Angles (Part 1) 
Lesson 4: Supplementary and Complementary Angles (Part 2) 
Lesson 5: Vertical AnglesUnit 7
Lesson 2: Friendly Angles
Lesson 3: Angle Diagrams
Lesson 4: Missing Measures (Print available) [Free lesson]
Lesson 6: Using Equations to Solve for Unknown AnglesUnit 7
Lesson 3: Angle Diagrams
Lesson 4: Missing Measures (Print available) [Free lesson]
Lesson 7: Like Clockwork 
Sub-Unit 2: Drawing Polygons with Given Conditions 
Lesson 8: Building Polygons (Part 1)Unit 7
Lesson 6: Is It Enough?
Lesson 9: Building Polygons (Part 2)Unit 7
Lesson 6: Is It Enough?
Lesson 10: Triangles with Three Common MeasuresUnit 7
Lesson 13: Popcorn Possibilities
Lesson 11: Drawing Triangles (Part 1)Unit 7
Lesson 5: Can You Build It? [Free lesson]
Lesson 6: Is It Enough?
Lesson 7: More Than One
Lesson 8: Can You Draw It? (Print available)
Practice Day 1 (Print available)
Lesson 12: Drawing Triangles (Part 2)Unit 7
Lesson 5: Can You Build It? [Free lesson]
Lesson 6: Is It Enough?
Lesson 7: More Than One
Lesson 8: Can You Draw It? (Print available)
Practice Day 1 (Print available)
Sub-Unit 3: Solid Geometry
Lesson 13: Slicing SolidsUnit 7
Lesson 9: Slicing Solids
Lesson 14: Volume of Right PrismsUnit 7
Lesson 10: Simple Prisms
Lesson 15: Decomposing Bases for AreasUnit 7
Lesson 11: More Complicated Prisms
Lesson 16: Surface Area of Right PrismsUnit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 12: Surface Area Strategies (Print available)
Lesson 17: Distinguishing Volume and Surface Area
Lesson 18: Applying Volume and Surface AreaUnit 7
Lesson 13: Popcorn Possibilities

Unit 8: Probability and Sampling

Amplify MathDesmos Math 6–A1
Unit 8: Probability and SamplingUnit 8: Probability and Sampling
Lesson 1: The Invention of Fairness 
Lesson 2: Chance Experiments 
Lesson 3: What are Probabilities?Unit 8
Lesson 1: How Likely? (Print available)
Lesson 2: Prob-bear-bilities [Free lesson
Lesson 3: Mystery Bag
Lesson 4: Estimating Probabilities Through Repeated ExperimentsUnit 8
Lesson 4: Spin Class
Lesson 5: Is It Fair?
Lesson 6: Fair Games
Lesson 5: Code Breaking (Part 1)
Lesson 6: Code Breaking (Part 2)
Sub-Unit 2: Probabilities of Multi-Step Events
Lesson 7: Keeping Track of All Possible OutcomesUnit 8
Lesson 4: Spin Class
Lesson 5: Is it Fair?
Lesson 6: Fair Games
Lesson 8: Experiments With Multi-Step Events  
Lesson 9: Simulating Multi-Step Events 
Lesson 10: Designing Simulations 
Sub-Unit 3:Sampling
Lesson 11: Comparing Two PopulationsUnit 8
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 12: Larger PopulationsUnit 8
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 13: What Makes a Good Sample?Unit 8
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 14: Sampling in a Fair WayUnit 8
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 15: Estimating Population Measures of CenterUnit 8
Lesson 9: Car, Bike, or Train?
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 12: Flower Power
Lesson 16: Estimating Population ProportionsUnit 8
Lesson 9: Car, Bike, or Train?
Lesson 10: Crab Island
Lesson 11: Headlines
Lesson 12: Flower Power
Lesson 17: Presentation of Findings 

Grade 8

Unit 1: Rigid Transformations and Congruence

Amplify MathDesmos Math 6–A1
Unit 1: Rigid Transformations and CongruenceUnit 1: Rigid Transformations and Congruence
Unit 3: Proportional and Linear Relationships
Lesson 1: Tessellations 
Sub-Unit 1: Rigid Transformations 
Lesson 2: Moving in the PlaneUnit 1
Lesson 1: Transformers
Lesson 3: Symmetry and Reflection 
Lesson 4: Grid MovesUnit 1
Lesson 3: Transformation Golf
Lesson 4: Moving Day (Print available)
Lesson 5: Getting Coordinated

Unit 3
Lesson 6: Translations
Lesson 5: Making the MovesUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day (Print available)
Lesson 5: Getting Coordinated
Lesson 6: Coordinate Moves (Part 1)Unit 1
Lesson 4: Moving Day (Print available)
Lesson 5: Getting Coordinated
Lesson 7: Coordinate Moves (Part 2)Unit 1
Lesson 4: Moving Day (Print available)
Lesson 5: Getting Coordinated
Lesson 6: Describing TransformationsUnit 1
Lesson 5: Getting Coordinated
Lesson 6: Connecting the Dots
Sub-Unit 2: Rigid Transformations and Congruence 
Lesson 9: No Bending or StretchingUnit 1
Lesson 7: No Bending, No Stretching
Lesson 10: What is the Same?Unit 1
Lesson 7: Are They the Same?
Lesson 9: Are They Congruent?
Lesson 11: Congruent PolygonsUnit 1
Lesson 7: Are They the Same?
Lesson 9: Are They Congruent?
Sub-Unit 4: Angles in a Triangle 
Lesson 13: Line Moves 
Lesson 14: Rotation Patterns 
Lesson 15: Alternate Interior AnglesUnit 1 
Lesson 11: Tearing It Up (Print available)
Lesson 16: Adding the Angles in a TriangleUnit 1
Lesson 11: Tearing It Up (Print available)
Lesson 17: Parallel Lines and the Angles in a TriangleUnit 1 
Lesson 10: Transforming Angles
Lesson 18: Creating a Border Pattern Using Transformations 

Unit 2: Dilations, Similarity, and Introducing Slope

Amplify MathDesmos Math 6–A1
Unit 2: Dilations and SimilarityUnit 2: Dilations and Similarity
Lesson 1: Projecting and Scaling 
Sub-Unit 1: Dilations
Lesson 2: Circular GridUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 3: Match My Dilation
Lesson 4: Dilations on a Plane
Lesson 3: Dilations on a Plane 
Lesson 4: Dilations on a Square GridUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 3: Match My Dilation
Lesson 4: Dilations on a Plane
Lesson 5: Dilations with CoordinatesUnit 2
Lesson 4: Dilations on a Plane
Sub-Unit 2: Similiarity
Lesson 6: SimilarityUnit 2
Lesson 5: Transformations Golf with Dilations
Lesson 6: Social Scavenger Hunt (Print available)
Lesson 7: Similar PolygonsUnit 2
Lesson 6: Social Scavenger Hunt (Print available)
Lesson 8: Similar TrianglesUnit 2
Lesson 7: Are Angles Enough?
Lesson 8: Shadows
Lesson 9: Ratios of Side Lengths in Similar Triangles
Lesson 12: Optical Illusions 

Unit 3: Linear Relationships

Amplify MathDesmos Math 6–A1
Unit 3: Proportional and Linear RelationshipsUnit 3: Proportional and Linear Relationships
Unit 4: Linear Equations and Linear Systems
Unit 5: Functions and Volume
Lesson 1: Visual Patterns 
Sub-Unit 1: Proportional Relationships 
Lesson 2: Proportional Relationships 
Lesson 3: Understanding Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Graphs of Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 2: Water Tank 

Unit 5
Lesson 4: Window Frames
Lesson 5: Representing Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials 
Unit 5
Lesson 4: Window Frames
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available)
Lesson 8: Charge! (Print available)
Lesson 6: Comparing Proportional RelationshipsUnit 3
Lesson 3: Posters
Sub-Unit 2: Linear Relationships
Lesson 7: Introduction to Linear RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Stacking Cups

Unit 5
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available)
Lesson 8: Charge! (Print available)
Lesson 8: Comparing Linear Relationships 
Lesson 9: More Linear RelationshipsUnit 5
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available)
Lesson 8: Charge! (Print available)
Lesson 10: Representations of Linear RelationshipsUnit 3
Lesson 5: Flags
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available)
Lesson 8: Charge! (Print available)
Lesson 11: Writing Equations for Lines Using Two Points 
Lesson 12: Translating mx + bUnit 3
Lesson 3: Posters
Lesson 6: Translations
Lesson 13: Slopes Don’t Have to be PositiveUnit 3
Lesson 5: Flags
Lesson 6: Translations
Lesson 7: Water Cooler
Lesson 8: Landing Planes
Lesson 10: Calculating SlopeUnit 3
Lesson 7: Water Cooler
Lesson 8: Landing Planes
Lesson 14: Writing Equations for Lines Using Two Points, Revisited 
Lesson 11: Equations of All Kinds of LinesUnit 3
Lesson 3: Posters
Lesson 4: Stacking Cups
Lesson 5: Flags
Lesson 6: Translations
Sub-Unit 3: Linear Equations 
Lesson 16: Solutions to Linear EquationsUnit 3
Lesson 3: Posters
Lesson 6: Translations
Lesson 10: Solutions

 Unit 4
Lesson 3: Balanced Moves
Lesson 4: More Balanced Moves (Print available)
Lesson 17: More Solutions to Linear EquationsUnit 3 
Lesson 4: Stacking Cups
Lesson 5: Flags
Lesson 6: Translations
Lesson 7: Water Cooler
Lesson 10: Solutions
Lesson 18: Coordinating Linear Relationships 
Lesson 19: Rogue Planes 

Unit 4: Linear Equations and Linear Systems

Amplify MathDesmos Math 6–A1
Unit 4: Linear Equations and Systems of Linear EquationsUnit 4: Linear Equations and Systems of Linear Equations
Lesson 1: Number PuzzlesUnit 4
Lesson 1: Number machines
Sub-Unit 1: Linear Equations in One Variable 
Lesson 2: Writing Expressions and Equations
Lesson 3: Keeping the BalanceUnit 4
Lesson 2: Keep It Balanced
Lesson 4: Balanced Moves (Part 1)Unit 4
Lesson 3: Balanced Moves
Lesson 5: Balanced Moves (Part 2)Unit 4
Lesson 4: More Balanced Moves (Print available)
Lesson 6: Solving Any Linear EquationsUnit 4
Lesson 4: More Balanced Moves (Print available)
Lesson 5: Equation Roundtable (Print available)
Lesson 6: Strategic Solving (Print available)
Lesson 7: How Many Solutions? (Part 1)Unit 4
Lesson 5: Equation Roundtable (Print available)
Lesson 8: How Many Solutions? (Part 2)Unit 4
Lesson 5: Equation Roundtable (Print available)
Lesson 9: Strategic Solving 
Lesson 10: When Are They the SameUnit 4
Lesson 8: When Are They the Same?
Sub-Unit 2: Systems of Linear Equations
Lesson 11: On or Off the Line?Unit 4
Lesson 9: On or Off the Line?
Lesson 12: On Both of the LinesUnit 4
Lesson 10: On Both Lines
Lesson 13: Systems of Linear EquationsUnit 4
Lesson 11: Make Them Balance
Lesson 14: Solving Systems of Equations (Part 1)Unit 4
Lesson 14: All, Some, or None? Part 2
Lesson 15: Solving Systems of Equations (Part 2)Unit 4
Lesson 12: All, Some, or None? Part 2
Lesson 16: Writing Systems of Linear EquationsUnit 4
Lesson 14: Strategic Solving, Part 2 (Print available)
Lesson 17: Pay Gaps 

Unit 5: Functions and Volume

Amplify MathDesmos Math 6–A1
Unit 5: Functions and VolumeUnit 2: Dilations, Similarity, and Introducing Slope
Unit 3:
Proportional and Linear Relationships
Unit 5:
Functions and Volume
Lesson 1: Pick a Pitch 
Sub-Unit 1: Representing and Interpreting Functions 
Lesson 2: Introduction to FunctionsUnit 5
Lesson 2: Guess My Rule
Lesson 3: Equations of FunctionsUnit 3
Lesson 4: Window Frames
Lesson 4: Graphs of Functions (Part 1)Unit 5
Lesson 3: Function or Not?
Lesson 5: Graphs of Functions (Part 2)Unit 5
Lesson 5: The Tortoise and the Hare
Lesson 6: Graphs of Functions (Part 3)Unit 5
Lesson 6: Graphing Stories
Lesson 7: Connecting Representations of FunctionsUnit 5
Lesson 7: Feel the Burn (Print available)Lesson 8: Charge! (Print available)
Lesson 8: Comparing Linear Functions 
Lesson 9: Modeling with Linear Functions 
Lesson 10: Piecewise Linear FunctionsUnit 5
Lesson 9: Piecing It Together
Sub-Unit 2: Cylinder, Cones, and Spheres 
Lesson 11: Filling Containers 
Lesson 12: The Volume of a CylinderUnit 5
Lesson 10: Volume LabLesson 11: Cylinders
Lesson 12: Scaling Cylinders
Lesson 13: Determining Dimensions of CylindersUnit 5
Lesson 14: Missing Dimensions (Print available)
Lesson 14: The Volume of a ConeUnit 5
Lesson 10: Volume LabLesson 13: Cones
Lesson 15: Determining Dimensions of ConesUnit 5
Lesson 12: Scaling Cylinders
Lesson 13: Cones
Lesson 14: Missing Dimensions (Print available)
Lesson 16: Estimating a Hemisphere 
Lesson 17: The Volume of a SphereUnit 5
Lesson 15: Spheres
Lesson 18: Cylinders, Cones and SpheresUnit 5
Lesson 15: Practice Day 2 (Print available)
Lesson 19: Scaling One Dimension 
Lesson 20: Scaling Two Dimensions 
Lesson 21: Packing Spheres 

Unit 6: Exponents and Scientific Notation

Amplify MathDesmos Math 6–A1
Unit 6: Exponents and Scientific NotationUnit 7: Exponents and Scienctific Notation
Lesson 1: Create a Sierpinski Triangle 
Sub-Unit 1: Exponent Rules 
Lesson 2: Reviewing ExponentsUnit 7
 Lesson 1: Circles
Lesson 2: Combining Exponents
Lesson 3: Multiplying PowersUnit 7 
Lesson 3: Power Pairs (Print available)
Lesson 4: Rewriting Powers
Lesson 4: Dividing PowersUnit 7 
Lesson 3: Power Pairs (Print available)
Lesson 4: Rewriting Powers
Lesson 5: Negative ExponentsUnit 7 
Lesson 5: Zero and Negative Exponents
Lesson 6: Powers of PowersUnit 7 
Lesson 3: Power Pairs (Print available)
Lesson 7: Different Bases, Same Exponent 
Lesson 8: Practice with Rational BasesUnit 7
Practice Day 1 (Print available)
Sub-Unit 2: Scientific Notation 
Lesson 9: Representing Large Numbers on the Number LineUnit 7
Lesson 8: Point Zapper
Lesson 10: Representing Small Numbers on the Number LineUnit 7
Lesson 8: Point Zapper
Lesson 11: Applications of Arthithmetic with Powers of 10Unit 7
Lesson 8: Point Zapper
Lesson 9: Use Your Powers
Lesson 12: Definition of Scientific NotationUnit 7
Lesson 10: Solar System
Lesson 11: Balance the Scale
Lesson 13: Star Power
Lesson 13: Multiplying, Dividing, and Estimating with Scientific NotationUnit 7
Lesson 11: Balance the Scale
Lesson 13: Star Power
Lesson 14: Adding and Subtracting with Scientific NotationUnit 7
Lesson 11: Balance the Scale
Lesson 12: City Lights
Lesson 13: Star Power
Lesson 15: Is a Smartphone Smart Enough to Go to the Moon? 

Unit 7: Irrationals and the Pythagorean Theorem

Practice Day 2 (Print available)

Amplify MathDesmos Math 6–A1
Unit 7: Irrationals and the Pythagorean TheoremUnit 8: The Pythagorean Theorem and Irrational Numbers
Lesson 1: Sliced Bread
Sub-Unit 1: Rational and Irrational Numbers
Lesson 2: The Square RootUnit 8
Lesson 2: From Squares to Roots
Lesson 3: The Ares of Squares and Their Side LengthsUnit 8
Lesson 1: Tilted Squares
Lesson 3: Between Squares
Lesson 4: Estimating Square RootsUnit 8
Lesson 3: Between Squares
Lesson 4: Root Down
Lesson 5: The Cube RootUnit 8
Lesson 5: Filling Cubes
Lesson 6: Rational and Irrational NumbersUnit 8
Lesson 14: Hit the Target
Lesson 7: Decimal Representations of Rational NumbersUnit 8
Lesson 12: Fractions to Decimals
Lesson 8: Converting Repeating Decimals Into FractionsUnit 8
Lesson 13: Decimals to Fractions
Sub-Unit 2: The Pythagorean Theorem
Lesson 9: Observing the Pythagorean TheoremUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 10: Proving the Pythagorean TheoremUnit 8
Lesson 7: Pictures to Prove It
Lesson 11: Determining Unknown Side LengthsUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 12: Converse of the Pythagorean TheoremUnit 8
Lesson 9: Make it Right
Lesson 13: Distances on the Coordinate Plane (Part 1)Unit 8
Lesson 11: Pond Hopper
Lesson 13: Distances on the Coordinate Plane (Part 1)Unit 8
Lesson 11: Pond Hopper
Lesson 14: Distances on the Coordinate Plane (Part 2)Unit 8
Lesson 11: Pond Hopper
Lesson 15: Applications of the Pythagorean TheoremUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 10: Taco Truck
Lesson 16: Pythagorean Triples

Unit 8: Pythagorean Theorem and Irrational Numbers

Amplify MathDesmos Math 6–A1
Unit 8: Associations in DataUnit 6: Associations in Data
Lesson 1: Creating a Scatter PlotUnit 6
Lesson 1: Click Battle
Sub-Unit 1: Associations in Data
Lesson 2: Interpreting Points on a Scatter PlotUnit 6
Lesson 3: Robots
Lesson 3: Observing Patterns in a Scatter PlotUnit 6
Lesson 7: Scatter Plot City
Lesson 4: Fitting a Line to DataUnit 6
Lesson 4: Dapper Cats
Lesson 5: Fit Fights
Lesson 5: Using a Linear ModelUnit 6
Lesson 6: Interpreting Slopes
Lesson 6: Interpreting Slope and y-interceptUnit 6
Lesson 6: Interpreting Slopes
Lesson 7: Analyzing Bivariate DataUnit 6
Lesson 8: Animal Brains
Lesson 8: Looking for AssociationsUnit 6
Lesson 9: Tasty Fruit
Lesson 9: Using Data Displays to Find AssociationsUnit 6
Lesson 10: Finding Associations
Lesson 11: Federal Budgets

Welcome!

Amplify Science: California Edition is an immersive and engaging core curriculum authored by UC Berkeley’s Lawrence Hall of Science and built specifically for the NGSS.

K–8 Integrated Course Model

Grades 6–8 Integrated Model

Grades 6–8 Discipline Specific Model

Amplify Science

A new core curriculum designed from the ground up for the NGSS.

Preview the Student Books and Student Investigation Notebooks

Grades 6–8 Integrated Model

Spanish Student Books and Student Investigation Notebooks

Amplify Science

A new core curriculum designed from the ground up for the NGSS.

Preview the Student Books and Student Investigation Notebooks

Spanish Student Books and Student Investigation Notebooks

Amplify Science

A new core curriculum designed from the ground up for the NGSS.

Preview the Student Books and Student Investigation Notebooks

Grades 6–8 Integrated Model

NGSS Benchmark Assessments

The Amplify NGSS Benchmark Assessments were authored by Amplify and were not developed as part of the Amplify Science program or created by the Lawrence Hall of Science.

Amplify CKLA usage & branding guidelines

Welcome to Amplify’s guidelines on using CKLA materials both under its Open Education Resource (OER) license (CC BY-NC-SA) and Amplify’s license to school districts. These guidelines apply to all variants of the CKLA program, including those not authored by Amplify. These guidelines address the following programs:

  • Amplify CKLA
  • Amplify Texas ELAR/SLAR
  • TEA’s K-5 RLA Literacy / SLAR program
  • TEA’s Bluebonnet Learning K-5 Reading Language Arts
  • CKF Core Knowledge Language Arts

Amplify is committed to supporting educators in using CKLA resources to enhance classroom learning while protecting the integrity of the CKLA program and Amplify’s exclusive rights.

Our goal is to encourage impactful, efficacious use of the program while providing clear guidelines on permissible and prohibited uses.

1. Amplify’s license and what it means

Amplify partnered with the Core Knowledge Foundation (CKF) to develop the Amplify Core Knowledge Language Arts (CKLA) curriculum. You can learn more about this program and Amplify’s partnership with CKF here.

Amplify holds the exclusive commercial license to all CKLA content. In more than a decade of partnership, we have worked with CKF to enhance and supplement the program, now in its third edition nationally. Amplify licenses Amplify CKLA and Amplify ELAR/SLAR Texas to school districts, along with a full suite of assessment, intervention, and supplemental products, as well as professional development and coaching services. Learn more here.

As the exclusive commercial partner for CKLA, Amplify is the only organization permitted to use the materials commercially.

If your organization purchases CKLA materials from Amplify, you get the customary usage rights for those purchased materials specified in Amplify’s Customer Terms & Conditions.

2. Open Non-Commercial license

Some versions of the CKLA program are available under a Creative Commons NonCommercial license (CC BY-NC-SA 4.0). This includes Amplify Texas ELAR/SLAR, TEA’s K–5 RLA Literacy / SLAR program, TEA’s Bluebonnet Learning K–5 Reading Language Arts and CKF Core Knowledge Language Arts.

CC BY-NC-SA is the OER license for these materials. The license allows users to share and adapt the materials, as long you follow these terms:

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made.
  • NonCommercial — You may not use the material for commercial purposes.
  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under this same CC BY-NC-SA license.

Below we explain how Amplify and CKF apply these terms to common situations — which uses are permitted under the licenses, and which uses are prohibited or require a special permission or commercial arrangement.

Materials licensed under Creative Commons licenses are known as Open Education Resources (OER), and Amplify is proud to have been one of the earliest champions of OER materials in K-12. We believe that OER materials enable a widespread adoption of high quality materials and innovative adaptations by educators for their classrooms, alongside commercial versions that include a full suite of supports.

3. Permitted uses of CKLA content

In these guidelines, when we say “CKLA Content”, we are referring to all versions of the program that was based on the original content from CKF, both those under OER licenses and commercially licensed. Many uses by educators are permissible under either the commercial or OER license. The only difference is that your rights under the commercial license only last as long as that license is maintained by your school or district.

Amplify encourages educators to leverage CKLA Content to foster innovative and effective learning experiences. Below are uses that are permitted without any additional license, as long as you follow attribution guidelines and share-alike requirements.

Classroom Activities and Custom Materials. Educators may create supplementary activities, worksheets, lesson plans, and projects based on the CKLA Content for use within their classroom or school. For these purposes, educators may incorporate portions of the CKLA Content.

Sharing and Selling Materials based on CKLA Content. Educators may also share classroom activities and custom materials with other educators, including by selling the materials on sites like Teachers Pay Teachers. However, if these materials are sold, they may not include CKLA Content.

For any materials you create, you are required to follow our attribution and disclaimer guidelines below.

If you are unsure whether your planned use qualifies as “non-commercial” or is otherwise permitted by Amplify please reach out to us directly.

4. Restricted uses of CKLA program content

To protect the CKLA program’s value and respect Amplify’s exclusive commercial rights, certain uses of the CKLA content are prohibited without first obtaining a commercial license. Amplify reserves the right to enforce these restrictions to protect our rights.

No third party may embed, republish, or incorporate any portion of the CKLA content in products or services intended for sale, licensing, or other commercial purpose. Examples of prohibited uses include embedding CKLA content as a part of digital platforms, apps, or resources marketed to educators or the public, as well as using the content as an input or training data for such products.

This prohibition applies to all types of individuals and organizations (both for-profit and non-profit), and applies to both paid and free uses.

See “Commercial License and Partnerships” below for information on commercial arrangements.

4. Commercial licenses and partnerships

For those interested in using CKLA content in a way that may be commercial, Amplify offers various licensing options. These negotiated licenses allow approved partners to use the CKLA content within their commercial products under specific terms and conditions.

To inquire about a commercial license or discuss a partnership opportunity, please contact our partnerships team at partnerships@amplify.com.

5. Attribution and branding guidelines

Our trademarks are valuable assets of Amplify and its licensors, and we want to ensure our users and partners use them correctly. These trademarks include the Amplify, Core Knowledge Language Arts, and CKLA word marks and logos.
These marks and logos may only be used if you have an existing partnership with us, and you’ve reached out to Amplify to secure our approval to use them.

If you are creating materials based on CKLA Content in accordance with the guidelines above, you are required to include the following attribution in a reasonably perceptible location on each copy of those materials:

“These materials are based on Amplify CKLA but are not affiliated with, sponsored by, reviewed, approved, or endorsed by Amplify Education, Inc. or the Core Knowledge Foundation. ‘Amplify’, ‘CKLA’ and other marks are the property of Amplify Education, Inc. and its licensors.”

Why these guidelines matter

Amplify’s goal is to support educational access to high-quality curriculum resources while protecting the intellectual property and integrity of the CKLA program. By adhering to these guidelines, you help ensure that CKLA remains an accessible and respected resource for educators while supporting its continued improvement.

For additional questions on using the program, or if you need further clarification on any of these points, please contact us.

Grade 6

Unit 1: Expressions and Equations: Area, Algebraic Expressions, and Exponents

iReady ClassroomDesmos Math 6–A1
Lesson 1: Find the Area of a ParallelogramUnit 1
Lesson 3: Exploring Parallelograms (Print available) [Free lesson]
Lesson 4: Off the Grid
Lesson 2: Find the Area of Triangles and Other PolygonsUnit 1
Lesson 7: Off the Grid, Part 2
Practice Day 1 (Print available)
Lesson 3: Use Nets to Find Surface AreaUnit 1
Lesson 11: Nothing But Nets (Print available)
Practice Day 2 (Print available)
Lesson 4: Work with Algebraic ExpressionsUnit 6
Lesson 6: Vari-apples
Lesson 5: Write and Evaluate Expressions with ExponentsUnit 6
Lesson 4: Hanging it Up
Lesson 5: Swap and Solve (Print available)
Practice Day 2 (Print available)
Lesson 6: Find Greatest Common Factor and Least Common MultipleUnit 5
Lesson 14: Common Multiples
Lesson 15: Common Factors
Practice Day 2 (Print available)

Unit 2: Decimals and Fractions: Base-Ten Operations, Division with Fractions, and Volume

Unit 3: Ratio Reasoning: Ratio Concepts and Equivalent Ratios

Unit 4: Ratio Reasoning: Unit Rates and Percent

Unit 5: Algebraic Thinking: Equivalent Expressions and Equations with Variables

Unit 6: Positive and Negative Numbers: Absolute Value, Inequalities, and the Coordinate Plane

Lesson 23: Understand Positive and Negative NumbersUnit 7
Lesson 1: Can You Dig It [Free lesson]
Lesson 4: Sub-Zero
Lesson 24: Order Positive and Negative NumbersUnit 7
Lesson 2: Digging Deeper
Lesson 3: Order in the Class (Print available) [Free lesson]
Lesson 25: Understand Absolute ValueUnit 7
Lesson 5: Distance on the Number Line
Practice Day 1 (Print available)
Lesson 26: Write and Graph One-Variable InequalitiesUnit 7
Lesson 6: Tunnel Travels [Free lesson]
Lesson 7: Comparing Weights
Lesson 8: Shira’s Solutions
Lesson 27: Understand the Four-Quadrant Coordinate PlaneUnit 7
Lesson 9: Sand Dollar Search
Lesson 10: The A-maze-ing Coordinate Plane
Lesson 11: Polygon Maker
Practice Day 2 (Print available)
Lesson 28: Solve Problems in the Coordinate PlaneUnit 7
Lesson 12: Graph Telephone
Practice Day 2 (Print available)

Unit 7: Statistical Thinking: Data Distributions and Measures of Center and Variability

Grade 7

Unit 1: Proportional Relationships: Ratios, Rates, and Circles

Unit 2: Numbers and Operations: Add and Subtract Rational Numbers

Unit 3: Numbers and Operations: Multiply and Divide Rational Numbers

Lesson 11: Understand Multiplication with Negative IntegersUnit 5
Lesson 6: Floating in Groups
Lesson 7: Back in Time
Lesson 12: Multiply and Divide with Negative NumbersUnit 5
Lesson 8: Speeding Turtles
Lesson 13: Express Rational Numbers as Terminating or Repeating DecimalsUnit 4
Lesson 13: Decimal Deep Dive (Print available)
Lesson 14: Use the Four Operations with Negative NumbersUnit 5
Lesson 10: Integer Puzzles [Free lesson]
Lesson 13: Solar Panels and More (Print available)
Practice Day 2  (Print available)

Unit 4: Algebraic Thinking: Expressions, Equations, and Inequalities

Unit 5: Proportional Reasoning: Percents and Statistical Samples

Unit 6: Geometry: Solids, Triangles, and Angles

Lesson 25: Solve Problems Involving Area and Surface AreaUnit 7
Lesson 12: Surface Area Strategies (Print available)
Lesson 26: Solve Problems Involving VolumeUnit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Practice Day 2 (Print available)
Lesson 27: Describe Plane Sections of Three-Dimensional FiguresUnit 7
Lesson 9: Slicing Solids
Lesson 28: Find Unknown Angle MeasuresUnit 7
Lesson 1: Pinwheels
Lesson 2: Friendly Angles [Free lesson]
Lesson 4: Missing Measures (Print available) [Free lesson]
Lesson 29: Draw Plane Figures with Given ConditionsUnit 7
Lesson 6: Is It Enough
Lesson 7: More Than One?
Lesson 8: Can You Draw It? (Print available)
Practice Day 1 (Print available)

Unit 7: Probability: Theoretical Probability, Experimental Probability, and Compound Events

Lesson 30: Understand ProbabilityUnit 8
Lesson 1: How Likely? (Print available) [Free lesson]
Lesson 2: Prob-bear-bilities [Free lesson]
Lesson 31: Solve Problems Involving Experimental ProbabilityUnit 8
Lesson 4: Spin Class
Lesson 5: Is It Fair?
Lesson 32: Solve Problems Involving Probability ModelsUnit 8
Lesson 6: Fair Games
Lesson 33: Solve Problems Involving Compound EventsUnit 8
Lesson 7: Weather or Not
Lesson 8: Simulate It! (Print available)
Practice Day 1 (Print available)

Grade 8

Unit 1: Geometric Figures: Rigid Transformations and Congruence

iReady ClassroomDesmos Math 6–A1
Lesson 1: Understand Rigid Transformations and Their PropertiesUnit 1
Lesson 1: Transformers [Free lesson]
Lesson 2: Spinning, Flipping, Sliding [Free lesson]
Lesson 3: Transformation Golf
Lesson 2: Work with Single Rigid Transformations in the Coordinate PlaneUnit 1
Lesson 4: Moving Day (Print available) [Free lesson]
Lesson 8: No Bending, No Stretching
Lesson 9: Are They Congruent?
Practice Day (Print available)
Lesson 3: Work with Sequences of Transformations and CongruenceUnit 1
Lesson 3: Transformation Golf

Unit 2: Geometric Figures: Transformations, Similarity, and Angle Relationships

Unit 3: Linear Relationships: Slope, Linear Equations, and Systems

Lesson 8: Graph Proportional Relationships and Define SlopeUnit 2
Lesson 9: Water Slide

Unit 3
Lesson 1: Turtle Time Trials [Free lesson]
Lesson 2: Water Tank
Lesson 3: Posters
Lesson 7: Water Cooler
Lesson 8: Landing Planes
Lesson 9: Derive and Graph Linear Equations of the Form y = mx + bUnit 3
Lesson 6: Translations
Lesson 9: Coin Capture
Lesson 10: Solve Linear Equations in One VariableUnit 4
Lesson 1: Number Machines
Lesson 2: Keep It Balanced
Lesson 11: Determine the Number of Solutions to One-Variable EquationsUnit 4
Lesson 7: All, Some, or None
Lesson 8: When Are They the Same?
Lesson 12: Understand Systems of Linear Equations in Two VariablesUnit 4
Lesson 9: On or Off the Line?
Lesson 10: On Both Lines
Lesson 13: Solve Systems of Linear Equations AlgebraicallyUnit 4
Lesson 11: Make Them Balance [Free lesson]
Lesson 12: Line Zapper [Free lesson]
Lesson 14: Represent and Solve Problems with Systems of Linear EquationsUnit 4
Lesson 13: All, Some, or None? Part 2
Lesson 14: Strategic Solving, Part 2 (Print available)
Practice Day 2 (Print available)

Unit 4: Functions: Linear and Nonlinear Relationships

Lesson 15: Understand FunctionsUnit 5
Lesson 1: Turtle Crossing [Free lesson]
Lesson 2: Guess My Rule [Free lesson]
Lesson 3: Function or Not?
Lesson 16: Use Functions to Model Linear RelationshipsUnit 5
Lesson 4: Window Frames
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 6: Graphing Stories
Lesson 17: Compare Different Representations of Functions
Lesson 18: Analyze Functional Relationships Qualitatively
Unit 5
Lesson 7: Feel the Burn (Print available) [Free lesson]

Unit 5: Integer Exponents: Properties and Scientific Notation

Unit 6: Real Numbers: Rational Numbers, Irrational Numbers, and the Pythagorean Theorem

Lesson 23: Find Square Roots and Cube Roots to Solve ProblemsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Lesson 5: Filling Cubes
Lesson 24: Express Rational Numbers as Fractions and DecimalsUnit 8
Lesson 12: Fractions to Decimals
Lesson 13: Decimals to Fractions
Lesson 25: Find Rational Approximations of Irrational NumbersUnit 8
Lesson 10: Taco Truck [Free lesson]
Lesson 26: Understand the Pythagorean Theorem and its ConverseUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 27: Apply the Pythagorean TheoremUnit 8
Lesson 7: Pictures to Prove It
Lesson 8: Triangle-Tracing Turtle [Free lesson]
Lesson 9: Make It Right
Lesson 11: Pond Hopper
Practice Day 2 (Print available)
Lesson 28: Solve Problems with Volumes of Cylinders, Cones, and SpheresLesson 10: Volume Lab
Lesson 11: Cylinders [Free lesson]
Lesson 12: Scaling Cylinders
Lesson 13: Cones [Free lesson]
Lesson 14: Missing Dimensions (Print available)
Lesson 15: Spheres

Unit 7: Statistics: Two-Variable Data and Fitting a Linear Model

Lesson 29: Analyze Scatter Plots and Fit a Linear Model to DataUnit 6
Lesson 3: Robots [Free lesson]
Lesson 4: Dapper Cats [Free lesson]
Practice Day 1 (Print available) [Free lesson]
Lesson 5: Fit Fight [Free lesson]
Lesson 30: Write and Analyze an Equation for Fitting a Linear Model to DataUnit 6
Lesson 6: Interpreting Slopes
Lesson 7: Scatter Plot CityLesson 8: Animal Brains
Practice Day 2 (Print available)
Lesson 31: Understand Two-Way TablesUnit 6
Lesson 9: Tasty Fruit
Lesson 10: Finding Associations [Free lesson]
Lesson 32: Construct and Interpret Two-Way TablesUnit 6
Lesson 11: Federal Budgets
Practice Day 3

Grade 6

Unit 1: Numbers

GO Math!Desmos Math 6–A1
Module 4: Operations with Fractions
Lesson 4.1: Applying GCF and LCM to Fraction OperationsUnit 4
Lesson 6: Fill the Gap [Free lesson]
Lesson 7: Break It Down
Lesson 4.2: Dividing FractionsUnit 4
Lesson 8: Potting Soil
Lesson 9: Division Challenges
Lesson 10: Swap Meet (Print available)
Practice Day
Lesson 4.3: Dividing Mixed NumbersUnit 4
Lesson 8: Potting Soil
Lesson 10: Swap Meet
Practice Day
Lesson 4.4: Solving Multistep Problems with Fractions and Mixed NumbersUnit 4
Lesson 11: Classroom Comparisons
Lesson 12: Puzzling Areas [Free lesson]
Lesson 13: Volume Challenges
Lesson 14: Planter Planner
Module 5: Operations with Decimals
Lesson 5.1: Dividing Whole NumbersUnit 5
Lesson 9: Long Division Launch
Lesson 10: Return of Long Division
Lesson 5.2: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals [Free lesson]
Lesson 2: Decimal Diagrams [Free lesson]
Lesson 3: Fruit by the Pound
Lesson 4: Missing Digits
Lesson 5.3: Multiplying DecimalsUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Multiplying With Areas
Lesson 7: Multiplication Methods
Lesson 5.4: Dividing DecimalsUnit 5
Lesson 8: Division Diagrams
Lesson 10: Return of Long Division
Lesson 11: Movie Time [Free lesson]
Lesson 5.5: Applying Operations with Rational NumbersUnit 5
Practice Day 1
Lesson 12: Budget Vehicles
Lesson 13: Grocery Prices

Unit 2: Number Operations

Module 4: Operations with Fractions
Lesson 4.1: Applying GCF and LCM to Fraction OperationsUnit 4
Lesson 6: Fill the Gap [Free lesson]
Lesson 7: Break It Down
Lesson 4.2: Dividing FractionsUnit 4
Lesson 8: Potting Soil
Lesson 9: Division Challenges
Lesson 10: Swap Meet (Print available)
Practice Day (Print available)
Lesson 4.3: Dividing Mixed NumbersUnit 4
Lesson 8: Potting Soil
Lesson 10: Swap Meet (Print available)
Practice Day
Lesson 4.4: Solving Multistep Problems with Fractions and Mixed NumbersUnit 4
Lesson 11: Classroom Comparisons
Lesson 12: Puzzling Areas (Print available) [Free lesson]
Lesson 13: Volume Challenges
Lesson 14: Planter Planner (Print available)
Module 5: Operations with Decimals
Lesson 5.1: Dividing Whole NumbersUnit 5
Lesson 9: Long Division Launch (Print available)
Lesson 10: Return of Long Division
Lesson 5.2: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals (Print available) [Free lesson]
Lesson 2: Decimal Diagrams [Free lesson]
Lesson 3: Fruit by the Pound
Lesson 4: Missing Digits
Lesson 5.3: Multiplying DecimalsUnit 5
Lesson 5: Decimal Multiplication
Lesson 6: Multiplying With Areas
Lesson 7: Multiplication Methods (Print available)
Lesson 5.4: Dividing DecimalsUnit 5
Lesson 8: Division Diagrams
Lesson 10: Return of Long Division (Print available)
Lesson 11: Movie Time [Free lesson]
Lesson 5.5: Applying Operations with Rational NumbersUnit 5
Practice Day 1 (Print available)
Lesson 12: Budget Vehicles (Print available)
Lesson 13: Grocery Prices (Print available)

Unit 3: Proportionality, Ratios, and Rates

Module 6: Representing Ratios and Rates
Lesson 6.1: RatiosUnit 2
Lesson 1: Pizza Maker [Free lesson]
Lesson 2: Ratio Rounds (Print available)
Lesson 3: Rice Ratios (Print available)
Lesson 7:  Mixing Paint, Part 1
Lesson 12: Mixing Paint, Part 2
Lesson 6.2: Rates Unit 2
Lesson 8: World Records (Print available)
Unit 3
Lesson 4: Model Trains
Lesson 5: Soft Serve [Free lesson]
Lesson 6: Welcome to the Robot Factory (Print available)
Lesson 7: More Soft Serve
Lesson 13: A County as a Village
Lesson 6.3: Using Ratios and Rates to Solve ProblemsUnit 2
Lesson 4: Fruit Lab [Free lesson]
Lesson 5: Balancing Act
Lesson 6: Product Prices (Print available)
Lesson 9: Disaster Preparation [Free lesson]
Lesson 10: Balloons
Lesson 11: Community Life (Print available)
Lesson 13:City Planning
Lesson 14: Lunch Waste (Print available)
Module 7: Applying Ratios and Rates
Lesson 7.1: Ratios, Rates, Tables, and GraphsUnit 2
Lesson 4: Fruit Lab [Free lesson]
Lesson 6: Product Prices (Print available)
Lesson 9: Disaster Preparation [Free lesson]
Unit 3
Lesson 5: Soft Serve [Free lesson]
Lesson 6: Welcome to the Robot Factory
Lesson 7.2: Solving Problems with Proportions
Lesson 7.3: Converting Within Measurement SystemsUnit 3
Lesson 2: Counting Classrooms
Lesson 7.4: Converting Between Measurement SystemsUnit 3
Lesson 3: Pen Pals
Module 8:  Percents
Lesson 8.1 Understanding Percent.Unit 3
Lesson 8: Lucky Duckies [Free lesson]
Lesson 9: Bicycle Goals
Lesson 8.2: Percents, Fractions, and Decimals.Unit 3
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Lesson 13: A Country as a Village
Lesson 8.3: Solving Percent ProblemsUnit 3
Lesson 9: Bicycle Goals
Lesson 10: What’s Missing? (Print available)
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Lesson 13: A Country as a Village

Unit 4: Equivalent Expressions

Module 9: Generating Equivalent Numerical Expressions
Lesson 9.1: ExponentsUnit 6
Lesson 10: Powers
Lesson 11: Exponent Expressions (Print available)
Lesson 12: Squares and Cubes
Lesson 9.2: Prime Factorization
Lesson 9.3: Order of Operations
Module 10: Generating Equivalent Algebraic Expressions
Lesson 10.1: Modeling and Writing Expressions
Lesson 10.2: Evaluating Expressions
Unit 6
Lesson 6: Vari-apples
Lesson 8: Products and Sums [Free lesson]
Lesson 9: Products, Sums, and Differences (Print available)
Lesson 10.3: Generating Equivalent ExpressionsUnit 6
Lesson 7: Border Tiles
Lesson 8: Products and Sums [Free lesson]
Lesson 9: Products, Sums, and Differences (Print available)

Unit 5: Equations and Inequalities

Unit 6: Relationships in Geometry

Unit 7: Measurement and Data

Grade 7

Unit 1: The Number System

GO Math!Desmos Math 6–A1
Module 1:  Adding and Subtracting Integers
Lesson 1.1: Adding Integers With the Same Sign
Lesson 1.2: Adding Integers With Different Signs
Lesson 1.3: Subtracting Integers
Unit 5
Lesson 1: Floats and Anchors [Free lesson]
Lesson 2: More Floats and Anchors
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 9: Expressions (Print available)
Lesson 10: Integer Puzzles [Free lesson]
Lesson 1.4:  Applying Addition and Subtraction of IntegersUnit 5
Lesson 11: Changing Temperatures
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)
Module 2: Multiplying and Dividing Integers
Lesson 2.1: Multiplying Integers Unit 5
Lesson 6: Floating in Groups
Lesson 7: Back in Time
Lesson 10: Integer Puzzles [Free lesson]
Lesson 2.2: Dividing IntegersUnit 5
Lesson 6: Floating in Groups
Lesson 10: Integer Puzzles [Free lesson]
Lesson 2.3: Applying Integer OperationsUnit 5
Lesson 8: Speeding Turtles
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)
Module 3:  Rational Numbers
Lesson 3.1: Rational Numbers and Decimals
Lesson 3.2: Adding Rational Numbers
Lesson 3.3: Subtracting Rational Numbers
Unit 5
Lesson 2: More Floats and Anchors
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 3.4: Multiplying Rational NumbersUnit 5
Lesson 6: Floating in Groups
Lesson 7: Back in Time
Lesson 3.5: Dividing Rational Numbers Unit 5
Lesson 6: Floating in Groups
Lesson 3.6: Applying Rational Number OperationsUnit 5
Lesson 8: Speeding Turtles
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)

Unit 2: Ratios and Proportional Relationships

Module 4:  Rates and Proportionality
Lesson 4.1: Unit RatesUnit 2
Lesson 3: Sugary Drinks (Print available)
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available) [Free lesson]
Lesson 9: Gallon Challenge
Unit 4
Lesson 2: Peach Cobbler (Print available)
Lesson 3: Sticker Sizes
Lesson 4.2: Constant Rates of ChangeUnit 2
Lesson 1: Paint [Free lesson]
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
Lesson 4:  Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available) [Free lesson]
Lesson 7: All Kinds of Equations
Lesson 4.3:  Proportional Relationships and GraphsUnit 2
Lesson 1: Paint [Free lesson]
Lesson 2: Balloon Float
Lesson 3: Sugary Drinks (Print available)
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available) [Free lesson]
Lesson 7: All Kinds of Equations
Lesson 8: DinoPops [Free lesson]
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations (Print available)
Lesson 12: Water Efficiency
Unit 4
Lesson 3: Sticker Sizes
Module 5:  Proportions and Percent
Lesson 5.1: Percent Increase and DecreaseUnit 4
Lesson 1: Mosaics [Free lesson]
Lesson 4: More and Less
Lesson 5: All the Equations
Lesson 7: Percent Machines [Free lesson]
Lesson 9: Minimum Wage (Print available)
Lesson 13: Decimal Deep Dive (Print available)
Lesson 5.2: Rewriting Percent ExpressionsUnit 4
Lesson 9: Minimum Wage
Lesson 5.3: Applications of PercentUnit 4
Lesson 6: 100% (Print available)
Lesson 8: Tax and Tip
Lesson 9: Minimum Wage (Print available)
Lesson 10: Cost of College (Print available)
Lesson 11: Bookcase Builder
Lesson 12: Posing Percent Problems [Free lesson]

Unit 3: Expressions, Equations, and Inequalities

Unit 4: Geometry

Module 8: Modeling Geometric Figures
Lesson 8.1: Similar Shapes and Scale DrawingsUnit 1
Lesson 1: Scaling Machines [Free lesson]
Lesson 2: Scaling Robots
Lesson 3: Make It Scale
Lesson 4: Scale Factor Challenges
Lesson 5: Tiles
Lesson 6: Introducing Scale
Lesson 7: Will It Fit? (Print available) [Free lesson]
Lesson 8: Scaling States (Print available)
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)
Unit 7
Lesson 5: Can You Build It? [Free lesson]
Lesson 6: Is It Enough?
Lesson 7: More Than One?
Lesson 8.2: Geometric DrawingsUnit 1
Lesson 6: Introducing Scale
Lesson 7: Will It Fit? (Print available) [Free lesson]
Lesson 8: Scaling States (Print available)
Lesson 9: Scaling Buildings
Lesson 10: Room Redesign (Print available)
Unit 7
Lesson 8:  Can You Draw It? (Print available)
Lesson 8.3: Cross SectionsUnit 7
Lesson 9: Slicing Solids
Lesson 8.4Angle RelationshipsUnit 7
Lesson 1: Pinwheels
Lesson 2: Friendly Angles [Free lesson]
Lesson 3: Angle Diagrams
Lesson 4: Missing Measures (Print available) [Free lesson]
Module 9:  Circumference, Area, and Volume
Lesson 9.1: CircumferenceUnit 3
Lesson 3: Measuring Around [Free lesson]
Lesson 9.2: Area of CirclesUnit 3
Lesson 5: Area Strategies
Lesson 6: Radius Squares (Print available)
Lesson 7: Why Pi?
Lesson 8: Area Challenges [Free lesson]
Lesson 9: Circle vs. Square
Lesson 9.3: Area of Composite FiguresUnit 3
Lesson 5: Area Strategies
Lesson 8: Area Challenges [Free lesson]
Lesson 9.4: Solving Surface Area ProblemsUnit 7
Lesson 12: Surface Area Strategies (Print available)
Lesson 13: Popcorn Possibilities
Lesson 9.5: Solving Volume ProblemsUnit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 13: Popcorn Possibilities

Unit 5: Statistics

Module 10: Random Samples and
Populations
Lesson 10.1: Populations and SamplesUnit 8
Lesson 10: Crab Island [Free lesson]
Lesson 11: Headlines
Lesson 12: Flower Power
Lesson 13: Plots and Samples
Lesson 14: School Newspaper (Print available)
Lesson 15: Asthma Rates (Print available)
Lesson 10.2: Making Inferences from a Random Sample
Lesson 10.3: Generating Random Samples
Unit 8
Lesson 13: Plots and Samples
Lesson 15: Asthma Rate (Print available)
Module 11: Analyzing and Comparing Data
Lesson 11.1: Comparing Data Displayed in Dot PlotsUnit 8
Lesson 14: School Newspaper (Print available)
Lesson 15: Asthma Rates (Print available)
Lesson 11.2: Comparing Data Displayed in Box PlotsUnit 8
Lesson 13: Plots and Samples
Lesson 15: Asthma Rates (Print available)
Lesson 11.3: Using Statistical Measures to Compare PopulationsUnit 8
Lesson 9: Car, Bike, or Train? (Print available)
Lesson 10: Crab Island [Free lesson]
Lesson 15: Asthma Rates (Print available)

Unit 6: Probability

Module 12: Experimental Probability
Lesson 12.1: ProbabilityUnit 8
Lesson 1: How Likely? (Print available) [Free lesson]
Lesson 2: Prob-bear-bilities [Free lesson]
Lesson 12.2: Experimental Probability of Simple EventsUnit 8
Lesson 3: Mystery Bag
Lesson 4: Spin Class
Lesson 5: Is It Fair?
Lesson 12.3: Experimental Probability of Compound EventsUnit 8
Lesson 7: Weather or Not
Lesson 12.4: Making Predictions with Experimental ProbabilityUnit 8
Lesson 3: Mystery Bag
Lesson 5: Is It Fair?
Module 13: Theoretical Probability and
Simulations
Lesson 13.1: Theoretical Probability of Simple EventsUnit 8
Lesson 1: How Likely? (Print available) [Free lesson]
Lesson 2: Prob-bear-bilities [Free lesson]
Lesson 13.2: Theoretical Probability of Compound EventsUnit 8
Lesson 6: Fair Games
Lesson 13.3: Making Predictions with Theoretical ProbabilityUnit 8
Lesson 8: Simulate It! (Print available)
Lesson 13.4: Using Technology to Conduct a SimulationUnit 8
Lesson 7: Weather or Not
Lesson 8: Simulate It! (Print available)

Grade 8

Unit 1: Real Numbers, Exponents, and Scientific Notation

GO Math!Desmos Math 6–A1
Module 1: Real Numbers
Lesson 1.1: Rational and Irrational Numbers
Lesson 1.2: Sets of Real Numbers
Unit 8
Lesson 12: Fractions to Decimals
Lesson 13: Decimals to Fractions
Lesson 14: Hit the Target
Lesson 1.3: Ordering Real NumbersUnit 8
Lesson 4: Root Down [Free lesson]
Module 2: Exponents and Scientific
Notation
Lesson 2.1: Integer ExponentsUnit 7
Lesson 1: Circles [Free lesson]
Lesson 2: Combining Exponents
Lesson 3: Power Pairs (Print available) [Free lesson]
Lesson 4: Rewriting Powers
Lesson 5: Zero and Negative Exponents
Lesson 6: Write a Rule (Print available)
Lesson 2.2: Scientific Notation with Positive Powers of 10Unit 7
Lesson 7: Scales and Weights
Lesson 8: Point Zapper
Lesson 9: Use Your Powers
Lesson 2.3: Scientific Notation with Negative Powers of 10Unit 7
Lesson 8: Point Zapper
Lesson 9: Use Your Powers
Lesson 2.4: Operations with Scientific NotationUnit 7
Lesson 10: Solar System [Free lesson]
Lesson 11: Balance the Scale [Free lesson]
Lesson 12: City Lights
Lesson 13: Star Power 

Unit 2: Proportional and Nonproportional Relationships and Functions

Module 3: Proportional Relationships
Lesson 3.1: Representing Proportional Relationships.Unit 3
Lesson 1: Turtle Time Trials [Free lesson]
Lesson 2: Water Tank
Lesson 3: Posters
Lesson 3.2: Rate of Change and SlopeUnit 2
Lesson 9: Water Slide
Lesson 10: Points on a Line
Unit 3
Lesson 4: Stacking Cups
Lesson 5: Flags [Free lesson]
Lesson 7: Water Cooler
Lesson 8: Landing Planes
Lesson 9: Coin Capture
Unit 5
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 3.3: Interpreting the Unit Rate as SlopeUnit 3
Lesson 2: Water Tank
Lesson 3: Posters
Module 4: Nonproportional Relationships
Lesson 4.1: Representing Linear Nonproportional RelationshipsUnit 3
Lesson 4: Stacking Cups
Lesson 5: Flags [Free lesson]
Lesson 4.2: Determining Slope and y-interceptUnit 3
Lesson 5: Flags [Free lesson]
Lesson 4.3: Graphing Linear Nonproportional Relationships using Slope and y-intercept.Unit 3
Lesson 4: Stacking Cups
Lesson 5: Flags [Free lesson]
Lesson 6: Translations
Lesson 9: Coin Capture
Lesson 4.4: Proportional and Nonproportional SituationsUnit 3
Lesson 1: Turtle Time Trials [Free lesson]
Module 5: Writing Linear Equations
Lesson 5.1: Writing Linear Equations from Situations and GraphsUnit 3
Lesson 5: Flags [Free lesson]Lesson 9: Coin Capture
Lesson 5.2: Writing Linear Equations from a Table
Lesson 5.3: Linear Relationships and Bivariate DataUnit 6
Lesson 1: Click Bait
Lesson 2: Wing Span
Lesson 3: Robots [Free lesson]
Lesson 4: Dapper Cats [Free lesson]
Lesson 5: Fit Fights [Free lesson]
Lesson 6: Interpreting Slopes
Lesson 7: Scatter Plot City
Lesson 8: Animal Brains
Module 6: Functions
Lesson 6.1: Identifying and Representing FunctionsUnit 5
Lesson 2: Guess My Rule [Free lesson]
Lesson 3: Function or Not?
Lesson 4: Window Frames
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 6.2: Describing FunctionsUnit 5
Lesson 3: Function or Not?
Lesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 8: Charge! (Print available)
Lesson 6.3: Comparing FunctionsUnit 5
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 6.4: Analyzing GraphsUnit 5
Lesson 1: Turtle Crossing [Free lesson]
Lesson 3: Function or Not?
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 8: Charge! (Print available)
Lesson 9: Piecing It Together

Unit 3: Solving Equations and Systems of Equations

Module 7:  Solving Linear Equations
Lesson 7.1: Equations with the Variable on Both SidesUnit 4
Lesson 2: Keep It Balanced
Lesson 3: Balanced Moves
Lesson 4: More Balanced Moves (Print available)
Lesson 5: Equation Roundtable (Print available) [Free lesson]
Lesson 6: Strategic Solving (Print available)
Lesson 7: All, Some, or None?
Lesson 8: When Are They the Same?
Lesson 7.2: Equations with Rational NumbersUnit 4
Lesson 6: Strategic Solving (Print available)
Lesson 7.3: Equations with the Distributive PropertyUnit 4
Lesson 4: More Balanced Moves (Print available)
Lesson 5: Equation Roundtable (Print available) [Free lesson]
Lesson 6: Strategic Solving (Print available)
Lesson 7: All, Some, or None?
Lesson 7.4: Equations with Many Solutions or No SolutionUnit 4
Lesson 7:  All, Some, or None?
Module 8:  Solving Systems of Linear Equations
Lesson 8.1: Solving Systems of Linear Equations by Graphing.Unit 4
Lesson 9: On or Off the Line?
Lesson 10: On Both Lines
Lesson 11: Make Them Balance [Free lesson]
Lesson 12: Line Zapper [Free lesson]
Lesson 8.2: Solving Systems by SubstitutionUnit 4
Lesson 13: All, Some, or None? Part 2
Lesson 14: Strategic Solving, Part 2 (Print available)
Lesson 8.3: Solving Systems by Elimination
Lesson 8.4: Solving Systems by Elimination with Multiplication
Lesson 8.5: Solving Special SystemsUnit 4
Lesson 13: All, Some, or None? Part 2

Unit 4: Transformational Geometry

Unit 5: Measurement Geometry

Module 11: Angle Relationships in Parallel Lines and Triangles
Lesson 11.1: Parallel Lines Cut by a Transversal.Unit 1
Lesson 10: Transforming Angles
Lesson 12: Puzzling It Out [Free lesson]
Lesson 11.2: Angle Theorems for TrianglesUnit 1
Lesson 11: Tearing It Up (Print available)
Lesson 12: Puzzling It Out [Free lesson]
Lesson 11.3: Angle-Angle SimilarityUnit 2
Lesson 3: Match My Dilation
Lesson 6: Social Scavenger Hunt (Print available) [Free lesson]
Lesson 7: Are Angles Enough?
Module 12: Pythagorean Theorem
Lesson 12.1: The Pythagorean TheoremUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 7: Pictures to Prove It
Lesson 8: Triangle-Tracing Turtle [Free lesson]
Lesson 10: Taco Truck [Free lesson]
Lesson 12.2: Converse of the Pythagorean TheoremUnit 8
Lesson 9: Make It Right
Lesson 12.3: Distance Between Two PointsUnit 8
Lesson 11: Pond Hopper
Module 13: Volume
Lesson 13.1: Volume of CylindersUnit 5
Lesson 10: Volume Lab
Lesson 11: Cylinders [Free lesson]
Lesson 12: Scaling Cylinders
Lesson 14: Missing Dimensions (Print available)
Lesson 13.2: Volume of ConesUnit 5
Lesson 10: Volume Lab
Lesson 13: Cones [Free lesson]
Lesson 14: Missing Dimensions (Print available)
Lesson 13.3: Volume of SpheresUnit 5
Lesson 10: Volume Lab
Lesson 15: Spheres

Unit 6: Statistics

Module 14: Scatter Plots
Lesson 14.1: Scatter Plots and AssociationUnit 6
Lesson 1: Click Battle
Lesson 2: Wing Span
Lesson 3: Robots [Free lesson]
Lesson 6: Interpreting Slopes
Lesson 7: Scatter Plot City
Lesson 8: Animal Brains
Lesson 14.2: Trend Lines and PredictionsUnit 6
Lesson 4: Dapper Cats [Free lesson]
Lesson 5: Fit Fights [Free lesson]
Lesson 8: Animal Brains
Module 15: Two-Way Tables
Lesson 15.1: Two-Way Frequency TablesUnit 6
Lesson 9: Tasty Fruit
Lesson 15.2: Two-Way Relative Frequency TablesUnit 6
Lesson 10: Finding Associations [Free lesson]
Lesson 11: Federal Budgets

Grade 6

Module 1: Ratios and Rates

Module 2: Fractions, Decimals, and Percents

Lesson 1: Understand PercentsUnit 3Lesson 8: Lucky Duckies [Free lesson]Lesson 9: Bicycle Goals
Lesson 2: Percents Greater Than 100% and Less Than 1% 
Lesson 3: Relate Fractions, Decimals, and PercentsUnit 5Lesson 2: Decimal Diagrams [Free lesson]Lesson 13: Grocery Prices (Print available)
Lesson 4: Find the Percent of a NumberUnit 3Lesson 10: What’s Missing? (Print available)Lesson 11: Cost Breakdown
Lesson 5: Estimate the Percent of a Number 
Lesson 6: Find the WholeUnit 3Lesson 10: What’s Missing? (Print available)

Module 3: Compute with Multi-Digit Numbers and Fractions

Module 4: Integers, Rational Numbers, and the Coordinate Plane

Lesson 1: Represent IntegersUnit 7Lesson 1: Can You Dig It [Free lesson]Lesson 4: Sub-Zero
Lesson 2: Opposites and Absolute ValueUnit 7Lesson 5: Distance on the Number Line
Lesson 3: Compare and Order IntegersUnit 7Lesson 2: Digging DeeperLesson 3: Order in the Class (Print available) [Free lesson]
Lesson 4: Rational NumbersUnit 7Lesson 2: Digging Deeper
Lesson 5: The Coordinate PlaneUnit 7Lesson 9: Sand Dollar SearchLesson 10: The A-maze-ing Coordinate Plane
Lesson 6: Graph Reflections of Points
Lesson 7: Absolute Value and DistanceUnit 7Lesson 5: Distance on the Number Line

Module 5: Numerical and Algebraic Expressions

Module 6: Relationships in Geometry

Module 7: Relationships Between Two Variables

Module 8: Area

Module 9: Volume and Surface Area

Module 10: Statistical Measures and Displays

Grade 7

Module 1: Proportional Relationships

Module 2: Solve Percent Problems

Module 3: Operations with Integers

Module 4: Operations with Rational Numbers

Module 5: Simplify Algebraic Expressions

Module 6: Write and Solve Equations

Lesson 1: Write and Solve One-Step EquationsUnit 6Lesson 3: EquationsLesson 4: Seeing Structure (Print available)Lesson 14: Unbalanced HangersLesson 15: BudgetingLesson 16: Shira the Sheep [Free lesson]Lesson 17: Write Them and Solve Them (Print available)
Lesson 2: Solve Two-Step Equations: px + q = r
Lesson 3: Write and Solve Two-Step Equations: px + q = r
Lesson 4: Solve Two-Step Equations: p(x + q) = r
Lesson 5: Write and Solve Two-Step Equations: p(x + q) = r
Unit 6Lesson 4: Seeing Structure (Print available)Lesson 6: Balancing EquationsLesson 7: Keeping It True (Print available)Lesson 12: Community Day (Print available)Practice Day 1 (Print available)

Module 7: Write and Solve Inequalities

Lesson 1: Solve One-Step Addition and Subtraction Inequalities
Lesson 2: Write and Solve One-Step Addition and Subtraction Inequalities
Lesson 3: Solve One-Step Multiplication and Division Inequalities
Lesson 4: Solve One-Step Multiplication and Division Inequalities with Negative Coefficients
Unit 6Lesson 14: Unbalanced HangersLesson 15: Budgeting (Print available)Lesson 16: Shira the SheepLesson 17: Write Them and Solve Them (Print available)
Lesson 5: Write and Solve One-Step Multiplication and Division InequalitiesUnit 6Lesson 15: Budgeting (Print available)
Lesson 6: Write and Solve Two-Step InequalitiesUnit 6Lesson 15: Budgeting (Print available)Lesson 16: Shira the Sheep [Free lesson]Lesson 17: Write Them and Solve Them (Print available)Practice Day 2 (Print available)

Module 8: Geometric Figures

Module 9: Measure Figures

Module 10: Probability

Lesson 1: Find Likelihoods
Lesson 2: Relative Frequency of Simple Events
Lesson 3: Theoretical Probability of Events
Unit 8Lesson 1: How Likely? (Print available) [Free lesson]Lesson 2: Prob-bear-bilities [Free lesson]Lesson 3: Mystery Bag
Lesson 4: Compare Probabilities of Simple EventsUnit 8Lesson 4: Spin ClassLesson 5: Is It Fair?
Lesson 5: Probability of Compound EventsUnit 8Lesson 6: Fair GamesLesson 7: Weather or NotLesson 8: Simulate It
Lesson 6: Simulate Chance EventsUnit 8Lesson 8: Simulate ItPractice Day 1 (Print available)

Module 11: Sampling and Statistics

Grade 8

Module 1: Exponents and Scientific Notation

Module 2: Real Numbers

Lesson 1: Terminating and Repeating DecimalsUnit 8
Lesson 12: Fractions to Decimals
Lesson 13: Decimals to Fractions
Lesson 2: RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Practice Day 1 (Print available)
Lesson 3: Real NumbersUnit 8
Lesson 14: Hit the Target
Lesson 4: Estimate Irrational NumbersUnit 8
Lesson 3: Between Squares
Lesson 5: Compare and Order Real NumbersUnit 8
Lesson 14: Hit the Target

Module 3: Solve Equations with Variables on Each Side

Module 4: Linear Relationships and Slope

Module 5: Functions

Module 6: Systems of Linear Equations

Lesson 1: Solve Systems of Equations by GraphingUnit 4 
Lesson 9: On or Off the Line?
Lesson 10: On Both Lines
Lesson 11: Make Them Balance [Free lesson]
Lesson 12: Line Zapper
Lesson 13: All, Some, or None? Part 2
(Print available)Practice Day 2 
Lesson 2: Determine Number of SolutionsUnit 4 
Lesson 13: All, Some, or None? Part 2
Lesson 3: Solve Systems of Equations by Substitution
Lesson 4: Solve Systems of Equations by Elimination
Lesson 5: Write and Solve Systems of EquationsUnit 4 
Lesson 14: Strategic Solving, Part 2 (Print available)

Module 7: Triangles and the Pythagorean Theorem

Lesson 1: Angle Relationships and Parallel LinesUnit 1 Lesson 10: Transforming Angles
Lesson 2: Angle Relationships and TrianglesUnit 1 Lesson 10: Transforming Angles Lesson 11: Tearing It Up (Print available)Lesson 12: Puzzling It Out [Free lesson]
Lesson 3: The Pythagorean TheoremUnit 8Lesson 6: The Pythagorean TheoremLesson 7: Pictures to Prove It
Lesson 4: Converse of the Pythagorean TheoremUnit 8Lesson 9: Make It Right
Lesson 5: Distance on the Coordinate PlaneUnit 8Lesson 11: Pond HopperPractice day 2 (Print available)

Module 8: Transformations

Module 9: Congruence and Similarity

Lesson 1: Congruence and Transformations
Lesson 2: Congruence and Corresponding Parts
Unit 1 Lesson 7: Are They the Same?Lesson 9: Are They Congruent?
Lesson 3: Similarity and TransformationsUnit 2Lesson 5: Transformations Golf with DilationsLesson 6: Social Scavenger Hunt (Print available) [Free lesson]
Lesson 4: Similarity and Corresponding PartsUnit 2Lesson 7: Are Angles Enough?Lesson 8: Shadows
Lesson 5: Indirect MeasurementUnit 2Lesson 8: Shadows

Module 10: Volume

Lesson 1: Volume of CylindersUnit 5Lesson 10: Volume LabLesson 11: Cylinders [Free lesson]Lesson 12: Scaling Cylinders
Lesson 2: Volume of ConesUnit 5Lesson 10: Volume LabLesson 13: Cones [Free lesson]Lesson 14: Missing Dimensions (Print available)
Lesson 3: Volume of SpheresUnit 5Lesson 15: Spheres
Lesson 4: Finding Missing DimensionsUnit 5Lesson 14: Missing Dimensions (Print available)
Lesson 5: Volume of Composite SolidsUnit 5Lesson 15: Spheres

Module 11: Scatter Plots and Two-Way Tables

Grade 6

Chapter 1: Use Positive Rational Numbers

enVision MathDesmos Math 6–A1
Lesson 1: Fluently Add, Subtract, and Multiply DecimalsUnit 5
Lesson 1: Dishing Out Decimals (Print available) [Free lesson]
Lesson 2: Decimal Diagrams [Free lesson]
Lesson 3: Fruit by the Pound
Lesson 4: Missing Digits
Lesson 5: Decimal Multiplication
Lesson 12: Budget Vehicles (Print available)
Practice Day 1 (Print available)
Lesson 2: Fluently Divide Whole Numbers and DecimalsUnit 5
Lesson 8: Division Diagrams
Lesson 9: Long Division Launch (Print available)
Lesson 10: Return of the Long Division (Print available)
Lesson 11: Movie Time [Free lesson]
Lesson 12: Budget Vehicles (Print available)
Practice Day 2
Lesson 3: Multiply FractionsUnit 4
Lesson 12: Puzzling Areas (Print available) [Free lesson]
Lesson 13: Volume Challenges
Lesson 14: Planter Planner (Print available)
Lesson 4: Understand Division with FractionsUnit 4
Lesson 1: Cookie Cutter
Lesson 2: Making Connections (Print available)
Lesson 3: Flour Planner [Free lesson]
Lesson 4: Flower Planters
Practice Day (Print available)
Lesson 5: Divide Fractions by fractionsUnit 4
Lesson 5: Garden Bricks (Print available)
Lesson 7: Break It Down
Lesson 8: Potting Soil
Lesson 9: Division Challenges
Lesson 14: Planter planner (Print available)
Practice Day (Print available)
Lesson 6: Divide Mixed NumbersUnit 4
Lesson 5 Garden Bricks (Print available)
Lesson 6 Fill the Gap [Free lesson]
Lesson 11 Classroom Comparisons
Lesson 7: Solve Problems with Rational NumbersLesson 3: Flour Planner [Free lesson]
Lesson 4: Flower Planters
Lesson 5: Garden Bricks (Print available)
Lesson 10: Swap Meet (Print available)

Chapter 2: Integers and Rational Numbers

Lesson 1: Understand IntegersUnit 7
Lesson 1: Can You Dig it In [Free lesson]
Lesson 4 Sub-Zero
Lesson 2: Represent Rational Numbers on the Number LineUnit 7
Lesson 2: Digging Deeper
Lesson 3: Order in the Class (Print available) [Free lesson]
Practice Day 1
Lesson 3: Absolute Values of Rational NumbersUnit 7
Lesson 5: Distance on the Number Line
Practice Day 1 (Print available)
Lesson 4: Represent Rational Numbers on the Coordinate Plane 
Lesson 5: Find Distances on the Coordinate Plane
Lesson 6: Represent Polygons on the Coordinate Plane
Unit 7
Lesson 11: Polygon Maker

Chapter 3: Numeric and Algebraic Expressions

Chapter 4: Represent and Solve Equations and Inequalities

Lesson 1: Understand Equations and SolutionsUnit 6
Lesson 1: Weight for It [Free lesson]
Lesson 3: Hanging Around
Lesson 13: Turtles All the Way
Lesson 2: Apply Properties of Equality
Lesson 3: Write and Solve Addition and Subtraction Equations
Lesson 4: Write and Solve Multiplication and Division Equations
Unit 6
Lesson 3: Hanging Around
Lesson 4: Hanging It Up
Lesson 5: Swap and Solve (Print available)
Practice Day 1 (Print Available)
Lesson 5: Write and Solve Equations with Rational NumbersUnit 6
Lesson 4; Hanging It Up
Lesson 5: Swap and Solve (Print available)
Lesson 6: Understand and Write InequalitiesUnit 7
Lesson 6: Tunnel Travel [Free lesson]
Lesson 7: Comparing Weights
Lesson 7: Solve InequalitiesUnit 7
Lesson 8: Shira’s Solutions
Lesson 8: Understand Dependent and Independent VariablesUnit 6
Lesson 13: Turtles All the Way
Lesson 9: Use Patterns to Write and Solve Equations
Lesson 10: Relate Tables, Graphs, and Equations
Unit 6
Lesson 13: Turtles All the Way
Lesson 14: Representing Relationships
Lesson 15: Connecting Representations (Print available)
Lesson 16: Subway Fares (Print available) [Free lesson]
Practice Day 2 (Print available)

Chapter 5: Understand and Use Ratio and Rate

Chapter 6: Understand and Use Percent

Lesson 1: Understand PercentUnit 3
Lesson 8: Lucky Duckies [Free lesson]
Lesson 2: Relate Fractions, Decimals, and PercentsUnit 5
Lesson 13: Grocery Prices (Print available)
Lesson 3: Represent Percents Greater Than 100 or Less than 1 
Lesson 4: Estimate to Find Percent 
Lesson 5: Find the Percent of a Number
Lesson 6: Find the Whole Given a Part and the Percent
Unit 3
Lesson 9: Bicycle Goals
Lesson 10: What’s Missing?
Lesson 11: Cost Breakdown
Lesson 12: More Bicycle Goals
Practice Day 2 (Print Available)

Chapter 7: Solve Area, Surface Area, and Volume Problems

Chapter 8: Display, Describe, and Summarize data

Grade 7

Chapter 1: Rational Number Operations

enVision MathDesmos Math 6–A1
Lesson 1: Relate Integers and Their OppositesUnit 5
Lesson 1: Floats and Anchors [Free lesson]
Lesson 2: Understand Rational NumbersUnit 4
Lesson 13: Decimal Deep Dive (Print available)
Lesson 3: Add Integers
Lesson 4: Subtract Integers
Unit 5
Lesson 2: More Floats and Anchors
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Lesson 5: Add and Subtract Rational NumbersUnit 5
Lesson 3: Bumpers
Lesson 4: Draw Your Own (Print available) [Free lesson]
Lesson 5: Number Puzzles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 11: Changing Temperatures
Lesson 13: Solar Panels and More (Print available)
Practice Day 1 (Print available)
Lesson 6: Multiply IntegersUnit 5
Lesson 6: Floating in Groups
Lesson 7: Back in Time
Lesson 8: Speeding Turtles
Lesson 10: Integer Puzzles [Free lesson]
Practice Day 2 (Print available)
Lesson 7: Multiply Rational NumbersUnit 5
Lesson 8: Speeding Turtles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)
Practice Day 2 (Print available)
Lesson 8: Divide IntegersUnit 5
Lesson 8: Speeding Turtles
Lesson 9: Divide Rational NumbersUnit 5
Lesson 8: Speeding Turtles
Lesson 10: Integer Puzzles [Free lesson]
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)
Practice Day 2 (Print available)
Lesson 10 Solve Problems with Rational NumbersUnit 5
Lesson 11: Changing Temperatures
Lesson 12: Arctic Sea Ice (Print available)
Lesson 13: Solar Panels and More (Print available)

Chapter 2: Analyze and Use Proportional Relationships

Lesson 1: Connect Ratios, Rates, and Unit Rates 
Lesson 2: Determine Unit Rates with Ratios of Fractions 
Lesson 3: Understand Proportional Relationships: Equivalent RatiosUnit 2
Lesson 1: Paint [Free lesson]
Lesson 2: Balloon Float
Lesson 4: Describe Proportional Relationships: Constant of ProportionalityUnit 2
Lesson 3: Sugary Drinks (Print available)
Lesson 4: Robot Factory
Lesson 5: Snapshots
Lesson 6: Two and Two (Print available) [Free lesson]
Lesson 7: All Kinds of Equations
Lesson 10: Three Turtles
Practice Day (Print available)
Unit 3
Lesson 1 Circumference of a Circle
Lesson 5: Graph Proportional RelationshipsUnit 2
Lesson 8: Dino Pops [Free lesson]
Lesson 9: Gallon Challenge
Lesson 10: Three Turtles
Lesson 11: Four Representations (Print available)
Lesson 6: Apply Proportional Reasoning to Solve ProblemsUnit 2
Lesson 11: Four Representations (Print available)
Lesson 12: Water Efficiency

Chapter 3: Analyze and Solve Percent Problems

Chapter 4: Generate Equivalent Expressions

Chapter 5: Solve Problems Using Equations and Inequalities

Chapter 6: Use Sampling to Draw Inferences About Populations

Chapter 7: Probability

Lesson 1: Understand Likelihood and ProbabilityUnit 8
Lesson 1 How Likely? (Print available) [Free lesson]
Lesson 2 Prob-bear-bilities [Free lesson]
Lesson 3 Mystery Bag
Lesson 2: Understand Theoretical Probability
Lesson 3: Understand Experimental Probability
Unit 8
Lesson 4: Spin Class
Lesson 5: Is It Fair?
Lesson 6: Fair Games
Lesson 4: Use Probability ModelsUnit 8
Lesson 6: Fair Games
Lesson 7: Weather or Not
Lesson 8: Simulate It
Lesson 9: Car, Bike, or Train? (Print available)
Lesson 5: Determine Outcomes of Compound EventsUnit 8
Lesson 9: Car, Bike, or Train? (Print available)
Lesson 6: Find Probabilities of Compound Events
Lesson 7: Simulate Compound Events
Unit 8
Lesson 8: Simulate It
Lesson 9: Car, Bike, or Train? (Print available)
Practice Day 1 (Print Available)

Chapter 8: Solve Problems Involving Geometry

Lesson 1: Solve Problems Involving Scale DrawingsUnit 1 Lesson 1: Scaling Machines [Free lesson] Lesson 2: Scaling Robots Lesson 3: Make It Scale Lesson 4: Scale Factor Challenges Lesson 5: Tiles Lesson 6: Introducing Scale Lesson 7: Will It Fit? [Free lesson] Lesson 8: Scaling States Lesson 9: Scaling Buildings Lesson 10: Room Redesign Practice Day 1 Practice Day 2   Unit 3 Lesson 1: Toothpicks   Unit 4 Lesson 3: Sticker Sizes
Lesson 2: Draw Geometric FiguresUnit 7
Lesson 6: Is It Enough?
Lesson 3: Draw Triangles with Given ConditionsUnit 7
Lesson 5: Can You Build It? [Free lesson]
Lesson 6: Is It Enough?
Lesson 7: More Than One
Lesson 8: Can You Draw It?
Practice Day 1
Lesson 4: Solve Problems Using Angle RelationshipsUnit 7
Lesson 1: Pinwheels
Lesson 2: Friendly Angles [Free lesson]
Lesson 3: Angle Diagrams
Lesson 4: Missing Measures [Free lesson]
Lesson 5: Solve Problems Involving Circumference of a CircleUnit 3
Lesson 2: Is It a Circle?
Lesson 3: Measuring Around [Free lesson]
Lesson 4: Perimeter Challenges
Practice Day 1 (Print available) [Free lesson]
Lesson 6: Solve Problems Involving Area of a CircleUnit 3
Lesson 5: Area Strategies
Lesson 6: Radius Squares
Lesson 7: Why Pi?
Lesson 8: Area Challenges [Free lesson]
Lesson 9: Circle vs. Square
Practice Day 2
Lesson 7: Describe Cross SectionsUnit 7
Lesson 9: Slicing Solids
Lesson 8: Solve Problems Involving Surface AreaUnit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 12: Surface Area Strategies
Lesson 13: Popcorn Possibilities
Lesson 9: Solve Problems Involving VolumeUnit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 13: Popcorn Possibilities
Practice Day 2

Grade 8

Chapter 1: Real Numbers

enVision MathDesmos Math 6–A1
Lesson 1: Rational Numbers as DecimalsUnit 8
Lesson 12: Fractions to Decimals
Lesson 13: Decimals to Fractions
Lesson 2: Understand Irrational NumbersUnit 8
Lesson 14: Hit the Target
Lesson 3: Compare and Order Real Numbers 
Lesson 4: Evaluate Square Roots and Cube RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Lesson 5: Solve Equations Using Square Roots and Cube RootsUnit 8
Lesson 5: Filling Cubes
Practice Day 1 (Print available)
Lesson 6: Use Properties of Integer ExponentsUnit 7  
Lesson 2: Combining Exponents
Lesson 3: Power Pairs (Print available) [Free lesson]
Lesson 4: Rewriting Powers
Practice Day 1 (Print available)
Lesson 7: More Properties of Integer ExponentsUnit 7  
Lesson 5: Zero and Negative Exponents
Lesson 6: Write a Rule (Print available)
Lesson 8: Use Powers of 10 to Estimate QuotientsUnit 7  
Lesson 7: Scales and Weights
Lesson 8: Point Zapper
Lesson 9: Use Your Powers
Lesson 9: Understand Scientific NotationUnit 7  
Lesson 10: Solar System [Free lesson]
Lesson 11: Balance the Scales [Free lesson]
Lesson 13: Star Power
Practice Day 2 (Print available)

Chapter 2: Analyze and Solve Linear Equations

Lesson 1: Combine Like Terms to Solve EquationsUnit 4
Lesson 2: Keep It Balanced
Lesson 2: Solve Equations with Variables on Both SidesUnit 4
Lesson 3: Balanced Moves
Lesson 4: More Balanced Moves (Print available)
Lesson 3: Solve Multi-Step EquationsUnit 4
Lesson 3: Balanced Moves
Lesson 4: More Balanced Moves (Print available)
Lesson 5: Equation Roundtable (Print available) [Free lesson]
Lesson 6: Strategic Solving (Print available)
Lesson 4: Equations with No Solutions or Infinitely Many SolutionsUnit 4
Lesson 7: All, Some, or None?
Lesson 5: Compare Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials [Free lesson]
Lesson 2: Water Tank
Lesson 3: Posters
Lesson 6: Connect proportional Relationships and SlopeUnit 2
Lesson 9: Water Slide
Lesson 10: Points on a Plane
Practice Day 
 
Unit 3
Lesson 2: Water Tank
Lesson 4: Stacking Cups
Lesson 5: Flags [Free lesson]
Lesson 7: Water Cooler
Lesson 8: Landing Planes
Lesson 9: Coin Capture
Lesson 7: Analyze Linear Equations: y = mxUnit 3
Lesson 3: Posters
Lesson 6: Translations
Lesson 8: Understand the y-intercept of a LineUnit 3
Lesson 5: Flags [Free lesson]
Lesson 6: Translations
Lesson 9: Analyze Linear Equations: y = mx + bUnit 3  
Lesson 6: Translations
Lesson 7: Water Cooler
Practice Day 

Chapter 3: Use Functions to Model Relationships

Lesson 1: Understand Relations and FunctionsUnit 5
Lesson 1: Turtle Crossing [Free lesson]
Lesson 2: Guess My Rule [Free lesson]
Lesson 2: Connect Representations of FunctionsUnit 5
Lesson 3: Function or Not?
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 3: Compare Linear and Nonlinear FunctionsUnit 5
Lesson 4: Window Frames
Lesson 4: Construct Functions to Model Linear RelationshipsUnit 5
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 8: Charge! (Print available)
Lesson 5: Intervals of Increase and DecreaseUnit 5
Lesson 1: Turtle Crossing [Free lesson]
Lesson 6: Graphing Stories
Lesson 6: Sketch Functions from Verbal DescriptionsUnit 5  
Lesson 6: Graphing Stories

Chapter 4: Investigate Bivariate Data

Lesson 1: Construct and Interpret Scatter PlotsUnit 6  
Lesson 1: Click Battle
Lesson 2: Wing Span
Lesson 3: Robots [Free lesson]
Practice Day 1 (Print available) [Free lesson]
Lesson 2: Analyze Linear AssociationUnit 6  
Lesson 4: Dapper Cats [Free lesson]
Lesson 5: Fit Fights [Free lesson]
Lesson 7: Scatter Plot City
Lesson 3: Use Linear Models to Make PredictionsUnit 6  
Lesson 6: Interpreting Slopes
Lesson 8: Animal Brains
Practice Day 2 (Print available)
Lesson 4: Interpret Two-Way Frequency TablesUnit 6
Lesson 9: Tasty Fruit
Lesson 5: Interpret Two-Way Relative Frequency TablesUnit 6
Lesson 10: Finding Associations [Free lesson]
Lesson 11: Federal Budgets
Practice Day 3

Chapter 5: Analyze and Solve Systems of Linear Equations

Chapter 6: Congruence and Similarity

Chapter 7: Understand and Apply the Pythagorean Theorem

Lesson 1: Understand the Pythagorean TheoremUnit 8
Lesson 6: The Pythagorean Theorem
Lesson 7: Pictures to Prove It
Lesson 8: Triangle-Tracing Turtle [Free lesson]
Lesson 2: Understand the Converse of the Pythagorean TheoremUnit 8
Lesson 9: Make It Right
Lesson 3: Apply the Pythagorean Theorem to Solve ProblemsUnit 8
Lesson 10: Taco Truck [Free lesson]
Practice Day 2 (Print available)
Lesson 4: Find Distance in the Coordinate PlaneUnit 8
Lesson 11: Pond Hopper

Chapter 8: Solve Problems Involving Surface Area and Volume

Lesson 1: Find Surface Area of Three-Dimensional Figures 
Lesson 2: Find Volume of CylindersUnit 5
Lesson 10: Volume Lab
Lesson 11: Cylinders [Free lesson]
Lesson 14: Missing Dimensions (Print available)
Lesson 3: Find Volume of ConesUnit 5
Lesson 13: Cones [Free lesson]
Lesson 14: Missing Dimensions (Print available)
Lesson 4: Find Volume of SpheresUnit 5
Lesson 15: Spheres
Practice Day 2 (Print available)

Welcome, Boost Lectura families!

We’re excited to welcome you and your student to the Boost Lectura Caregiver Hub for the new school year. We’ve put together the following resources and guides to help you support your child throughout the year and give them the most productive experience possible with our platform.

Para la versión en español, haga clic aquí.

Cartoon dog in a soccer uniform kicks a "ma" ball toward a goal, saying "¡Hola!" and "Hello!"—highlighting how the Science of Reading can help boost reading skills in fun ways.

What is Boost Lectura?

Boost Lectura is an easy-to-use digital intervention program. The engaging world of Boost Lectura provides differentiated Spanish reading instruction for grades K–2, adapting to the unique needs of each reader. Your child can use the program during school hours and also independently at home.

Welcome to Boost Lectura!

Captura de pantalla de un video de dibujos animados educativos en pausa destinado a impulsar la lectura, que muestra un pájaro en un arbusto y una niña mirando desde detrás de un árbol, con opciones de palabras "ad" y "at".

What is my role?

Make sure your student can log in independently.

We recommend that you help your child log in at home via Clever or another platform. Your child’s teacher may also download and print a QR code or unique username and password that your child can use to log in. Please reach out to your child’s teacher if you’re unsure about the login process or did not receive login information.

Tips

  • Practice logging in with your child consistently until they can log in independently.
  • Keep their login information in a single place so they know where to go if they forget it.

Ilustración colorida de criaturas y objetos caprichosos, incluida una bola de cristal que muestra la silueta de un paisaje urbano, libros para estimular la lectura, una poción y una criatura vibrante que se asemeja a un gato.

Give your child a quiet space to work.

Get your child set up to use Boost Lectura at home: Make sure they have a set of headphones and a quiet place to play. You won’t need to assist them with their learning, since Boost Lectura is personalized to your child’s needs. Once they can log in, they can start using the program(s) independently. 

Give your child time to play independently.

Your child may begin with a placement activity, which will use their answers to match them to the content and games that are best for their reading skill level. It’s important that your child completes each activity independently, so the program accurately assesses their level. Encourage them to have fun and do their best!

Review digital safety.

Take a few moments to look at Protecting Kids Online, a site by the Federal Trade Commission all about safety for kids in the digital world.

Add to the fun!

Each K–2 student has a customizable digital companion called a Curioso. Print these Curioso coloring pages so your student can decorate their own Curioso!

Páginas para colorear con animales de dibujos animados vestidos con atuendos festivos y la palabra "¡Impulsa la lectura!" en un cartel en la parte superior.

Download Curioso Coloring Pages

How to get help

Screenshot of the Amplify support page with an orange header, bear illustration, search bar, and Boost Reading help article categories displayed in a grid layout.

We’re here to help you!

Have a question about Boost Lectura? 

Visit our help center to search for articles with answers to your questions about the program. 

For additional support, please contact your child’s teacher.

Frequently asked questions

We recommend checking in with your child’s teacher to find out how much they should be using these programs at home, since they may also be using the programs during the school day. This is our general recommendation:

Boost Lectura

If using only Boost Lectura, your student should play for about 30–45 minutes total per week, broken up into 10–15-minute sessions.

Boost Lectura and Boost Reading 

If using both Boost Lectura and Boost Reading, your student should play each week for about 40 minutes total across both programs, with each session lasting about 10–15 minutes.

We actually recommend that you don’t step in to help if your child is having trouble with the content! While this can be hard, please understand that Boost Lectura is designed to adapt based on your student’s answers, providing them with additional support and instructions to help them move forward.

Welcome, Amplify Caminos families!

We’re excited to welcome you and your student to the Amplify Caminos program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

What is Amplify Caminos?

Amplify Caminos is an authentic elementary Spanish language arts program for Grades K–5, grounded in the Science of Reading and built from the ground up for the Spanish language.

We’ve designed Amplify Caminos around topics that interest kids, from science to world history to great literature and art. Students connect what they learn across units and grades, deepening their understanding and engagement each year.

Getting started

There are a few ways you can support the student in your care:

  • If possible, read with them daily; even 15 minutes of reading together each day can create a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, and then have them read it aloud back to you.
  • Find moments to discuss what they are reading and discovering in class. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was your takeaway from the author’s passage? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Logging in

Grade K–2 students

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student logins provide K–2 students using the Amplify Caminos Hub and students who aren’t yet enrolled by their school or district a way to access Amplify’s digital programs.

Grade 3–5 students

Go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Students in this grade band must be enrolled and have an appropriate license to access Student Home. Contact your student’s teacher for login information.

Materials overview

Some of Amplify Caminos’ digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Readers

Amplify Caminos is a Spanish Language Arts (SLA) program, so the student readers are in Spanish and align to the Spanish code that is taught in Amplify Caminos. Those readers would only be available to teachers and students who are implementing Caminos in their SLA or Dual Language classroom.

Student Readers are uniquely designed to provide students with intensive practice while they read simple but authentic stories.

Student Readers are chapter books designed for kindergarten to second grade students to practice the sounds and spelling patterns they’ve just learned, along with commonly used Spanish words. This helps them understand what they read while enjoying engaging stories with interesting characters. For students in Grades 3–5, the Student Readers help improve close reading and other literacy skills by offering a range of content-rich stories and informative texts.

alt="Three book covers in Spanish, featuring colorful illustrations of children with animals in varied settings: a llama, a dog, and both rural and urban backgrounds, ideal for the Core Knowledge Language Arts curriculum."

Student Activity Books

As part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments (to which teachers have access) that track students’ skills development.

Illustration of a llama and desert elements on an orange background in the Amplify CKLA educational material, adjacent to a page teaching letter formation and number writing.

Caminos Hub for students

Students access multimedia resources and engage in a new digital experience on the Caminos Hub. They can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s also compatible with laptops, Chromebooks, tablets, and desktops—we’ve even optimized it for mobile devices.

A digital educational interface shows two options: "sonidos" with a saxophone icon and "biblioteca" an open book icon, under the label "caminos" for grade 2.

Sonidos for Grades K–2

The Sonidos Library contains audio recordings of phonemes. Teachers can incorporate the Sonidos Library materials at any point into existing activities, at the start of skills lessons, or as a review to bring a sense of fun into the classroom.
The sounds in the library are organized by unit, and you can find the sounds for each unit by going through the tabs at the top of the screen. Each tab contains cards for each sound, on which you can play a recording of the sound by selecting the speaker icon.

Screenshot of an Amplify CKLA language learning app displaying vowel sounds with corresponding images: tree, ring, and sheep, labeled in Spanish, with a

Biblioteca

The Hub eReader is an easy way for kids to connect to the entire Caminos library of readers. A simple table of contents makes it easy to navigate longer books. Amplify Caminos e-books include the full set of Grade K–5 Student Readers.

Grid of eight illustrated book covers titled "caminos biblioteca de 2º grado," each depicting children in various settings, with "leer" buttons below each cover, part of the Core

Quests

In Grades 3–5, each grade contains a Core Quest. In these special units, all the normal rules of the classroom change, and students engage with language in surprising new ways. For example, in Grade 5, they learn to love the dense Shakespearian language of “A Midsummer Night’s Dream” through imagery, close reading, and performance.

Have a question about Amplify Caminos? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Welcome, Boost Reading families!

We’re excited to welcome you and your student to the Boost Reading Caregiver Hub for the new school year. We’ve put together the following resources and guides to help you support your child throughout the year and give them the most productive experience possible with our platform.

Para la versión en español, haga clic aquí.

A young girl wearing headphones uses a tablet, with colorful cartoon trees and a bird character in the background. A label reads "Built on the Science of Reading" and highlights how Boost Reading supports learning.

What is Boost Reading?

Boost Reading is a student-led, digital intervention program based on the Science of Reading. The engaging world of Boost Reading uses adaptive technology to deliver targeted remediation support for K–5 students, adjusting to the unique needs of each reader. Your child can use the program during school hours and also independently at home.

Welcome to Boost Reading!

Captura de pantalla de un video de dibujos animados educativos en pausa destinado a impulsar la lectura, que muestra un pájaro en un arbusto y una niña mirando desde detrás de un árbol, con opciones de palabras "ad" y "at".

What is my role?

Make sure your student can log in independently.

We recommend you help your child log in at home via Clever or another platform. Your child’s teacher may also download and print a QR code or unique username and password that your child can use to log in. Please reach out to your child’s teacher if you’re unsure about the login process or did not receive login information.

Tips

  • Practice logging in with your student consistently until they can log in independently.
  • Keep their login information in a single place so they know where to go if they forget it.

Ilustración colorida de criaturas y objetos caprichosos, incluida una bola de cristal que muestra la silueta de un paisaje urbano, libros para estimular la lectura, una poción y una criatura vibrante que se asemeja a un gato.

Give your child a quiet space to work.

Get your child set up to use Boost Reading at home: Make sure they have a set of headphones and a quiet place to play. You won’t need to assist them with their learning, since Boost Reading is personalized to your child’s needs. Once they can log in, they can start using the program independently.

Give your child time to play independently.

Your child may begin with a placement activity, which will use their answers to match them to the content that is best for their reading skill level. It’s important that your child completes each activity independently, so the program accurately assesses their level. Encourage them to have fun and do their best!

Review digital safety.

Take a few moments to look at Protecting Kids Online, a site by the Federal Trade Commission all about safety for kids in the digital world.

Add to the fun!

Each student has a digital companion called a Curioso. Print these Curioso coloring pages so your student can decorate their own Curioso!

Páginas para colorear con animales de dibujos animados vestidos con atuendos festivos y la palabra "¡Impulsa la lectura!" en un cartel en la parte superior.

Curioso Coloring Pages

How to get help

Screenshot of the Amplify support page with an orange header, bear illustration, search bar, and Boost Reading help article categories displayed in a grid layout.

We’re here to help you!

Have a question about Boost Reading? 

Visit our help center to search for articles with answers to your questions about the program. 

For additional support, please contact your child’s teacher.

Frequently asked questions

We recommend checking in with your child’s teacher to find out how much they should be using this program at home, since they may also be using the program during the school day. This is our general recommendation:

Boost Reading

If using only Boost Reading in grades K–3, your student should play for about 30–45 minutes total per week, broken up into 10–15-minute sessions. If your student is using only Boost Reading in grades 4–5, they should play for 40–60 minutes total each week, broken up into 20–30-minute sessions.

Boost Reading and Boost Lectura

If your student is using both Boost Reading and Boost Lectura, they should play each week for about 40 total minutes  across both programs, with each session lasting about 10–15 minutes.

We actually recommend that you don’t step in to help if your child is having trouble with the content! While this can be hard, please understand that Boost Reading is designed to adapt based on your student’s answers, providing them with additional support and instructions to help them move forward in the game. 

Welcome, mCLASS DIBELS 8th Edition families!

We’re excited to welcome you and your child to the mCLASS® DIBELS® 8th Edition Caregiver Hub for the new school year. We’ve assembled the following resources and guides to help you support your child and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

A woman and a boy sit at a table, looking at a tablet and a worksheet. Speech sound symbols and a "Built on the Science of Reading" label are displayed, highlighting helpful Curriculum resources & guides.

What is mCLASS DIBELS 8th Edition?

mCLASS DIBELS 8th Edition is an assessment and instruction system that provides valuable information on how students are progressing in their development of critical reading skills.

The program also provides teachers with instructional reading activities for each student based on their assessment score, enabling your child’s teacher to deliver lessons and provide practice opportunities that are specific to your child’s needs.

Ways to support your child

Home Connect

The mCLASS Home Connect® website houses reading practice resources for parents and caregivers, including at-home lessons organized by skill to support students. Our mCLASS caregiver letters in English and Spanish offer suggestions on how families can best support their child.

Screenshot of the mclass Home Connect© website homepage featuring four educational resources: phonological awareness, phonics, accurate and fluent reading, and reading comprehension.

Review digital safety

We recommend reviewing this Protecting Kids Online site by the Federal Trade Commission addressing digital safety.

How to get help

Have a question about mCLASS DIBELS 8th Edition?

Read our caregiver guide or visit our help center to search for articles with answers to your program questions.

For additional curriculum support, please contact your child’s teacher.

Welcome, mCLASS Lectura families!

We’re excited to welcome you and your child to the mCLASS® Lectura Caregiver Hub for the new school year. We’ve assembled the following resources and guides to help you support your child and empower them to grow and learn new skills both in and beyond the classroom.

Para la versión en español, haga clic aquí.

A teacher sits at a table with three young students, holding a tablet. Flashcards with “/ho/” and “/lo/” and a sign reading “Built on the Science of Reading” showcase the power of Amplify curriculum resources & guides.

What is mCLASS Lectura?

mCLASS Lectura is an authentic personalized Spanish instruction and assessment system built specifically for bilingual children learning to read. It highlights the reading skills your child already has, and it shares where they may need additional support.

mCLASS Lectura also provides teachers with instructional reading activities for each student based on their assessment score, giving targeted guidance on specific skills that may need additional support.

Ways to support your child

Home Connect

The mCLASS Home Connect® website houses reading practice resources for parents and caregivers, including at-home lessons organized by skill to support bilingual students learning to read in English. Our mCLASS caregiver letters in English and Spanish offer suggestions on how a family can best support their child.

Screenshot of the mclass Home Connect© website homepage featuring four educational resources: phonological awareness, phonics, accurate and fluent reading, and reading comprehension.

Review digital safety

We recommend reviewing this Protecting Kids Online site by the Federal Trade Commission addressing digital safety.

How to get help

Have a question about mCLASS Lectura? 

Read our caregiver guide or visit our help center to search for articles with answers to your program questions.

For additional curriculum support, please contact your child’s teacher.

Welcome, Amplify CKLA families!

We’re excited to welcome you and your student to the Amplify CKLA program for the new school year. We’ve assembled the following resources and guides to ensure your student has the most rewarding experience with our platform, and to help you support them throughout the year.

Para la versión en español, haga clic aquí.

Illustration of children reading, running, and jumping amid birds, greenery, letters, and a cityscape—capturing the joy of learning and connection to nature inspired by Amplify CKLA Espanol.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a language arts program for grades PreK–5 that combines a multi-sensory approach to phonics with rich texts carefully sequenced to build content knowledge—all in support of students simultaneously learning to read and reading to learn.

Every day in grades PreK–2, Amplify CKLA students complete one full lesson that builds foundational literacy skills, as well as one full lesson that builds background knowledge. In grades 3–5, students start to master the skills of reading, further opening up their worlds.

Getting started

How you can support your student at home:

  • Read with your student daily. Even 15 minutes of reading together each day can have a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, then having them read it aloud back to you. For additional practice, watch the recorded Read-Alouds with your K–2 student or have your student in grades 3–5 use the Vocab App.
  • Find moments to discuss what they’re reading and learning. Examples of questions you could ask: What stood out to you from what you read today? What did you learn that you didn’t know before? Were any sentences or words confusing? What do you think the writer was trying to say? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you’re reading and your own life?
  • Ask your student to read their written responses. You could also have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission, which addresses digital safety.

Logging in

Students in grades K–2

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, navigate to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student login credentials allow K–2 students and those not yet enrolled by their school or district to access Amplify’s digital programs through the Amplify CKLA Hub

Students in grades 3–5

Go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Students in this grade band must be enrolled and have an appropriate license to access Student Home. Contact your student’s teacher for login information.

Materials overview

Some of Amplify CKLA’s digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Activity Books

As part of daily lessons, Student Activity Book pages are where students respond to texts they’ve read and apply their skills and knowledge.

Student Readers

Student Readers are uniquely designed to provide students with intensive reading practice with simple, authentic stories.

K–2 Student Readers are chapter books that allow students to practice just-learned sound-spellings within a reading experience that incorporates compelling plots and characters, settings, and illustrations. In grades 3–5, students develop close reading and other literacy skills through a variety of content-rich literary and informational texts.

A selection of illustrated Amplify CKLA Espanol book covers organized into three rows labeled Kindergarten, Grade 1, and Grade 2, with various titles displayed in each row.

CKLA Hub for students

At the Amplify CKLA Hub, both students and teachers can access our engaging and instructional multimedia—whether they’re at home, or in the classroom. Students use the Amplify Hub outside of school, either on their own or with a parent, for extra practice or just for fun!

Students can log into the Amplify Hub on their home devices with the same method they use in class.

A digital student dashboard for Grade 3 featuring two options: "Vocab" with a yellow character, and "Library" with an open book icon—designed to support Amplify CKLA Espanol learners.

Sound Library for Grades K–2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

A digital interface displays illustrated sound cards, each showing a letter sound, example words, and a related image, with colored unit buttons above—perfect for supporting Amplify CKLA Espanol lessons.

Vocab App for Grades 3–5

The Vocab App is designed for independent practice with vocabulary. Students are encouraged to use the App’s game-like activities for practice, or as an extra challenge!

A digital flashcard interface for Amplify CKLA Espanol shows a stick figure beside a "GO" button, a word list on the right, and activity stats at the bottom.

Unit Overview samples

The following Unit Overviews provide samples of the units your student will be engaging with throughout the year.

Contact us

We’re here to help you!

Have a question about Amplify CKLA? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, contact your student’s teacher.

Welcome, Amplify ELA families!

We’re excited to welcome you and your student to the Amplify ELA program for the new school year, and to provide you with exceptional learning opportunities through ELA. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

Illustrated collage with people playing sports, riding bikes, and a thoughtful person’s portrait, framed by natural elements and a rocket launching, next to an "EdReports Review Year 2020" badge.

What is Amplify ELA?

Amplify ELA helps students in grades 6–8 read and understand complex texts that encourage them to grapple with interesting ideas and find relevance for themselves. Amplify ELA is a blended program that includes both digital and print materials, but can also be used as a print-only version. Students using Amplify ELA read text passages closely, interpret what they find, discuss their thinking with peers, and develop their ideas in writing. The lesson structure is easy to follow, but flexible enough to allow for a variety of learning experiences and varied enough to keep students engaged. 

Features include:

  • Functionality that allows individual students to work at their own level while also being challenged appropriately.
  • Built-in tools that allow teachers to track and respond to student work.
  • The digital Amplify Library, which contains more than 700 downloadable, full-length fiction and nonfiction books.
  • The Vocab App, which uses game-like activities to help students master keywords from the program’s texts. (Students using print materials will see keywords highlighted.)
  • Independent writing assignments called Solos, available on mobile devices.
  • Interactive projects called Quests that accompany certain units to provide additional practice with analytical reading, writing, speaking, and listening skills.

Getting started

How you can support the child in your care:

  • If possible, read with your student daily; even 15 minutes of reading together each day can make a huge impact. You can read aloud sections of the text together—many middle grade students enjoy performing sections of dialogue by taking on the role of a character in a play, or adding some dramatic flair to a poem with which they are working. If your student struggles with reading aloud, you might try reading the text to them with expression, then having them read it back to you. For additional practice, there are an array of fluency activities in the program’s Flex Days. Ask your student to help you find these activities.
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life, or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over the phone or video chat. 
  • Browse the Amplify Library with your student to find books they’ll enjoy and be able to read fluently and independently.
  • Review this Protecting Kids Online website by the Federal Trade Commission addressing digital safety.

Accessing texts in the Amplify Library

We encourage students to utilize the core texts from the Amplify Library while at home! Please follow these steps to download a text for offline reading:

1. Navigate to the Program & Apps menu at the top of your screen and scroll through to find the Amplify Library icon. When you select it, the Amplify Library will open in a new tab.

A digital menu displays various educational tools and resources, with "Amplify ELA" highlighted at the top and the "Library" option outlined in orange.

2. If prompted, follow the directions to set up a pin for the Amplify Library; otherwise, proceed to the next step.

A pop-up window prompts the user to create a four-character PIN of lowercase letters and/or numbers for offline reading, with Cancel and Submit buttons.

3. In the upper right corner of your screen, search for the book you would like to download. Example: The Secret of the Yellow Death: A True Story of Medical Sleuthing.

A digital library search page displays "yellow death" in the search bar with no results found for title, authors, or genre. Book covers are visible in the left sidebar.

4. Select the Download button.

A digital library interface displays the book "The Secret of the Yellow Death" by Suzanne Jurmain, showing its cover, synopsis, and options to read or download.

5.  If you lose connection while still in the Amplify Library, you can continue to access and read the downloaded book(s). If the page refreshes without internet access, or you try to login on another device without internet access, you will lose access to the downloaded book(s) until the internet connection is restored. 

To retrieve your downloaded texts: 

  1.  In the Amplify Library app, open the My Library drop-down menu in the upper left corner.
  2. Select Downloaded. 
  3. Choose the text you wish to read from all of your pre-downloaded texts.
A dropdown menu under "My Library" shows options: Recently Read, Favorites, Downloaded (highlighted), and All Books. Below, a Recently Read section displays three book covers.

Materials overview

Not every school will operate the same way, but students attending schools that have both the print and digital editions of the program will likely have the following print materials at home:

  • Student Edition: This includes all of the readings and activities necessary for instruction throughout the year. Students can read the selections both digitally and in print, annotating in either format. The lessons in the print Student Edition reflect each digital lesson, but have been modified to work effectively in print. 
  • Writing Journals: This provides space for students to respond to Writing Prompts and complete other written assignments. 

In the case that students are without access to devices or the internet, they can continue to complete key reading and writing assignments using the print Student Editions and student Writing Journals.

Teachers can also access, print, and mail student Novel Guides for up to 12 commonly taught novels. Six of these novels are available in the Amplify Library, and most should be available in a public library.

Unit overviews

Below are quick overviews of each unit your student will be working through in their grade throughout the year. Included along with each unit is a downloadable guide that provides a more in-depth look at what content is covered and how you can help your student advance their understanding of the topics.

  • Unit 6A: Dahl & Narrative  
    • Students begin with narrative writing to quickly boost their writing production, learn the foundational skill of focus, and become comfortable with key classroom habits and routines they will use all year. Students then apply their new observational focus to some lively readings from Roald Dahl’s memoir Boy and learn how to work closely with textual evidence.
  • Unit 6B: Mysteries & Investigations
    • Students read like an investigator to embark on a multi-genre study of the mesmerizing world of scientific and investigative sleuthing. At the end of the unit, students write an essay explaining which trait is most useful to problem-solving investigators.
  • Unit 6C: The Chocolate Collection
    • The Aztecs used it as currency. Robert Falcon Scott took it to the Antarctic. The Nazis made it into a bomb designed to kill Churchill. The 3,700-year-long history of chocolate is full of twists and turns, making it a rich and rewarding research topic. In this unit, students explore primary source documents and conduct independent research to better understand the strange and wonderful range of roles that chocolate has played for centuries around the world.
  • Unit 6D: The Greeks
    • Greek myths help us understand not only ancient Greek culture but also the world around us and our role in it. Drawing on the routines and skills established in previous units, these lessons ask students to move from considering the state of a single person—themselves or a character—to contemplating broader questions concerning the role people play in the world and the communities they inhabit within it.
  • Unit 6E: Summer of Mariposas
    • The borderlands between the United States and Mexico are the place of legends, both true and fictional. Summer of the Mariposas, by Guadalupe Garcia McCall, plants a retelling of the Odyssey into this setting, launching five sisters on an adventure into a world of heroes and evildoers derived from Aztec myths and Latinx legends. On the journey, the sisters reconcile the dissolution of their parent’s marriage and find new strength in their identity and connection to Aztec lineage. Students consider how McCall uses the structure of the hero’s journey to celebrate women, heritage, and a broad definition of family. Students also have the opportunity to compare these characters’ fictional journey into Mexico to a description of one boy’s true journey into the United States.
  • Unit 6F: The Titanic Collection 
    • In this research unit, students learn to tell the difference between primary, secondary, and tertiary sources; determine if a given source is reliable; and understand the ethical uses of information. Students then construct their own research questions and explore the internet for answers. They also take on the role of a passenger from the Titanic’s manifest to consider gender and class issues as they research and write narrative accounts from the point of view of their passenger.  
  • Unit 6G: Beginning Story Writing
    • In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
  • Grade 6: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 7A: Red Scarf Girl & Narrative
    • In this study of a highly engaging memoir of a young woman growing up in China during the Cultural Revolution, students quickly learn the history and politics of this tumultuous period by focusing on the story of someone living through the upheaval. As students follow her journey through a world turned upside down, they will track the changes in her feelings and motivations over time.
  • Unit 7B: Character & Conflict
    • By reading the play A Raisin in the Sun and the short story “Sucker,” students explore how people facing hardships can inflict unintentional harm on the people around them. The two narratives work together to provide opportunities for students to analyze characters’ responses to conflict and the author’s development of ideas over the course of a piece of fiction.
  • Unit 7C: Brain Science
    • Could you survive an iron rod through your skull? Phineas Gage did, and his gruesome-but-true story allows students to build background information and analyze other informational texts, including the contemporary The Man Who Mistook His Wife For A Hat and the relevant Demystifying the Adolescent Brain.
  • Unit 7D: Poetry & Poe
    • Poe’s texts always offer so much to notice, decipher, talk about—and creep us out. Since things are not always what they seem, students must use close reading skills to question whether they should believe what Poe’s narrator is telling them … or not.
  • Unit 7E: The Frida & Diego Collection
    • Mexico’s most famous and provocative artists, Diego Rivera and Frida Kahlo, were an extraordinary couple who lived in extraordinary times. They were both soul mates and complete opposites. Their multifaceted lives and work offer students rich and fascinating subjects to study as they examine primary source documents and conduct independent research.
  • Unit 7F: The Gold Rush Collection
    • In this research unit, students choose from a large collection of primary and secondary sources to learn about the wide range of people who took part in the California Gold Rush. They also take on the role of someone who lived during the gold rush and write journal entries from their perspective.
  • Unit 7G: Intermediate Story Writing
    • In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
  • Grade 7: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 8A: Perspectives & Narrative
    • This unit aims to teach students to read like writersThey practice paying attention to the craft of writing and to the moves a good writer makes to shape the way we see a scene or feel about a character—to stir us up, surprise us, or leave us wondering what will happen next. Students closely read examples of rich, layered narrative nonfiction, analyze the techniques each author uses to make their writing resonate, and practice applying these techniques to their own narrative writing.
  • Unit 8B: Liberty & Equality
    • In this unit, students look at the words of a range of creators—from poet Walt Whitman to abolitionist Frederick Douglass to President Abraham Lincoln—to see how their writing contributed to an extreme shift in social organization: a whole new concept of what it means for people to be considered “equal.” They also study multiple perspectives on the Civil War, including the memoir of a girl who was enslaved, a confederate girl’s diary, and a nonfiction account of the young boys who served as soldiers during the war. 
  • Unit 8C: Science & Science Fiction
    • Students read Gris Grimly’s Frankenstein, a graphic novel that adds captivating illustrations to an abridgment of the 1818 edition of Mary Shelley’s book. Paired with Shelley’s text, Grimly’s haunting—and, at times, horrific—representations of Frankenstein’s creature push students to wrestle with some of the text’s central themes: the source of humanity and the root of evil. Students then write an essay in which, after arguing both sides of the question, they determine whether or not Frankenstein’s creature should ultimately be considered human.
  • Unit 8D: Shakespeare’s Romeo & Juliet
    • Romeo and Juliet combines romance with action, offering a wide range of themes and scenes for students to read about and act out. Your middle schoolers are at the right age to identify with the lovers’ strong feelings—and also old enough to think critically about the choices Romeo and Juliet make.
  • Unit 8E: Holocaust: Memory & Meaning
    • This unit uses a range of primary source articles, images, and videos, as well as literary nonfiction and graphic nonfiction, to study what made the atrocities of the Holocaust possible. Students investigate how propaganda was generated and employed to create a political environment that ultimately corrupted a society. The Olympics are seen through the lens of an international propaganda campaign, providing cover for Nazis to begin eliminating non-Aryans from their culture. The final sub-unit examines the outcomes of Nazi doctrine and the impact on Jewish victims and survivors.
  • Unit 8F: The Space Race Collection
    • In this unit, students to put their research and close-reading skills to the test to distinguish between reliable  and unreliable sources, explore primary documents, and conduct independent research to better understand the space race that took place between two of the world’s superpowers. This dramatic story offers students a rich research topic to explore as they build information literacy skills, learn how to construct their own research questions, and explore the internet for answers.
  • Grade 8: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 8G: Advanced Story Writing
    • In this unit, students get to practice their creative writing skills. They’ll learn the elements of storytelling and character development, and the power of vivid language to grab readers and pull them into a story.

Additional activities

Quests: 

You may notice your student working with peers on the same interactive project over several days, trying to solve a mystery or explain a historical event. That’s what happens when a teacher assigns a Quest: an in-depth week-long exploration that requires collaboration and deepens engagement with texts and topics.

Vocab App:

The Vocab App helps students master vocabulary words through game-like activities that challenge them to think through morphology, analogy, and synonyms/antonyms, and to decipher meaning through context.

Have a question about Amplify ELA?

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Welcome, Amplify Science families!

We’re excited to welcome you and your student to the Amplify Science program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

Illustration of a turtle on a laptop screen, a flowchart diagram in a pop-up window, an amplify science theme, and an EdReports 2023 review badge.

What is Amplify Science?

A collage of six illustrations: a snowboarder, abstract clouds, magnetic fields, melting popsicles, a stargazer with telescope, and a polar bear on ice under an orange sun.

Amplify Science is an engaging curriculum for grades K–8 designed by experts at UC Berkeley’s Lawrence Hall of Science. As you look through the program, you may notice that it looks different from any science curriculum you’ve seen before. That’s because, in recent years, science teaching has moved away from fact-based lessons, such as those that require memorization, and toward deep learning, where students actively investigate and figure out real-world problems. This shift in science teaching and learning is reflected in new national science standards (the Next Generation Science Standards) and in—you guessed it—Amplify Science.

Getting started

While Amplify Science lessons are designed to be completed in the classroom with peers, there are some activities that students can work on at home with your support. Prior to beginning that work, we recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Materials overview

Amplify Science integrates the latest best practices in science teaching and learning. Students will have numerous opportunities to use hands-on materials, engage with readings, develop evidence-based scientific written arguments, and explore digital applications.

Watch this video for a brief overview of the Amplify Science approach and program structure.

A powerful partnership

Amplify Science is the result of a collaboration between Amplify and the science education experts at UC Berkeley’s Lawrence Hall of Science. The team of science, math, engineering, and literacy experts at the Lawrence developed the content of the program, while Amplify’s team of designers and engineers developed the tools and components that bring the lessons to life for students.

Click here for more information on the Lawrence.

Explore grade-level resources

Contact us

We’re here to help you!

Have a question about Amplify Science? Visit our help library to search for articles with answers to your program questions. For additional curriculum support, contact your student’s teacher.

Welcome, caregivers!

We hope you enjoy learning more about Amplify Science and what students are learning in science this year.

Para acceder a este sitio en español haga clic aquí.

Collage of educational settings: top left, two young girls using laptop in library; bottom right, middle school science project display on tablet; bottom left, two boys with tablet discussing.

What is Amplify Science?

Amplify Science is an engaging curriculum for grades K–8 designed by experts at UC Berkeley’s Lawrence Hall of Science. As you look through the program, you may notice that it looks different from any science curriculum you’ve seen before. That’s because in  recent years, science teaching has moved away from fact-based lessons, such as those that require memorization, and toward deep learning, where students actively investigate and figure out real-world problems. This shift in science teaching and learning is reflected in new national science standards (the Next Generation Science Standards) and—you guessed it—in Amplify Science.

Watch the video below for a more detailed overview of the Next Generation Science Standards.

Back-to-school night with Amplify Science

Would you like to learn more about Amplify Science? We hosted our own back-to-school night for caregivers to provide an overview of the program your student is using at home.

Amplify Science K-5: Click here to watch the recording

Amplify Science 6-8: Click here to watch the recording

Getting started

While Amplify Science lessons are designed to be done in the classroom with peers, there are some activities that students can complete at home with your support. To make it as easy as possible to do these activities at home, ask your child’s teacher to provide the following resources:

  • Lesson Overview. Activities your student will complete at home are all part of larger lessons. The full lesson would be very difficult to complete at home, but the lesson overview will give you some context for the purpose of a given individual activity. 
  • Lesson Guide. This will provide step-by-step instructions if you want to guide your student through the specific activity in the lesson..
  • Investigation Notebook pages. Your student will use these to record their observations from the activity.

To help your student get up and running with digital access to Amplify Science, download our student navigational guide.

We recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Materials overview

Amplify Science integrates the latest best practices in science teaching and learning. Students will have numerous opportunities to use hands-on materials, engage with readings, develop evidence-based scientific written arguments, and explore digital applications.

Illustration of educational steps with icons: "manos a la labora" with goggles and flask, "lectura" with a schoolbook, "redacción" with notebook and pen,

Watch the video below for a brief overview of the Amplify Science approach and program structure.

A powerful partnership

Amplify Science is the result of a collaboration between the science education experts at University of California, Berkeley’s Lawrence Hall of Science (LHS) and Amplify. The team of science, math, engineering, and literacy experts at LHS developed the content of the program, while Amplify’s team of designers and engineers developed the tools and components that bring the lessons to life for students.

Click here for more information on the Lawrence Hall of Science.

Explore grade-level resources.

Where to go for help

Whether you have questions about your technology or want to know more about the program, Amplify’s Support Team is here to help!

Contact Support via telephone at (833) 97-Care-8 (833-972-2738) or caregiver@amplify.com.

Our support hours are Monday – Friday, 7 am – 9 PM ET, and Sunday, 10 – 6 ET.

Welcome back to Amplify Science!

On this page, you’ll find helpful resources, for returning educators, to support you and your students to ensure you have a successful year with Amplify. Let’s dig in.

A woman in glasses examining a glass of water, surrounded by illustrations of scientific icons like satellites, a rocket, a telescope, moons, and clouds on an abstract orange and black background.

Professional learning resources

Amplify Science K-5

When you’re ready to log in to learning.amplify.com and get started, begin by watching the navigation video for grades K–5 to familiarize you with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!

Amplify Science 6-8

When you are ready to log in to learning.amplify.com and get startedbegin by watching the navigation video for grades 6–8 to familiarize yourself with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!

Program Hub

Access self-study professional resources on our Amplify Science program hub (log-in required). Here you will find resources and videos on:

  • Remote learning resources
  • Training videos
  • Hands-on Investigation Videos

Professional Development Library

The Professional Development Library is a space for educators to learn more about Amplify Science through short, engaging video collections. The PD Library can be located on the Program & Apps menu when logged into the program. Watch the training videos based on your grade band to learn more about pacing, planning, and teaching Science!

Level up learning webinars

Level up your Amplify Science experience with our We Are Scientists webinars! We showcased expert classroom teaching strategies and offered educator tips and tricks on how to get creative with learning with your students.

Admin tools

Elementary school resources (grades K–5)

For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.

What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.

Have a question? Here is where you can look to find the answer..

Planning guides
Planning guides for grades K–5 walk you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan:

Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:

Middle school resources (grades 6–8)

For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.

What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.

Have a question? Here is where you can look to find the answer…

Planning guide
Our planning guide walks you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan. Click here to download.

Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:

Ready to dig a little deeper?

Revisiting coherence flowcharts

Take another look (or look for the first time) at the coherence flowcharts for your unit (found in the printable resources section of the unit guide).

Sample Coherence Flowchart: First Grade: Plant and Animal Defenses

Sample Coherence Flowchart: Fourth Grade: Energy Conversions

Sample Coherence Flowchart: Seventh Grade: Plate Motion

Enhance your discourse routines 

Productive Discourse Routines

Discourse Routines in K-5

Using Phenomena in NGSS

Looking for help?

Timely technical, program, and pedagogical support
Our technical and program support is included and available from 8 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day. As a part our support, Amplify also has an Educational Support Team of former teachers and administrators who provide instructional support for every Amplify curriculum, assessment, and intervention program.

For your most urgent questions:

  • Use our live chat within your program
  • Call our toll-free number: 1 888 850 0945

For less urgent questions:

Reach out to our support team at: help@amplify.com

Review the digital teacher’s guide

  1. Sign in with this username and password:
  2. Click on the orange button below.
  3. Select “Log in with Amplify”.

Username: t.LouisianaReview@tryamplify.net
Password: AmplifyNumber1

Navigational Guides

Watch the video
Get an overview of the program as a whole.

Take the guided tour
Click through to learn how to navigate around our program.

Preview the Student Books and Investigation Notebooks

Kindergarten

Needs of Plants and Animals

Pushes and Pulls

Sunlight and Weather

Grade 1

Animal and Plant Defenses

Light and Sound

Spinning Earth

Grade 2

Plant and Animal Relationships

Properties of Materials

Changing Landforms

Grade 3

Balancing Forces

Environments and Survival

Inheritance and Traits

Weather and Climate

Grade 4

Energy Conversions

Earth’s Features

Vision and Light

Waves, Energy, and Information

Grade 5

Patterns of Earth and Sky

Ecosystem Restoration

The Earth System

Modeling Matter

Preview the Student Books and Investigation Notebooks

Kindergarten

Needs of Plants and Animals

Pushes and Pulls

Sunlight and Weather

Grade 1

Animal and Plant Defenses

Light and Sound

Spinning Earth

Grade 2

Plant and Animal Relationships

Properties of Materials

Changing Landforms

Grade 3

Balancing Forces

Environments and Survival

Inheritance and Traits

Weather and Climate

Grade 4

Energy Conversions

Earth’s Features

Vision and Light

Waves, Energy, and Information

Grade 5

Patterns of Earth and Sky

Ecosystem Restoration

The Earth System

Modeling Matter

Kindergarten

Needs of Plants and Animals

Pushes and Pulls

Sunlight and Weather

Grade 1

Animal and Plant Defenses

Light and Sound

Spinning Earth

Grade 2

Plant and Animal Relationships

Properties of Materials

Changing Landforms

Grade 3

Balancing Forces

Environments and Survival

Inheritance and Traits

Weather and Climate

Grade 4

Energy Conversions

Earth’s Features

Vision and Light

Waves, Energy, and Information

Grade 5

Patterns of Earth and Sky

Ecosystem Restoration

The Earth System

Modeling Matter

Grade 6

Grade 7

Grade 8

2025

September 18, 2025

Edutopia: “Using Virtual Manipulatives in Math Class”

Read Full Article

August 19, 2025

Education Week: “Here’s Why It’s Important for Teachers to Have a Say in Curriculum”

Read Full Article

August 18, 2025

Investors Hangout: “Amplify Classroom Revolutionizes K-12 Teaching Experience”

Read Full Article

August 5, 2025

WhaTech: “K-12 Online Education Market Set for Strong Expansion, Reaching $349.77 Billion by 2029”

Read Full Article

August 4, 2025

Education Week: “Districts Using ‘High-Quality’ Reading Curricula Still Supplement With Other Materials. Why?”

Read Full Article

July 9, 2025

K-12 Dive: “Youngest students see big reading gains post-COVID on DIBELS assessment”

Read Full Article

June 25, 2025

The 74: “How Districts in Georgia, Maryland and D.C. Are Raising Reading Proficiency”

Read Full Article

May 28, 2025

Open PR: “K-12 Online Education Market Forecast 2025-2034: Comprehensive Analysis And Growth Opportunities”

Read Full Article

May 27, 2025

District Administration: “Early literacy: How to implement programs that start strong”

Read Full Article

May 20, 2025

EdSource: “California schools prepare to introduce universal reading screening”

Read Full Article

April 23, 2025

The 74: “Eric Adams Expands Reading, Math Curriculum Mandates to All NYC Middle Schools”

Read Full Article

April 21, 2025

Daily News: “NYC expanding reading, math curriculum overhaul to more schools”

Read Full Article

March 19, 2025

Education Next: “School Reinvention in Practice”

Read Full Article

February 28, 2025

K-12 Dive, “Test yourself on this week’s K-12 news”

Read Full Article

February 26, 2025

K-12 Dive: “Only 56% of K-2 students are ready to read”

Read Full Article

January 24, 2025

Chalkbeat Philadelphia: “Two AI-powered charter schools could soon open in Pennsylvania”

Read Full Article

January 16, 2025

Tech & Learning: “What is Polypad and How Can Teachers Use It?”

Read Full Article

2024

December 18, 2024

EdSource: “State takes another step toward mandatory testing for reading difficulties in 2025”

Read Full Article

December 6, 2024

Chalkbeat Philadelphia: “Philadelphia is now spending over $100 million on its curriculum overhaul. Here’s a breakdown.”

Read Full Article

November 27, 2024

Lincoln Journal Star: “Lincoln Public Schools drops a classification rating on statewide assessment”

Read Full Article

November 6, 2024

EdNC: “New K-3 literacy data shows growth in skills for North Carolina students”

Read Full Article

October 1, 2024

The 74: “As NY District Implements Science of Reading, Parents Push for New Focus on Math”

Read Full Article

September 18, 2024

Tech & Learning: “Tech & Learning Announces Winners of Best for Back to School 2024”

Read Full Article

August 22, 2024

Chalkbeat Philadelphia: “Philadelphia school board renews charters, funds tutoring and a new science curriculum”

Read Full Article

August 2, 2024

EdNC: “‘Dedication of our teachers’ praised in an update on the state’s science of reading journey”

Read Full Article

July 31, 2024

The 74: “Classroom Case Study: To Maximize the Impact of Curriculum Mandates, Follow the Science of Reading”

Read Full Article

July 23, 2024

Chalkbeat: “Should teachers customize their lessons or just stick to the ‘script’?”

Read Full Article

July 7, 2024

The Economist: “Will artificial intelligence transform school?”

Read Full Article

June 24, 2024

Chalkbeat: “Math instruction overhaul: NYC unveils new curriculum mandate for middle and high schools”

Read Full Article

June 6, 2024

EdNC: “Perspective | Teachers are the heroes of the literacy story in North Carolina”

Read Full Article

May 24, 2024

The Dallas Morning News: “How Don Quixote changed a Dallas public school classroom”

Read Full Article

May 2, 2024

Akron.com: “Tutoring program at Summit Academy Akron Elementary School attracts national interest”

Read Full Article

April 25, 2024

Edutopia: “Using Tech Tools to Energize Young Students’ Math Learning”

Read Full Article

April 4, 2024

EdNC: “State Board hears update on district ESSER spending, literacy data, and Restart schools”

Read Full Article

March 22, 2024

Thomas B Fordham Institute: “Five takeaways from Ohio’s baseline survey of elementary reading curricula”

Read Full Article

March 15, 2024

The 74: “New Data: Despite K-2 Reading Gains, Students Face a ‘Much Harder Journey’ Ahead”

Read Full Article

March 5, 2024

The 74: “Case Study: How One Texas School District Is Repurposing Staff Development Time to Embrace the Science of Reading”

Read Full Article

February 21, 2024

Times Record News: “UPDATED: Texas Education Commissioner Mike Morath likes what he sees at local school”

Read Full Article

February 19, 2024

Chalkbeat: “Chicago Public Schools recover from pandemic declines more than other districts, study shows”

Read Full Article

February 7, 2024

The 74: “Building Oral Language Skills and Equity Through High-Quality Reading Curriculum”

Read Full Article

2023

December 19, 2023

The 74: “Best Education Articles of 2023: Our 23 Most Important Stories About Students, Schools & Learning Recovery ”

Read Full Article

December 8, 2023

Education Week: “Aligned Science Curriculum, Better Scores? Research Finds a Connection”

Read Full Article

December 6, 2023

WRAL News: “Reading readiness rises in NC’s K-3 classrooms, new data shows”

Read Full Article

November 27, 2023

The Dallas Morning News: “Dallas’ new lessons aim to keep kids on track, but some worry about limiting teachers”

Read Full Article

November 2, 2023

Fort Worth Report: “Black students in Fort Worth ISD still struggle to read at grade level”

Read Full Article

October 31, 2023

Chicago Tribune: “Lake Forest-area schools take stock of state grades; ‘While we celebrate our successes, we acknowledge that the journey … is ongoing’”

Read Full Article

October 19, 2023

Chalkbeat: “NYC eyes middle and high school literacy overhaul. It’s asking families to weigh in.”

Read Full Article

October 16, 2023

The 74: “As Virginia Rolls Out Ambitious Statewide High-Dosage Tutoring Effort This Week, 3 Keys to Success”

Read Full Article

October 6, 2023

Language Magazine: “Embracing Bilingual Assessment”

Read Full Article

September 18, 2023

Tech & Learning: “Best for Back to School 2023”

Read Full Article

September 18, 2023

Chalkbeat: “Chicago Public Schools hired hundreds of tutors with federal COVID money. Can they keep them?”

Read Full Article

September 7, 2023

EdNC: “Perspective | Union County Public Schools empowers educators, elevates readers”

Read Full Article

August 14, 2023

Chicago Parent: “Common Core Math: How to Help Your Kids”

Read Full Article

August 6, 2023

The News & Observer: “NC sees big increase in reading skills among K-3 students. Is the state back on track?”

Read Full Article

August 4, 2023

The 74: “Slow Literacy Gains, Long COVID in Kids: 7 Insights into Pandemic Recovery and Aftermath in U.S. Schools”

Read Full Article

August 3, 2023

EdNC: “State Board of Education: New reading data, parental leave, and a call to support public schools”

Read Full Article

July 28, 2023

Houston Public Media: “New literacy curriculum is among the many changes coming to HISD”

Read Full Article

July 17, 2023

Houston Chronicle: “Mike Miles says HISD schools will teach the ‘science of reading.’ Here’s what that means.”

Read Full Article

July 11, 2023

The 74: “‘Education’s Long COVID’: New Data Shows Recovery Stalled for Most Students”

Read Full Article

July 6, 2023

Houston Chronicle: “HISD superintendent gives voluntary schools one last chance to back out of New Education System”

Read Full Article

June 29, 2023

The Report Card: “Larry Berger on Curriculum”

Read Full Article

June 2, 2023

EdWeek Market Brief:”K-12 Dealmaking: Substitute Teaching Startup Secures $38M; Amplify Raises Undisclosed Series C”

Read Full Article

May 25, 2023

The 74: “Expanding Access to Tutors: Nonprofit Grants $6 Million to 32 Learning Organizations Across 20 States to Help More Students”

Read Full Article

April 21, 2023

The 74: “The ‘Transformation is Real’ as Science of Reading Takes Hold in N.C. Schools”

Read Full Article

April 18, 2023

The 74: “Louisiana District Ravaged by Hurricane & COVID is Bouncing Back with Science”

Read Full Article

April 5, 2023

WFAE: “NC midyear reading data shows gains, but third-grade goals remain elusive”

Read Full Article

April 5, 2023

EdNC: “K-3 students show growth in literacy skills, mid-year DPI data show”

Read Full Article

March 24, 2023

The 74: “COVID & School Recovery: Critics Warn Washington Bill Would Reduce Classroom Learning Time By 4 Hours a Week”

Read Full Article

March 24, 2023

Edutopia: “Using Collective Leadership to Make a Major Shift in Your District”

Read Full Article

March 15, 2023

K-12 Dive: “California at center of latest push for science-based reading approaches”

Read Full Article

March 7, 2023

District Administration: “ESSER pressure: How one district intends to spend wisely as deadline looms”

Read Full Article

March 3, 2023

The 74: “‘The Other Long COVID’ Affecting Kids: Missed Opportunities”

Read Full Article

March 2, 2023

3 WTKR: “More students on track to learn to read in 2022-2023 school year since start of pandemic, researchers say”

Read Full Article

March 2, 2023

ABC 7: “Reading skills rebounding for young students following pandemic disruptions”

Read Full Article

March 1, 2023

K-12 Dive: “By The Numbers: DIBELS testing shows improved reading progress over last two years”

Read Full Article

February 27, 2023

The 74: “Exclusive: Despite K-2 Reading Gains, Results Flat for 3rd Grade ‘COVID Kids’”

Read Full Article

February 27, 2023

Education Week: “Students’ Early Literacy Skills Are Rebounding. See What the Data Show”

Read Full Article

February 7, 2023

The 74: “Using High-Quality Curriculum Doesn’t Mean You Can’t Still Have Fun Learning”

Read Full Article

January 13, 2023

NPR: “Can a middle school class help scientists create a cooler place to play?”

Read Full Article

January 6, 2023

News & Record: “After a numbing low, NC students now heading in ‘right direction’ in reading, math”

Read Full Article

January 5, 2023

CBS17.com: “K-3 students in NC make significant strides on literacy exams, DPI says”

Read Full Article

2022

December 20, 2022

District Administration: “Literacy Under the Lights: 10 ways to bring the community back together”

Read Full Article

December 14, 2022

The 74: “14 Charts This Year That Helped Us Better Understand Covid’s Impact On Students Teachers and Schools”

Read Full Article

December 14, 2022

The 74: “Learning Loss Is Worse than NAEP Showed. Middle School Math Must Be the Priority”

Read Full Article

November 21, 2022

Voicebot.ai: “SoapBox Labs Brings Child-Centered Voice AI to Dyslexia Detection Assessment”

Read Full Article

October 24, 2022

Education Week: “Two Decades of Progress, Nearly Gone: National Math, Reading Scores Hit Historic Lows”

Read Full Article

October 20, 2022

The 74: “Exclusive Literacy Data: Small Gains Since Last Fall, But No Reading Rebound”

Read Full Article

August 30, 2022

The 74: “Test English Learners in the Languages They Speak at School and at Home”

Read Full Article

August 29, 2022

WTKR TV NC: “News 3 investigates childhood literacy rates, raising money to give books to local kids for new school year”

Read Full Article

August 28, 2022

EdNC: “Elementary students made growth last year in skills that lead to reading proficiency, new data show”

Read Full Article

August 18, 2022

SHRM Blog: “The Great Resignation Skipped Us. Here’s why.”

Read Full Article

August 16, 2022

Forbes: “Curious About Knowledge-Building Curricula? Check Out This Website”

Read Full Article

July 20, 2022

District Administration: “Out-of-school STEM learning is much more powerful when it’s inclusive”

Read Full Article

July 19, 2022

Chalkbeat: “The state of learning loss: 7 takeaways from the latest data”

Read Full Article

June 28, 2022

The Preschool Podcast: “Early literacy strategies that stick with Darryl from Run-DMC and Makeda from Nickelodeon [Podcast]”

Listen To The Podcast

May 24, 2022

Forbes: “States That Want To Boost Literacy Should Keep An Eye On Texas”

Read Full Article

April 24, 2022

Business Ecosystem Alliance: “Ecosystems in Education–Collaborating to Efficiently Serve the End User”

Watch Full Video

April 18, 2022

KQED Mind Shift: “Weighing the best strategies for reading intervention”

Read Full Article

April 15, 2022

Fordham Institute: “Assessing a standards-aligned physical science curriculum”

Read Full Article

March 23, 2022

The Baltimore Sun: “National test scores show student gains from in-person learning in all but a critical group: new and pre-readers | COMMENTARY”

Read Full Article

March 15, 2022

NPR: “Two years ago schools shut down around the world. These are the biggest impacts”

Read Full Article

March 11, 2022

The Hub – Dallas ISD: “Students at Greiner and Anson Jones Elementary find success in reading and writing with a new program”

Read Full Article

March 10, 2022

NY Daily News: “Read it and weep: The new reading instruction emergency”

Read Full Article

March 10, 2022

WISH TV Indianapolis: “Study shows student performance plummeted during pandemic”

Read Full Article

March 9, 2022

New York Post: “Young students have suffered ‘alarming’ drops in reading skills during pandemic”

Read Full Article

March 9, 2022

The Daily Caller: “Childhood Literacy Plummeted Following Pandemic Shutdowns, Studies Show”

Read Full Article

March 8, 2022

The New York Times: “It’s ‘Alarming’: Children Are Severely Behind in Reading”

Read Full Article

March 7, 2022

Education Next: “The Education Exchange: Pandemic Hurt Younger Students’ Learning Worse, Amplify Data Suggest”

Listen to the Podcast

February 28, 2022

The 74: “Our 12 Best Education Articles in February: Reflections on 700 Days of COVID Chaos, Setting a Bar for Unmasking in Schools, Burying Schools in Record Requests & More”

Read Full Article

February 24, 2022

The Daily Advertiser: “Reading scores improve slightly, but pre-COVID reading levels are ‘the wrong goal’”

Read Full Article

February 24, 2022

Wall Street Journal: “The School Shutdowns and Lost Literacy”

Read Full Article

February 23, 2022

K-12 Dive: “DIBELS data illustrates pandemic reading setbacks”

Read Full Article

February 22, 2022

ABC 7 Buffalo: “Children falling behind in reading”

Read Full Article

February 18, 2022

The Carolina Journal: “Report: Elementary students lag in literacy due to pandemic”

Read Full Article

February 16, 2022

The 74: “‘We Have First-Graders Who Can’t Sing the Alphabet Song’: Pandemic Continues to Push Young Readers Off Track, New Data Shows”

Read Full Article

February 16, 2022

Education Week: “More Than 1 in 3 Children Who Started School in the Pandemic Need ‘Intensive’ Reading Help”

Read Full Article

February 4, 2022

Literary Hub: “EXCLUSIVE: Watch Joshua Bennett Discuss A.R. Ammons’s poem “Cascadilla Falls”

Read Full Article

January 26, 2022

The Ross Kaminsky Show: “Susan Lambert and the Literacy Gap”

Listen to the podcast

January 19, 2022

K-12 Dive: “Report: Colorado reading law update boosts quality of literacy curriculum”

Read Full Article

2021

December 15, 2021

Chalkbeat: “How Denver plans to address a drop in early elementary reading scores”

Read full article

December 8, 2021

The SHRM Blog: “What’s the Best Work Perk of All? Contributing to the Social Good”

Read full article

November 13, 2021

Hechinger Report: ‘The Reading Year’: First grade is critical for reading skills, but kids coming from disrupted kindergarten experiences are way behind”

Read full article

October 20, 2021

Hechinger Report: “OPINION: Younger students were among those most hurt during the pandemic”

Read full article

September 2, 2021

EdSurge: “An Edtech User’s Glossary to Speech Recognition and AI in the Classroom”

Read full article

September, 2021

SIIA Education: “ED TECH SUCCESS STORIES”

Read full article

August 23, 2021

CNN: “Irish tech firm helps kids’ voices be heard”

Read full article

August 18, 2021

SoapBox Labs: “Can Speech Recognition Help Children Learn to Read?”

Read full article

August 12, 2021

FOX Chicago Broadcast Interview: “Pandemic widens literacy gap for students”

Read full article

August 3, 2021

T.H.E Journal: “More Students of Color at Risk in Reading After Pandemic”

Read full article

July 28, 2021

The 74: “Early Reading Skills See a Rebound From In-Person Learning, But Racial Gaps Have Grown Wider, Tests Show”

Read full article

July 28, 2021

K-12 Dive: “Reports: Math, reading progress slowed during first full school year of pandemic”

Read full article

July 20, 2021

EdNC: “The mCLASS reading assessment tool is back in North Carolina classrooms, but it’s going to look different”

Read full article

July 5, 2021

WBAL: “Baltimore students from all socio-economic backgrounds get a chance to ‘Amplify’ their learning skills”

Read full article

June 15, 2021

Language Magazine: “Using Evidence to Overcome Adversity”

Read full article

May 7, 2021

The Dallas Morning News: “How can a one-minute kindergarten test help teachers tackle the ‘COVID slide’?”

Read full article

April 20, 2021

Education Week: “How Teachers and Curriculum Will Shape Ed Tech’s Future: A CEO Makes the Case”

Read full article

March 24, 2021

The Hechinger Report: “OPINION: Children will need summer tutors to make up for pandemic learning loss”

Read full article

March 23, 2021

Education Week: “Most States Fail to Measure Teachers’ Knowledge of the ‘Science of Reading,’ Report Says”

Read full article

March 17, 2021

Axios: “How online education and tutoring could fight COVID learning loss”

Read full article

March 16, 2021

USA Today: “Students are struggling to read behind masks and screens during COVID-19, but ‘expectations are no different’”

Read full article

March 16, 2021

The 74: “Schools and COVID, a Year Later: 12 Months After Classrooms Closed, 12 Key Things We’ve Learned About How the Pandemic Disrupted Student Learning”

Read full article

February 25, 2021

K–12 Dive: “Reading gaps widen in mid-year data, especially for K-1 students of color”

Read full article

February 24, 2021

The 74: “One Year into Pandemic, Far Fewer Young Students are on Target to Learn How to Read, Tests Show”

Read full article

February 17, 2021

NBC Los Angeles: “Local Students Design Rovers in Mission to Mars Student Challenge”

Read full article

February 5, 2021

District Administration: “To save literacy, focus first on high-quality core instruction”

Read full article

February 4, 2021

The Hechinger Report: “5 ways schools hope to fight Covid-19 learning loss”

Read full article

January 5, 2021

The 74: “Science Matters Now More than Ever. The Time to Start Teaching It Is in Elementary School”

Read full article

2020

December 15, 2020

Education Week: “Students’ Reading Losses Could Strain Schools’ Capacity to Help Them Catch Up”

Read full article

December 9, 2020

Education Post: “How to Help Beginning Readers During the Pandemic”

Read full article

December 3, 2020

American Consortium for Equity in Education: “The Importance of Quality Curriculum With Industry Voice”

Read full article

September 29, 2020

The 74: “Beyond the Scantron: Ed Tech CEO Larry Berger on Why the Pandemic Is No Excuse to Abscond Accountability and ‘Disruptions Are Great Opportunities to Try Something New’”

Read full article

May 25, 2020

The 74: “Class Disrupted Podcast Episode 2: Why Is My Child Doing So Many Worksheets Right Now?”

Read full article

February 5, 2020

Getting Smart Podcast: “Larry Berger on EdTech Past and Future”

Read full article

Introducing our 2023 Science of Reading Star Award finalists!

Roll out the red carpet and shine those spotlights—it’s time to meet the 25 finalists for our 2023 Science of Reading Star Awards!

These educators and leaders help light the way for the next generation. They’ve implemented Science of Reading principles and guided their students toward lifelong literacy. They’ve demonstrated expert change management and professional development. Get ready to meet some of the brightest minds in education as we celebrate their achievements and see what makes them truly stellar!

Join our virtual event and awards program on May 23.

But first…meet our 2023 finalists! Below, you’ll hear from the nominees themselves, as well as the colleagues who nominated them, about what makes them stars.

The Changemaker Award

For exemplary leadership in guiding a district through a shift to the Science of Reading.

And the finalists are…

Heather Campbell
Learning Coach, Sunset Elementary, Washington County District, UT
Why she’s a star: “Heather’s philosophy that all students can learn to read if given proper instruction has changed the data. Our school made the change and the data is showing our students are thriving.” —Shelli Campbell, Learning Coach

Javonna Mack
Lead Content Teacher, Caddo Parish School, LA
Why she’s a star: “Whether working with students or teachers, Mrs. Mack keeps best practices grounded in the Science of Reading at the forefront. She constantly strives to build teachers’ expertise in teaching students to read through content-rich professional learning communities, often on Saturdays or after the workday has ended.” —Shannon Southwell, Lead Content Teacher

Aaron Jura
Reading Interventionist, Bloomingdale, IL School District
Why he’s a star: “Aaron has been the catalyst for our entire district embracing this shift to the Science of Reading, and we are just at the beginning of this amazing journey.” —Nicole Gabany, Reading Interventionist

Nicole Peterson
Director of PreK–8 Education, Sampson County Schools, NC
Why she’s a star: “She has created, initiated, implemented, monitored, evaluated, and adjusted processes and systems to ensure that teachers have access to resources, training, materials, and professional development to ensure that all students gain equitable access to high-quality, evidence-based instruction.” —Matthew McLean, Director, PreK–8th Grade Education

Virginia Quinn-Mooney
Teacher, Northville Elementary School, CT
Why she’s a star: “Virginia has gone from one person with a personal commitment to advancing her literacy knowledge. She has now impacted countless educators, parents, etc., with her tenacity and learning journey.” —Nicole Gregory, Teacher

The Data Dynamo Award

For commendable use of data to align a literacy system and maximize student achievement

Shennoy Barnett
Kindergarten Teacher, South Smithfield Elementary, NC
Why she’s a star: “My objective is to help as many children as I can become fluent readers and critical thinkers. As a literacy specialist here for just four months, I made great strides with literacy with my students.” —Shennoy Barnett, Kindergarten Teacher

Anne Elizabeth Carter
Kindergarten Teacher, Wake County District, NC
Why she’s a star: “Through systematic and explicit phonics instruction as well as targeted language comprehension instruction—using texts that incorporate science and social studies content as well as build knowledge systematically—my kiddos were TRULY learning how to read accurately and fluently.” —David Gaudet, Principal

Bethani Ploegstra
Kindergarten Teacher, Union Colony Elementary, CO
Why she’s a star: “She takes data from mCLASS® DIBELS®, Lexia, and SchoolPace (part of our reading curriculum), as well as formative feedback from what she hears and sees students doing daily in the classroom, to immediately adjust what she presents next to students, whether individually, in small groups, or whole class.” —Mandy Bailey, Assistant Principal

The Knowledge Builder Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Corey Beil
Instructional Interventionist, Quakertown Community School District, PA
Why he’s a star: “He incorporated literacy into his daily math instruction by providing our students with opportunities to understand and connect with the content more deeply. Our students were exposed to practicing literacy concepts while expanding their mathematical knowledge and foundational understanding.” —Julianne Pennabaker, Teacher

Kim Smaw
Principal, Rosalyn Yalow Charter School, NY
Why she’s a star: “She was able to persuade the learning community to adopt the Science of Reading, firmly convincing them that this curriculum could empower students to gain rich learning experiences.” —Deirdre Frost, Reading Intervention Specialist

Angie Dutton
Instructional Coach, Onslow County Schools, NC
Why she’s a star: “Her positive attitude about the Science of Reading is contagious and is most likely why other educators feel comfortable reaching out to her for questions and guidance.” —Stacey Horne, Instructional Coach

Nicole Brodie
ELA Grade 7 Teacher, Long Middle School, GA
Why she’s a star: “She encourages her students to use their [voices] for change and impact and supports them in their learning process academically, [socially, and emotionally].”
—Renee Dawson, Grade 7 English Language Arts Teacher

The Intervention Innovator Award

For admirable use of intervention strategies to get at-risk readers back on track

Suzanne Maddox
RTI Teacher, Robertson County Schools, TN
Why she’s a star: “Mrs. Maddox reviewed individual student data, worked with teachers, and began using CKLA Skills and the intervention materials provided with this curriculum to continue a sounds-first approach to meeting the individual needs of students.” —Brooke Callis, RTI Teacher

Sara Thornton
Reading Interventionist, Senior Team Lead, Schmitt Elementary, CO
Why she’s a star: “Sara’s enthusiasm for and dedication to her work has been an inspiration to all involved and has resulted in a successful transition to the Science of Reading—as evidenced by our students’ amazing academic growth!” —Hayley Gunter, Reading Interventionist, Senior Team Lead

Markaya Aga
Reading Interventionist, Merit Academy, CO
Why she’s a star: “Since she has come on board at our school, the mindset around literacy and the growth of our programming [has improved] ten-fold. We need more educators like Markaya!” —Allison Hanson, Reading Interventionist

The Language Luminary Award

For outstanding success in developing the skills and strengths of emergent bilingual students

Wanda Ramirez
Grade 2 Teacher, El Sol Science and Arts Academy, CA
Why she’s a star: “We used to emphasize to students that what they know in one language cannot be used in the other language. Now, as a dual-immersion educator, I have the opportunity to change that mindset, teach my students to embrace their native [language], and empower them to use their entire linguistic ability. It’s a very powerful thing to be able to do.” —Wanda Ramirez, Grade 2 Teacher

Esmeralda Martinez
Kindergarten Teacher, Compass Community Schools, TN
Why she’s a star: “She has consistently worked on improving her teaching methods, tried new ways to engage the class, and worked diligently to support all of our students.” —Rachel, Marinari, Teacher

Christine Black
ESL Teacher, North Dover Elementary School, NJ
Why she’s a star: “We have a rapidly expanding ESL population, and Mrs. Black works tirelessly to ensure that her students are expanding their ELA skills in accordance with the major tenets of the Science of Reading.” —Dawn Gawalis, ESL Teacher

Rookie of the Year Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Caitlyn Cockram
Teacher, Patrick County Schools, VA
Why she’s a star: “We have offered professional development in vocabulary and implementing SOR strategies, and Caitlyn is always one of the first teachers to sign up. She is dedicated to improving student achievement through research and evidence-based practices.” —Callie Wheeler, Teacher

Andrea Mason
Academic Interventionist, County Line Elementary School, GA
Why she’s a star: “Making the shift from balanced literacy to the Science of Reading hasn’t always been easy. But I continue to research and implement these best practices with my students because I can see that they are now on a path to becoming strong readers.” —Jennifer Ezell, Academic Interventionist

Mallory Pendergast
Phonics Teacher, Literacy Interventionist, Circle City Prep, IN
Why she’s a star: “As a kindergarten teacher, she led 100% of her scholars to be reading on grade level in the first quarter and maintained that momentum through the first semester.” —Sami Hyde, Senior Instructional Coach

ESSER Ace Award

For notable and innovative use of stimulus funds to help kids rediscover the joy of reading

Stephanie Hurst
District Literacy Specialist, Maple Avenue Elementary, NH
Why she’s a star: “She is also a voice on the utilization of [the] ESSER Fund—using the distribution of funds per federal protocol to ensure that the district’s lowest-performing schools have access to quality instructional materials and professional development all grounded in the Science of Reading.” —Mark Blount, K–12 Literacy Specialist

Callie Wheeler and Sara Vernon
Instructional Coaches, Patrick County Schools, VA
Why Callie’s a star: “Mrs. Wheeler played a key role in creating a culture of literacy within our schools, where the Science of Reading is central to the education of our students.” —Sara Vernon, Instructional Coach
Why Sara’s a star: “Sara has worked tirelessly to make the shift from the vision that was grounded in balanced literacy to one that is now making waves in Southwest Virginia with its Know Better, Do Better, Be Better approach to reading instruction.” —Callie Wheeler, Instructional Coach

Edie Bostic
Literacy Coach, Gallia Local, OH
“As a teacher, district Title I coordinator, elementary principal, and now district literacy coach, she continually champions the students under her care and is passionate about those students receiving the highest levels of instruction.” —Leslie Henry, Principal

Inspired? We are! Register to join our May 23 Science of Reading Star Awards virtual ceremony!

More to explore

Learn with and from other top-notch educators like you through our family of podcasts.