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 

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

Grade K

Unit 1: Count Sequence and Numbers to 5

Module 1: Represent Numbers to 5 with Objects

Lesson 1: Represent 1 and 2Connecting Cubes
Lesson 2: Represent 3 and 4Skye’s Style
Matching Groups
Designing Shoes With Skye

Unit 2: Count Sequence and Numbers to 10

Module 7: Represent Numbers 6 to 10 with Objects

Module 10: Compare Numbers to 10

Lesson 4: Compare Groups Within 10 by CountingMore, Fewer, or the Same
Fingers and Counters
Lesson 5: Compare Groups Within 10 by MatchingComparing Words
Forest Friends

Module 11: Add To and Take From Within 10

Module 12: Put Together and Take Apart Within 10

Lesson 3: Solve Put Together Problems Within 10How Many Objects in Pictures?
How Will You Count?
What Does It Mean to Add?
Lesson 4: Solve Take Apart Problems Within 10What Does It Mean to Subtract?
Lesson 5: Solve Word Problems Within 10The Bus Depot

Module 13: Ways to Make Numbers to 10

Lesson 4: Ways to Make 10Harry’s Hamster Wheel
Harry Explores Space
Lesson 5: Make 10 From a Given NumberShowing What We Know About 10
Lesson 1: Ways to Make 6 and 7Harry Explores the Ocean

Unit 3: Geometry

Module 14: Analyze and Compare Three-Dimensional Shapes

Module OpenerWhat’s That Shape?
Lesson 5: Build ShapesBuilding Solid Shapes

Module 15: Describe Position of Objects

Module 16: Analyze and Compare Two-Dimensional Shapes

Lesson 7: Compare Two-Dimensional and Three-Dimensional ShapesSo Much Sorting
What’s That Shape Called?
Another Shape

Unit 4: Number and Operations in Base Ten

Module 17: Place Value Foundations-Represent Numbers to 20

Lesson 3: Compose Ten Ones and Some More Ones to 19Investigate: Packing Snacks
Lesson 4: Represent Numbers to 20Getting Ready for the Game
How Many on the Field?
Pass, Shoot, Score

Module 18: Place Value Foundations-Represent Number to 20 with a Written Numeral

Lesson 1: Count and Write 11 to 14Jersey Jam!
Lesson 3: Count and Write 16-19People at the Park

Grade 1

Unit 1: Ways to Add and Subtract

Module 2: Subtraction Strategies

Lesson 2.1: Represent SubtractionPacking a Picnic
Lesson 2.2: Count BackWhat’s the Difference?
Lesson 2.3: Count on to SubtractLeaping Lily Pads!

Module 3: Properties of Operations

Lesson 3.6: Determin Equatl and Not EqualReplanting Huli

Module 4: Apply Addition and Subtraction Relationships

Lesson 4.2: Represent Related FactsSame Number, Different Ways
Lesson 4.3: Identify Related FactsKitten Coaster
Lesson 4.6: Solve for Unknow AddendTutu’s Garden in Maui

Module 5: Understand Add to and Take From Problems

Lesson 5.4: Solve Add To and Take From ProblemsA Community Working Together
Helping Others
Making 10

Module 6: Understand Put Together and Take Apart Problems

Lesson 6.3: Represent Addend and Unknown Problems with Objects and DrawingInvestigate: Let’s Grow!

Module 8: Data

Lesson: 8.2 Represent Data with Picture GraphsShapes Ying Saw

Unit 3: Numbers to 120

Module 10: Count and Represent Numbers

Lesson 10.4: Decompose Numbers in Different WaysInvestigate: Game Points
Lesson 10.5: Represent, Read, and Write Numbers from 100 to 110From Head to Claw
From Wing Tip to Wing Tip
Measuring More Wingspans
Lesson 10.5: Represent, Read, and Write Numbers from 110 to 120From Head to Claw
From Wing Tip to Wing Tip
Measuring More Wingspans

Unit 4: Addition and Subtractoin in Base Ten

Module 12: Understand Addition and Subtraction with Tens and Ones

Lesson 12.1: Representing Adding TensMeeting Yara
It’s a Match
From Park to Table
Lesson 12.3: Add and Subtract TensHow Many Cubes?
Boris’s Thimbles
How Many Tens?

Module 13: Two-Digita Addition and Subtraction

Lesson 13.1: Use Hundred Charts to Show Two-Digit Addtion and Subtraction.Investigate: Squashes at the Playground
Lesson 13.2: Understand and Explain Place Value AdditionTown Helpers
Making Squash Butter

Unit 6: Measurment

Module 16: Fraction Foundations

Lesson 16.1: TAke Apart Two-Dimensional ShapesFair and Square
Lesson 16.2: Identify Equal or Unequal PartsOne of the Parts, All of the Parts
Lesson 16.4: Partition Shapes into FourthsA Bigger Part

Grade 2

Unit 1: Numbers and Data

Module 1: Fluency for Addition and Subtraction Within 20

Lesson 1.5: Use the Make a Ten Strategy to AddExploring Within 10
Ways to Make 10

Module 1: Fluency for Addition and Subtraction Within 21

Lesson 1.6: Use a Tens Fact to SubtractExploring Within 10
Ways to Make 10

Module 2: Equal Groups

Lesson 2.1: Identify Even and Odd NumbersCan You Share?
Is It Even or Odd?
Lesson 2.2: Write Equations to Represent Even NumbersEverybody, Find A Partner!

Module 3: Data

Lesson 3.5: Draw bar graphs to Represent DataAwesome Aquariums

Unit 2: Place Value

Module 4: Understand Place Value

Lesson 4.1: Group Tens as HundredsWhat Makes a Hundred?
Lesson 4.2: Understand Three-Digit NumbersWhat’s the Value?
Lesson 4.4: Represent Numbers with Hundreds, Tens, and OnesMail Call!
What’s Your Name?

Module 5: Read, Write, and Show Numbers to 1000

Lesson 5.3: Different Ways to Write NumbersA New Representation
Lesson 5.4: Different Ways to Show NumbersAll the Ways!

Module 6: Use Place Value

Lesson 6.1: Count Within 1000Investigate
Turtle Hurdle
Lesson 6.5: Use Symbols to Compare NumbersTime to Line Up!

Unit 3: Money and Time

Module 7: Coins

Lesson 7.1: Relate Place Value to CoinsInvestigate
Lesson 7.2 Identify and Find Value of CoinsDiscovering Coins (Part 1)
Lesson 7.3: Compute the Value of Coin CombinationsHow Much Money?
Lesson 7.4: Show Amounts in Different WaysDiscovering Coins (Part 2)
The Toy Stand

Module 8: Dollar Amounts

Lesson 8.3: Solve Problems Involving MoneyThe Craft Stand at the Block Party

Unit 5: Three-Digita Addition and Subtraction

Module 16: Three-Digit Addition

Lesson 16.1: Use Drawing to Represent Three-Digit AdditionThere’s Something About Berries
Lesson 16.2: Decomposte Three-Digit AddendsBaking With Skunk

Unit 6: Measurement

Module 18: Lengths in Inches, Feet, and Yards

Lesson 18.4: Make Line Ploits to Show Measurement DataMessy Measurements
Bracelets and Wristbands

Module 20: Relate Addition and Subtraction to Length

Lesson 20.1: Relate Inches to a Number LineInvestigate
Time to Line Up!
What’s That Number?
Lesson 20.2: Add and Subtract Lengths in InchesLengths of Jungle Animals
Lesson 20.3: Relate Centimeters to a Number LineInvestigate
Time to Line Up!
In Full Bloom

Unit 7: Geometry and Fractions

Module 21: Two- and Three- Dimensional Shapes

Lesson 21.2 Identify and Draw Three-Dimensional ShapesMore to Measure
Lesson 21.2: Identify and Draw Two-Dimensional ShapesFrame It!
Measure It, Draw It

Grade 3

Unit 1: Understand Multiplication and Area

Module 1: Understand Multiplication

Lesson 1.1: Count Equal GroupsEqual Groups
Lesson 1.3: Represent Multiplication with ArraysArrays of Flavor
Lesson 1.4: Understand the Commutative Property of MultiplicationArrays of Flavor

Module 2: Relate Multiplication and Area

Lesson 2.1 Understand Area by Counting Unit SquareInvestigate: Comparing Rugs
Which Covers More Space?
Lesson 2.2: Measuring Area by Counting Unit SquaresTiling Figures
Area Hunt
Lesson 2.3: Relate Area to Addition and MultiplicationRectangles and Arrays

Unit 2: Multiplication and Division

Module 7: Relate Multiplication and Division

Lesson 7.7: Build Fluency with Multiplication and DivisionRelating Quotients to Familiar Products

Module 8: Apply Multiplication and Division

Lesson 8.3: Use Multiplication and Division to Solve Problem SituationsIt’s Chili in Here!
Lesson 8.4: Solve Two-Step ProblemsDivision and Multiplication Equations

Unit 3: Addition and Subtraction Strategies

Module 9: Addition and Subtraction Strategies

Lesson 9.3: Use Properties to AddHow Would You Solve It?
Lesson 9.4: Use Mental Math to Assess ReasonablenessAdding Strategically

Module 10: Addition and Subtraction Within 1000

Lesson 10.1: Use Expanded Form to AddWhat Is an Algorithm?
Lesson 10.2: Use Place Value to AddAdding Your Way
Using Fewer Digits
Lesson 10.5: Choose a Strategy to Add or SubtractDetermining Sums of 2 or More Addends

Unit 4: Fractions

Module 13: Understand Fractions as Numbers

Lesson 13.4: Represent and Name Fractions on a Number LineFractions on the Number Line
Lesson 13.5: Express Whole Numbers as FractionsCat Crossing
Lesson 13.6: Represent and Name Fractions Greater Than 1Location, Location, Location

Unit 5: Measurement and Data

Module 18: Represent and Interpret Data

Lesson 18.4: Make a Bar GraphPuppy Pile
2, 5, or 10?
Egg-cellent Pick
Lesson 18.5: Use Line Plots to Display Measurement DataHow Long Is It?
More Precise Measurements
Same Lengths, Different Names
Lesson 18.6: Make Line Plots to Display Measurement DataThe Plot Chickens
Let’s Make a Line Plot

Unit 6: Geometry

Module 19: Define Two-Dimensional Shapes

Lesson 19.1: Describe ShapesPiho’s Shapes
Lesson 19.4: Define QuadrilateralsRectangles, Squares, and Rhombuses

Module 20: Categorize Two-Dimensional Shapes

Lesson 20.1: Draw QuadrilateralsMore Quadrilaterals

Grade 4

Unit 1: Place Value and Whole Number Operations

Module 3: Interpret and Solve Problem Situations

Lesson 3.1: Explore Multiplicative ComparisonsSticker Mania
Lesson 3.4: Use Comparison to Solve Problem SituationsRepresenting “Times as Many”
Going Swimming

Unit 2: Multiplication and Division Problems

Module 4: Mental Math and Estimation Strategies

Lesson 4.3: Estimate Products by 1-Digit NumbersA Reasonable Answer

Module 5: Multiply by 1-Digit Numbers

Lesson 5.1: Represent MultiplicationInvestigate: Packing Lei
Lesson 5.2: Use Area Models and the Distributive Property to MultiplyCounting Flowers for Lei
Lesson 5.4: Multiplying Using Partial ProductsThree of a Kind
Lesson 5.6: Multiplying 3-Digit and 4-Digit NumbersA Lei Making Workshop

Unit 3: Extend and Apply Multiplication

Module 8: Extend and Apply Multiplication

Lesson 8.1: Multiply with TensGrowing Flowers for the Lei
Lesson 8.3: Relate Area Model and Partial ProductsDouble Decomposition
Lesson 8.4: Multiplying Using Partial ProductsRevisiting Strategies
Lesson 8.7: Solve Multi-step Problems and Assess ReasonablenessHow Many Supplies?

Unit 4: Fractions and Decimals

Module 10: Algebraic Thinking and Number Theory

Lesson 10.1: Investigate FactorsHamster Homes
Lesson 10.2: Identify FactorsFactor or Multiple?
Lesson 10.4: Identify Prime and Composite NumbersA Number Game
Lesson 10.5 Generate and Analyze Number PatternsHow Does It Grow?

Module 11: Fraction Equivalence and Comparison

Lesson 11.1: Compare Fractions Using Viaula ModelsInvestigate: Building Your Own Number Line
Lesson 11.2: Compare Fractions Using BenchmarksFraction Strips
Lesson 11.6: Compare Fractions Using Common DenominatorsChop It
Lesson 11.7: Use Comparison to Order FractionsAll Kinds of Fractions

Module 12: Relate Fractions and Decimals

Lesson 12.1: Represent Tenths as Fractions and DecimalsA New Way to Write Tenths
Lesson 12.2 Represent Hundredths as Fractions and DecimalsA New Way to Write Hundredths
Lesson 12.3: Identify Equivalent Fractions and DecimalsAre They Equivalent?
Lesson 12.4: Compare DecimalsHow Can You Compare?
Robot Factory
What’s the Order

Module 13: Use Fractions to Understand Angles

Lesson 13.2: Explore AnglesAngle Adventures
Lesson 13.3: Relate Angles to Fraction Part of a CircleThe Spin on Angles
Lesson 13.6: Join and Separate AnglesAngles in Motion

Module 14: Understand Addition and Subtraction of Fractions with Like Denominators

Lesson 14.2: Joining Parts of the Same WholePizza Problems

Module 15: Add and Subtract Fractions and Mixed Numbers with Like Denominators

Lesson 15.1: Add and Subtract Fractions to Solve ProblemsMath Pizzeria

Unit 6: Two-Dimensional Figures and Symmetry

Module 18: Symmetry and Patterns

Lesson 18.3: Generate and Identify Shape PattersHow Does It Grow?

Grade 5

Unit 1: Whole Numbers, Expressions, and Volume

Module 1: Whole Number Place Value and Multiplication

Lesson 1.3: Use a Pattern to Multiply by Multiplies of 10, 100, and 1000Partial Products Everywhere
Monarch Butterflies
All About That Base
Lesson 1.5: Multiply Multi-Digit NumbersHow Do They Compare?

Module 2: Understand Division of Whole Numbers

Lesson 2.4: Use Partial QuotientsEmptying the Water Tank

Module 5: Volume

Lesson 5.2: Understand VolumeWhich is Largest
Lesson 5.3: Estimate VolumePacking the Barge
Lesson 5.6: Find Volume of Composed FiguresPutting it Together
Figures Made of Prisms

Unit 3: Multiplying Fractions and Mixed Numbers

Module 8: Understand Multiplication of Fractions

Lesson 8.1: Explore Groups of Equal Shares to Show MultiplicationInvestigate: Sharing Sandwiches
Investigate: Folding Paper
Lesson 8.2: Represent Multiplication of Whole Numbers by FractionsSharing More Sandwiches
Lesson 8.3: Represent Multiplication with Unit FractionOne Part of One Part
Lesson 8.4: Represent Multiplication of FractionsDance Breaks
Parts of Parts
Making Food
Lesson 8.5: Use Representations of Area to Develop ProceduresOne Part of One Part
Installing Turf
Rows and Columns
Lesson 8.6: Interpret Fraction Multiplication as ScalingChores at Animal Haven
The Re-size-inator
Lesson 8.7: Multiplying FractionsMessy Multiplication

Module 9: Understand and Apply Multiplication of Mixed Numbers

Lesson 9.3: Practice Multiplication with Fractions and Mixed NumbersMessy Multiplication
Applying Fraction Multiplication

Unit 4: Divide Fractions and Convert Customary Units

Module 10: Understand Division with Whole Numbers and Unit Fractions

Lesson 10.1: Interpret a Fraction as DivisionDivision Story Problems
Making Generalizations

Unit 5: Add and Subtract Decimals

Module 13: Decimal Place Value

Lesson 13.1: Understand ThousandthsWhat Is One Thousandth?
Lesson 13.2: Read and Write Decimals to ThousandthsSay What?
Lesson 13.3: Round DecimalsWhich Way Down the Mountain?
Rounding Races
Lesson 13.4: Compare and Order DecimalsInvestigate: Numbers Between Numbers
The Claw
Selling Collectibles

Unit 6: Multiply Decimals

Module 15: Multiply Decimals and Whole Numbers

Lesson 15.1: Understand Decimal Multiplication PatternsPlace Value Patterns
Powers of 10 Parade

Unit 7: Divide Decimals and Convert Customary Units

Module 17: Understand Decimal Division Patterns

Lesson 17.1: Understand Decimal Division PatternsPowers of 10 Parade

Unit 8: Graphs, Patterns, and Geometry

Module 19: Graphs and Patterns

Lesson 19.1: Describe a Coordinate SystemCreating a Coordinate System
Lesson 19.2: Understand Ordered PairsBullseye!
Lesson19.4: Generate and Identify Numerical PattermsCoordinating Satellite Repairs

Grade 6

Unit 1: Number Systems and Operations

Module 1: Integer Concepts

Lesson 1: Identify and Interpret IntegersCan You Dig It?
Lesson 2: Compare and Order Integers on a Number LineOrder in the Class

Module 3: Fraction Division

Lesson 1: Understand Fraction DivisionFlour Planner
Fill the Gap

Module 4: Fluency with Multi-Digit Decimal Operations

Lesson 1: Add and Subtract Multi-Digit DecimalsDishing Out Decimals
Decimal Diagrams and Algorithms
Lesson 4: Divide Multi-Digit DecimalsMovie Time

Unit 2: Ratio and Rate Reasoning

Module 5: Ratio and Rates

Lesson 1: Understand the Concept and Language of RatiosPizza Maker
Lesson 2: Represent Ratios and Rates with Tables and GraphsFruit Lab
Disaster Preparation
Lesson 3: Compare Ratios and RatesModel Trains
Lesson 4: Find and Apply Unit RatesWorld Records
Lesson 5: Solve Ratio and Rate Problems Using Proportional ReasoningWelcome to the Robot Factory
More Soft Serve

Module 6: Apply Ratios and Rates to Measurement

Lesson 2: Use Rate Reasoning to Convert withing Measurement SystemsSoft Serve
Many Measurements

Module 7: Understand, Express, and Compare Percent Ratios

Lesson 1: Understand, Express, and Compare Percent RatiosLucky Duckies

Unit 3: Expressions, Equations, and Inequalities

Module 8: Numerical and Algebraic Expressions

Lesson 3: Write Algebraic Expressions to Model SituationsProducts and Sums

Module 9: Solve Problems Using Equations and Inequalities

Lesson 1: Write Equations to Represent SituationsWeight for It
Five Equations
Lesson 2: USe Additions and Subtraction Equations to Solve ProblemsHanging Around
Hanging It Up
Lesson 3: Use Multiplication and Division Equations to Solve ProblemsHanging Around
Hanging It Up
Lesson 4: Use One-Step Equations to Solve a Variety of ProblemsSwap and Solve
Lesson 5: Write and Graph InequalitiesTunnel Travels

Module 10: Real-World Relationships Between Variables

Lesson 1: Represent Equations in Tables and GraphsSubway Fares
Lesson 2: Write Equations from Verbal DescriptionsSubway Fares

Unit 4: Relationships in Geometry

Module 11: Polygons on the Coordinate Plane

Lesson 4: Find the Perimeter and Area on the Coordinate PlaneShapes on a Plane

Module 12: Area of Triangles and Special Quadrilaterals

Lesson 1: Develop and Use the Formula for Area of ParallelogramsExploring Parallelograms, Part 1
Exploring Parallelograms, Part 2
Off the Grid, Part 1
Lesson 2: Develop and Use the Formula for Area of TrianglesExploring Triangles
Triangles and Parallelograms
Off the Grid, Part 2
Lesson 3: Develop and Use the Formula for Area of TrapezoidsPile of Polygons
Lesson 4: Find Area of Composite FiguresPuzzling Areas
Letters

Module 13: Surface Area and Volume

Lesson 1: Explore Nets and Surface AreaRenata’s Stickers

Unit 5: Data Collection and Analysis

Module 14: Data Collection and Displays

Lesson 2: Display Data in Dot PlotsMinimum Wage
Lesson 3: Make Histograms and Frequency TablesThe Plot Thickens

Module 15: Measure of Center

Lesson 2: Find Measures of CenterToy Cars
Lesson 3: Choose a Measure of CenterHoops

Grade 7

Unit 1: Proportional Relationships

Module 1: Identify and Represent Proportional Relationships

Lesson 1: Explore RelationshipsPaint
Lesson 2: Recognize Proportional Relationships in TablesTwo and Two
Lesson 3: Compute Unit Rates Involving FractionsDinoPops
Lesson 4: Recognize Proportional Relationships in GraphsScale Factor Challenges
Lesson 5: Use Proportional Relationships to Solve Rate ProblemsScaling Robots
Lesson 6: Practice Proportional Reasoning with Scale DrawingsScaling Machines
Make it Scale
Tiles
Will It Fit

Module 2: Proportional Reasoning with Percents

Lesson 1: Percent ChangeMosaics
Percent Machines
Lesson 2: Markups and DiscountsMore and Less
All the Equations
Lesson 3: Taxes and Gratuities100%
Lesson 5: Simple InterestBack in My Day

Unit 2: Rational Number Operations

Module 3: Understand Addition and Subtraction of Rational Numbers

Lesson 1: Add or Subtract a Positive Integer on a Number lineFloats and Anchors
Lesson 3: Use a Number Line to Add and Subtract Rational NumbersDraw Your Own

Module 4: Add and Subtract Rational Numbers

Lesson 1: Compute Sums of IntegersMore Floats and Anchors
Lesson 2: Compute Differences of IntegersMore Floats and Anchors
Lesson 4: Apply Properties to Multi-step Addition and Subtraction ProblemsInteger Puzzles

Unit 3: Model with Expressions, Equations, and Inequalities

Module 7: Solve Problems Using Expressions and Equations

Lesson 1: Write Linear Expressions in Different Forms for Different SituationsCollect the Squares
Lesson 3: Write Two-Step Equations for SituationsKeeping it True
Lesson 5: Apply Two-Step Equations fo Find Angle MeasuresFriendly Angles
Missing Measures

Module 8: Solve Problems Using Inequalities

Lesson 1: Understand and Apply Properties to Solve One-Step InequalitiesI Saw the Signs
Lesson 2: Write Two-Step Inequalities for SituationsUnbalanced Hangers
Shira the Sheep
Lesson 3: Apply Two-Step Inequalities to Solve ProblemsBudgeting
Write Them and Solve Them

Unit 4: Geometry

Module 9: Draw and Analyze Two-Dimensional Figures

Lesson 2: Draw Circles and Other FiguresCan You Build It

Module 10: Analyze Figures to Find Circumference and Area

Lesson 1: Derive and Apply Formulas for CircumferenceMeasuring Around
Lesson 2: Derive and Apply a Formula for the Area of a CircleWhy Pi?
Lesson 4: Areas of Composite FiguresArea Challenges

Unit 5: Sampling and Data Analysis

Module 13: Use Statistics and Graphs to Compare Data

Lesson 3: Compare Means Using MAD and Repeated SamplingCrab Island

Module 14: Understand and Apply Experimental Probability

Lesson 1: Understand Probability of an EventHow Likely
Lesson 2: Find Experimental Probability of Simple EventsProb-bear-bilities

Module 15: Find Theoretical Probability of Simple Events

Lesson 1: Find Theoretical Probability of Simple EventsIs It Fair?

Grade 8

Unit 1: Transformational Geometry

Module 1: Transformations and Congruence

Module 2: Transformations and Similarity

Lesson 1: Investigate Reductions and EnlargementsSketchy Dilations
Lesson 2: Explore DilationsDilation Mini Golf
Lesson 3: Understand and Recognize Similar FiguresSocial Scavenger Hunt

Unit 2: Linear Equations and Applications

Module 3: Solve Linear Equations

Lesson 1: Solve Multi-Step Linear EquationsEquation Roundtable
Lesson 3: Apply Linear Equations

Module 4: Angle Relationships

Lesson 1: Develop Angle Relationships for TrianglesPuzzling It Out
Lesson 3: Explore Prarallel Lines Cut by a TransversalPuzzling It Out

Unit 3: Relationships and Functions

Module 5: Proportional Relationships

Lesson 2: Derive y = mxTurtle Time Trials
Lesson 3: Interpret and Graph Proportional RelationshipsTurtle Time Trials
Lesson 4: Compare Proportional RelationshipsTurtle Time Trials

Module 6: Understand and Analyze Functions

Lesson 1: Understand and Graph FunctionsGuess My Rule
Lesson 2: Derive and Interpret y = mx + bFlags
Translations
Lesson 3: Interpret Rat of Change and Initial ValueStacking Cups (Optional)
Lesson 4: Construct FunctionsWater Cooler
Lesson 5: Compare FunctionsUps and Downs
Lesson 6: Describe and Sketch Nonlinear FunctionsTurtle Crossing
The Tortoise and the Hare

Module 7: Systems of Linear Equations

Lesson 1: Represent Systems by GraphingMake Them Balance
Lesson 2: Solve Systems by GraphingLine Zapper

Unit 4: Statistics and Probability

Module 8: Scatter Plots

Lesson 1: Construct Scatter Plots and Examine AssociationRobots
Dapper Cats
Lesson 2: Draw and Analyze Trend LinesInterpreting Scatter Plots
Find the Fit (called Fit Fights in Desmos Math)
Lesson 3: Interpret Linear Data in ContextInterpreting Slopes
Scatter Plot City
Animal Brains

Module 9: Two-Way Tables

Lesson 1: Construct and Interpret Two-Way Frequency TablesFinding Associations
Lesson 3: Interpret Two-Way Relative Freqency TablesFinding Associations

Unit 5: Real Numbers and the Pythagorean Theorem

Module 10: Real Numbers

Lesson 2: Investigate RootsRoot Down

Module 11: The Pythagorean Theorem

Lesson 1: Prove the Pythagorean TheoremTriangle Tracing Turtle
Lesson 3: Apply the Pythagorean TheoremTaco Truck

Unit 6: Exponents, Scientific Notation, and Volume

Module 12: Exponents and Scientific Notation

Lesson 1: Know and Apply Properties of ExponentsCircles
Power Pairs
Lesson 2: Understand Scientific NotationSpecific and Scientific (formerly Solar System)
Lesson 3: Compute with Scientific NotationBalance the Scale

Module 13: Volume

Lesson 1: Find Volume of CylindersCylinders
Lesson 2: Find Volumes of ConesCones

Algebra 1

Intro/Launch

Unit 1: Real Numbers and Connections to Algebra

Module 2: Linear Equations and Inequalities in One Variable

Lesson 2.2: Write and Solve EquationsWorking Backwards
Solving Strategies
Same Position
Lesson 2.3: Rewrite Formulas and Solve Literal EquationsVarious Variables
Lesson 2.4: Write and Solve InequalitiesPizza Delivery

Unit 2: Linear Functions and Equations

Module 3: Linear Equations in Two Variables

Lesson 3.1: Linear Equations in Standard FormShelley the Snail
Five Representations
Lesson 3.2: Slopes of Lines and Rates of ChangePlane, Train, and Automobile

Module 4: Linear Functions and Models

Lesson 4.3: Characteristics of Linear FunctionsCraft-a-Graph

Module 5: Relationships Among Linear Functions

Lesson 5.3: Compare Linear FunctionsSubway Seats
Lesson 5.4: Inverses of Linear FunctionsChip the Robot

Unit 3: Build Linear Functions and Models

Module 6: Fit Linear Functions to Data

Lesson 6.1: Scatter Plots, Correlation, and Fitted LinesCorrelation Coefficient
How Hot Is It?
City Slopes
Behind the Headlines
City Data
Lesson 6.2: Residualts and Best-Fit LinesResidual Fruit
Penguin Populations

Module 7: Discrete Linear Functions

Lesson 7.1: Arithmetic Sequences Defined RecursivelySequence Carnival
Lesson 7.2: Arithmetic Sequences Defined ExplicitlyMore Visual Patterns

Module 8: Piecewise-Defined Functions

Lesson 8.1: Graph Piecewise-Defined FunctionsPumpkin Prices

Unit 4: Linear Systems

Module 9: Systems of Linear Equations

Lesson 9.1: Solve Linear Systems by GraphingLizard Lines
Lesson 9.2: Solve Linear Systems by SubstitutionShape It Up

Module 10: Linear Inequalities

Lesson 10.2: Graph Systems of Linear InequalitiesQuilts
Seeking Solutions

Unit 5: Exponential Functions and Equations

Module 11: Exponential Functions and Models

Lesson 11.1: Exponential Growth FunctionsCarlos’s Fish

Unit 6: Build Exponential Functions and Models

Module 13: Fit Exponential Functions to Data

Lesson 13.1: Scatter Plots and Fitted Exponential CurvesDetroit’s Population, Part 1
Detroit’s Population, Part 2

Module 14: Discrete Exponential Functions

Lesson 14.1: Geometric Sequences Defined RecursivelySequence Carnival
Lesson 14.2: Geometric Sequences Defined ExplicitlyMore Visual Patterns

Unit 8: Quadratic Functions and Equations

Module 17: Use Graphing and Factoring to Solve Quadratic Equations

Lesson 17.1: Solve Quadratic Equations by Graphing Quadratic FunctionsRevisiting Visual Patterns, Part 1
Quadratic Visual Patterns
On the Fence
Plenty of Parabolas
Lesson 17.3: Solve Quadratic Equations by Factoring ax^2+bx+cStomp Rockets
Two for One
Robot Launch
Lesson 17.4: Use Special Factoring Patterns to Solve Quadratic EquationsParabola Zapper
Shooting Stars

Module 18: Use Square Roots to Solve Quadratic Equations

Lesson 18.2: Solve Quadratic Equations by Completing the SquareSquare Tactic
Lesson 18.3: Use the Quadratic Formula to Solve EquationsStomp Rockets in Space

Unit 9: Function Analysis

Module 20: Function Analysis

Lesson 20.1: Choose Among Linear, Exponential, and Quadratic ModelsSorting Relationships

Unit 10: Data Analysis

Module 22: Numerical Data

Lesson 22.1: Data Distributions and Appropriate StatisticsFinding Desmo

Disclaimer

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Eureka Math²

Level K

Module 1: Counting and Cardinality

Topic A: Classify to Make Categories and Count

Lesson 1: Compare objects based on their attributes.Connecting Cubes
Lesson 3: Classify objects into two categories and count.Skye’s Style

Topic B: Answer How Many Questions with Up to 5 Objects

Lesson 3: Sort by Same ColorMatching Groups

Topic C: Write Numerals and Create Sets of Up to 5 Objects

Lesson 10: Count out a group of objects to match a numeral.Designing Shoes with Skye

Topic E: Answer How Many Questions with Up to 10 Objects

Lesson 19: Organize, count, and represent a collection of objects.Investigate: Cafeteria Math
Lesson 20: Count objects in 5-group and array configurations and match to a numeral.Fingers as Math Tools
Lesson 23: Conserve number regardless of the order in which objects are counted.Moving and Grooving

Module 2: Two- and Three- Dimensional Shapes

Topic A: Analyze and Name Two-Dimensional Shapes

Lesson 1: Find and describe attributes of flat shapes.So Much Sorting
Lesson 2: Classify shapes as triangles or nontriangles.What’s That Shape Called?
Lesson 3: Classify shapes as circles, hexagons, or neither.What’s That Shape Called?
Lesson 4: Classify shapes as rectangles or nonrectangles, with square rectangles as a special case.Another Shape

Module 3: Comparison

Topic C: Compare Sets Within 10

Lesson 12: Relate more and fewer to length.More, Fewer, or the Same
Forest Friends
Lesson 13: Compare sets by using more than, fewer than, and the same number as.Fingers and Counters
Comparing Words

Module 4: Composition and Decomposition

Topic A: Explore Composition and Decomposition

Lesson 1: Compose flat shapes and count the parts.Investigate: Casey’s Town
Lesson 2: Decompose flat shapes and count the parts.How Many Objects?
Lesson 3: Decompose a group to identify parts and total.How Many Objects in Pictures?

Topic B: Record Composition and Decomposition

Lesson 5: Sort to decompose a number in more than one way.How Will You Count?
Lesson 6: Decompose a number in more than one way and record.Harry Explores the Ocean

Module 5: Addition and Subtraction

Topic A: Represent Addition

Lesson 1: Represent add to with result unknown story problems by using drawings and numbers.What Does It Mean to Add?

Topic B: Represent Subtraction

Lesson 8: Understand taking away as a type of subtraction.What Does It Mean to Subtract?

Topic C: Make Sense of Problems

Lesson 15: Identify the action in a problem to represent and solve it.The Bus Depot

Level 1

Module 1: Counting, Comparison, and Addition

Topic A: Count and Compare with Data

Lesson 2: Organize and represent data to compare two categories.Shapes Ying Saw

Module 2: Addition and Subtraction Relationships

Topic A: Reason About Take From Situations

Lesson 1: Represent result unknown problems and record as addition or subtraction number sentences.Packing for a Picnic
Lesson 3: Subtract 1 or subtract 1 less than the total.What’s the Difference?
Leaping Lily Pads!

Topic B: Relate and Distinguish Addition and Subtraction

Lesson 5: Use the Read–Draw–Write process to solve result unknown problems.Investigate: Let’s Grow!
Lesson 6: Represent and solve related addition and subtraction result unknown problems.Tutu’s Garden in Maui
Lesson 7: Count on or count back to solve related addition and subtraction problems.The Kalo Plants

Topic C: Find an Unknown Part in Change Unknown Problems

Lesson 8: Interpret and find an unknown change.Replanting Huli
Lesson 11: Represent and solve take from with change unknown problems.Helping Others
A Community Working Together

Module 3: Properties of Operations to Make Easier Problems

Topic B: Make Easier Problems to Add

Lesson 9: Make ten with either addend.Making 10
Kitten Coaster

Topic D: Reason about Ten as a Unit to Add or Subtract

Lesson 16: Identify ten as a unit.Same Number, Different Ways

Module 5: Place Value Concepts to Compare, Add, and Subtract

Topic A: Grouping Units in Tens and Ones

Lesson 2: Count a collection and record the total in units of tens and ones.Investigate: Game Points
Meeting Yara
Lesson 4: Represent a number in multiple ways by trading 10 ones for a ten.It’s a Match
Lesson 6: Add 10 or take 10 from a two-digit number.How Many Cubes?

Topic D: Addition and Subtraction of Tens

Lesson 15: Count on and back by tens to add and subtract.Boris’s Thimbles
Lesson 16: Use related single-digit facts to add and subtract multiples of ten.How Many Tens?

Level 2

Module 1: Place Value Concepts Through Metric Measurement and Data · Place Value, Counting, and Comparing Within 1,000

Topic A: Representing Data to Solve Problems

Lesson 3: Use information presented in a bar graph to solve put together and take apart problems.Exploring Within 10
Ways to Make 10
Lesson 4: Use information presented in a bar graph to solve compare problems.Awesome Aquariums

Topic C: Estimate, Measure, and Compare Lengths

Lesson 12: Model and reason about the difference in length.Lengths of Jungle Animals

Topic D: Solve Compare Problems by Using the Ruler as a Number Line

Lesson 15: Use a measuring tape as a number line to add efficiently.Investigate: Where Am I?
Time to Line Up!
What’s That Number?
Lesson 17: Represent and solve comparison problems by using measurement contexts.Greater Than, Less Than, or Equal to

Module 2: Addition and Subtraction Within 200

Topic A: Simplifying Strategies for Addition

Lesson 1: Reason about addition with four addends.Investigate: Activities at the Block Party

Module 5: Money, Data, and Customary Measurement

Topic A: Problem Solving with Coins and Bills

Lesson 1: Organize, count, and represent a collection of coins.Discovering Coins (Part 1)
Discovering Coins (Part 2)
Lesson 2: Use the fewest number of coins to make a given value.How Much Money?
Lesson 5: Use different strategies to make 1 dollar or to make change from 1 dollar.The Toy Stand
Lesson 3: Solve one- and two-step word problems to find the total value of a group of coins.The Craft Stand at the Block Party

Topic B: Use Customary Units to Measure and Estimate Length

Lesson 12: Identify unknown numbers on a number line by using the interval as a reference point.In Full Bloom

Topic C: Use Measurement and Data to Solve Problems

Lesson 15: Use measurement data to create a line plot.Messy Measurements
“Lesson 16: Create a line plot to represent data and ask and answer questions.
60 min
Bracelets and Wristbands

Level 3

Module 1: Multiplication and Division with Units of 2, 3, 4, 5, and 10

Topic A: Conceptual Understanding of Multiplication

Lesson 2: Interpret equal groups as multiplication.Equal Groups

Topic C: Properties of Multiplication

Lesson 10: Demonstrate the commutative property of multiplication using a unit of 2 and the array model.Arrays of Flavor

Topic D: Two Interpretations of Division

Lesson 15: Model division as an unknown factor problem.It’s Chili in Here

Module 2: Place Value Concepts Through Metric Measurement

Topic A: Understanding Place Value Concepts Through Metric Measurement

Lesson 1: Connect the composition of 1 kilogram to the composition of 1 thousand.Investigate: Create a Photo Gallery

Topic C: Simplifying Strategies to Find Sums and Differences

Lesson 13: Collect and represent data in a scaled bar graph and solve related problems.Puppy Pile
Lesson 14: Use place value understanding to add and subtract like units.Adding Your Way
Lesson 15: Use the associative property to make the next ten to add.Panda Patterns
Lesson 16: Use compensation to add.How Would You Solve It?

Topic D: Two- and Three-Digit Measurement Addition and Subtraction

Lesson 20: Add measurements using the standard algorithm to compose larger units once.What is an Algorithm?
Using Fewer Digits
Lesson 21: Add measurements using the standard algorithm to compose larger units twice.Determining Sums of 2 or More Addends
Adding Strategically

Module 3: Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9

Topic B: Multiplication and Division Concepts with an Emphasis on the Unit of 7

Lesson 11: Use the break apart and distribute strategy to divide with units of 7.Relating Quotients to Familiar Products
Lesson 12: Solve one-step word problems involving multiplication and division.Division and Multiplication Equations

Module 4: Multiplication and Area

Topic A: Foundations for Understanding Area

Lesson 2: Recognize area as an attribute of polygons.Investigate: Comparing Rugs
Which Covers More Space?
Lesson 3: Tile polygons to find their areas.Tiling Figures
Area Hunt

Topic B: Concepts of Area Measurement

Lesson 6: Tile rectangles with squares to make arrays and relate the side lengths to area.Rectangles and Arrays
Lesson 7: Draw rows and columns to complete a rectangular array and determine its area.Area Hunt

Module 6: Geometry, Measurement, and Data

Topic D: Collecting and Displaying Dat

Lesson 23: Solve problems by creating scaled picture graphs and scaled bar graphs.2, 5, or 10?

Level 4

Module 1: Place Value Concepts for Addition and Subtraction

Topic A: Multiplication as Multiplicative Comparison

Lesson 1: Interpret multiplication as multiplicative comparison.How Does It Grow?

Module 2: Place Value Concepts for Multiplication and Division

Topic E: Factors and Multiples

Lesson 24: Recognize that a number is a multiple of each of its factors.Hamster Homes
Factor or Multiple?
Lesson 25: Explore properties of prime and composite numbers up to 100 by using multiples.A Number Game

Module 4: Foundations for Fraction Operations

Lesson 1: Decompose whole numbers into a sum of unit fractions.

Lesson 1: Decompose whole numbers into a sum of unit fractions.Investigate: Building Your Own Number Line
Lesson 3: Decompose fractions into a sum of fractions.Math Pizzeria
Lesson 4: Represent fractions by using various fraction models.Fraction Strips
Chop It
Lesson 5: Rename fractions greater than 1 as mixed numbers.All Kinds of Fractions

Topic D: Add and Subtract Fractions

Lesson 21: Solve addition and subtraction word problems and estimate the reasonableness of the answers.Pizza Problems

Topic F: Repeated Addition of Fractions as Multiplication

Lesson 32: Multiply a fraction by a whole number by using the associative property.Equal Groups of Fractions

Module 5: Place Value Concepts for Decimal Fractions

Topic A: Exploration of Tenths

Lesson 1: Organize, count, and represent a collection of money.Investigate: Different Units
Lesson 3: Represent tenths as a place value unit.A New Way to Write Tenths
Lesson 4: Write mixed numbers in decimal form with tenths.A New Way to Write Tenths

Topic B: Tenths and Hundredths

Lesson 5: Decompose 1 one and express hundredths in fraction form and decimal form.Are They Equivalent?
Lesson 6: Represent hundredths as a place value unit.A New Way to Write Hundredths
Lesson 7: Write mixed numbers in decimal form with hundredths.A New Way to Write Hundredths

Topic C: Comparison of Decimal Numbers

Lesson 10: Use pictorial representations to compare decimal numbers.How Can You Compare?
Lesson 11: Compare and order decimal numbers.Robot Factory
What’s the Order?

Level 5

Module 1: Place Value Concepts for Multiplication and Division with Whole Numbers

Topic B: Multiplication of Whole Numbers

Lesson 8: Multiply two- and three-digit numbers by two-digit numbers by using the distributive property.Partial Products Everywhere
Lesson 9: Multiply two- and three-digit numbers by two-digit numbers by using the standard algorithm.How Do They Compare?

Topic C: Division of Whole Numbers

Lesson 15: Divide three-digit numbers by two-digit numbers in problems that result in two-digit quotients.Emptying the Water Tank

Module 2: Addition and Subtraction with Fractions

Topic A: Fractions and Division

Lesson 1: Interpret a fraction as division.Investigate: Sharing Sandwiches
Sharing More Sandwiches
Dance Breaks
Lesson 3: Represent fractions as division by using models.Making Generalizations
Lesson 4: Solve word problems involving division and fractions.Division Story Problems

Module 3: Multiplication and Division with Fractions

Topic B: Multiplication of Fractions

Lesson 7: Multiply fractions less than 1 by unit fractions pictorially.Investigate: Folding Paper
Lesson 8: Multiply fractions less than 1 pictorially.Parts of Parts
One Part of One Part
Rows and Columns
Lesson 9: Multiply fractions by unit fractions by making simpler problems.Messy Multiplication
Lesson 10: Multiply fractions greater than 1 by fractions.Making Food
Installing Turf
Lesson 11: Multiply fractions.Applying Fraction Multiplication
Chores at Animal Haven
The Re-size-inator

Module 5: Addition and Multiplication with Area and Volume

Topic C: Volume Concepts

Lesson 17: Find the volume of right rectangular prisms by packing with unit cubes and counting.Which is Largest
Lesson 18: Find the volume of right rectangular prisms by packing with improvised units.Packing the Barge

Topic D: Volume and the Operations of Multiplication and Addition

Lesson 25: Find the volumes of solid figures composed of right rectangular prisms.Putting It Together
Figures Made of Prisms

Level 6

Module 1: Ratios, Rates, and Percents

Topic A: Ratios

Lesson 2: Introduction to RatiosPizza Maker

Topic B: Collections of Equivalent Ratios

Lesson 6: Ratios Tables and Double Number LinesFruit Lab
Lesson 9: Multiplication Patterns in Ratio RelationshipsDisaster Preparation

Topic D: Rates

Lesson 16: SpeedWorld Records
Lesson 17: RatesMany Measurements
Soft Serve
Lesson 18: Comparing RatesWelcome to the Robot Factory
Lesson 19: Unit Rates to Convert UnitsModel Trains
More Soft Serve
Lesson 20: Solving Rate ProblemsLucky Duckies

Module 2: Operations with Fractions and Multi-Digit Numbers

Topic B: Dividing Fractions

Lesson 6: Dividing a Whole Number by a FractionFlour Planner
Lesson 8: Dividing Fractions by Making Common DenominatorsFill the Gap

Topic C: Dividing Fractions Fluently

Lesson 9: Dividing Fractions by Using Tape DiagramsPuzzling Areas

Topic D: Decimal Addition, Subtraction, and Multiplication

Lesson 13: Decimal Addition and SubtractionDishing Out Decimals
Lesson 16: Applications of Decimal OperationsDecimal Diagrams and Algorithms

Topic F: Decimal Division

Lesson 21: Dividing a Decimals by a Whole NumberMovie Time
Lesson 22: Dividing a Decimal by a Decimal Greater than 1Movie Time
Lesson 23: Dividing a Decimal by a Decimal Less than 1Movie Time

Module 3: Rational Numbers

Topic A: Integers and Rational Numbers

Lesson 1: Positive and Negative NumbersCan You Dig It?
Lesson 3: Rational NumbersOrder in the Class

Module 4: Expressions and One-Step Equations

Topic B: Expressions and Real-World Problems

Lesson 9: Addition and Subtraction Expressions from the Real-WorldSubway Fares

Topic C: Equivalent Expressions Using the Properties of Operations

Lesson 13: The Distributive PropertyProducts and Sums

Topic D: Equations and Inequalities

Lesson 17: Equations and SolutionsFive Equations
Lesson 18: Inequalities and SolutionsHanging It Up
Tunnel Travels
Lesson 19: Solving Equations with Addition and SubtractionWeight for It
Lesson 20: Solving Equations with Multiplication and DivisionHanging Around
Lesson 21: Solving Problems with EquationsSwap and Solve

Module 5: Area, Surface Area, and Volume

Topic A: Areas of Polygons

Lesson 1: The Area of a ParallelogramExploring Parallelograms, Part 1
Lesson 2: The Area of a Right TriangleOff the Grid, Part 2
Lesson 3: The Area of a TriangleExploring Parallelograms, Part 2
Off the Grid, Part 1
Lesson 4: Areas of Triangles in Real-World SituationsExploring Triangles

Topic B: Problem Solving with Area

Lesson 5: Perimeter and Area in the Coordinate PlaneShapes on a Plane
Lesson 6: Problem Solving with Area in the Coordinate PlaneLetters
Lesson 7: Areas of Trapezoids and Other PolygonsTriangles and Parallelograms
Lesson 8: Areas of Composite Rigures in Real-World SituationsPile of Polygons

Topic C: Nets and Surface Area

Lesson 12: From Nets to Surface AreaRenata’s Stickers

Module 6: Statistics

Topic A: Understanding Distributions

Lesson 2: Describing a Data DistributionHoops
Lesson 3: Creating a Dot PlotMinimum Wage
Lesson 4: Creating a HistogramThe Plot Thickens

Topic B: Mean and Mean Absolute Deviation

Lesson 7: Using the Mean to Describe CenterToy Cars

Level 7

Module 1: Ratios and Proportional Relationships

Topic A: Understanding Proportional Relationships

Lesson 1: An Experiment with Ratios and RatesPaint
Lesson 2: Exploring Tables and Proportional RelationshipsTwo and Two
Lesson 4: Exploring Graphs of Proportional RelationshipsDinoPops

Topic C: Scale Drawing and Proportional Relationships

Lesson 14: Extreme BicyclesScaling Machines
Lesson 15: Scale DrawingScaling Robots
Lesson 16: Using Scale FactorScale Factor Challenges
Lesson 17: Finding Actual Distances from ScaleMake it Scale
Lesson 18: Relating Areas of Scale DrawingTiles
Will It Fit

Module 2: Operations with Rational Numbers

Topic A: Adding Rational Numbers

Lesson 2: Adding IntegersFloats and Anchors

Topic B: Subtracting Rational Numbers

Lesson 8: Subtracting Integers, Part 1More Floats and Anchors
Lesson 10: Subtracting Rational Numbers, Part 1Draw Your Own

Topic E: Numberical Expressions with Rational Numbers

Lesson 25: Writing and Evaluating Expressions with Rational NumbersInteger Puzzles

Module 3: Expressions, Equations, and Inequalities

Topic A: Equivalent Expressions

Lesson 1: Equivalent ExpressionsCollect the Squares

Topic B: Unknown Angle Measurements

Lesson 7: Angle Relationships and Unknown Angle MeasuresFriendly Angles

Topic C: Solving Equations

Lesson 11: Dominoes and DominoesKeeping it True

Topic D: Inequalities

Lesson 18: Understanding Inequalities and Their SolutionsI Saw the Signs
Lesson 19: Using Equations to Solve InequalitiesUnbalanced Hangers
Lesson 20: Preserving and ReversingShira the Sheep
Lesson 21: Solving Two-Step InequalitiesBudgeting
Lesson 22: Solving Problems Involving InequalitiesWrite Them and Solve Them

Module 4: Geometry

Topic A: Constructing Geometric Figures

Lesson 3: Side Lengths of a TriangleCan You Build It
Lesson 4: Angles of a TriangleFriendly Angles

Topic C: Circumference and Areas of Circles

Lesson 10: The Outside of a CicleMeasuring Around
Lesson 11: The Inside of a CircleWhy Pi?
Lesson 14: Composite Figures with Circular RegionsArea Challenges

Module 5: Percent and Applications of Percent

Topic A: Proportion and Percent

Lesson 3: Percent as a Rate per 100Mosaics
Lesson 4: Proportion and PercentMore and Less

Topic C: More of Less Than 100%

Lesson 10: Percent IncreaseAll the Equations

Topic D: Applications of Percent

Lesson 16: Markups and Discount100%
Lesson 18: Simple Interest – Solving for Unknown ValuesPercent Machines

Topic E: Problems Involving Percent

Lesson 20: Making Money, Day 1Back in My Day

Module 6: Probability and Populations

Topic A: Calculating and Interpreting Probabilities

Lesson 2: Empirical ProbabilityHow Likely
Lesson 4: Theoretical ProbabilityProb-bear-bilities

Topic B: Estimating Probabilities

Lesson 7: The Law of Large NumbersIs It Fair?

Topic C: Random Sampling

Lesson 11: Populations and SamplesCrab Island

Level 8

Module 1: Scientific Notation, Exponents, and Irrational Numbers

Topic A: Introduction to Scientific Notation

Lesson 2: Comparing Large NumbersSpecific and Scientific (formerly Solar System)
Lesson 4: Adding and Subtracting Numbers Written in Scientific NotationBalance the Scale

Topic B: Properties and Definitions of Exponents

Lesson 6: More Properties of ExponentsCircles
Lesson 7: Making Sense of the Exponent 0Power Pairs

Topic D: Perfect Squares, Perfect Cubes, and the Pythagorean Theorem

Lesson 18: The Pythagorean TheoremTriangle Tracing Turtle
Lesson 19: Using the Pythagorean TheoremTaco Truck
Lesson 23: Ordering Irrational NumbersRoot Down

Module 2: Rigid Motions and Congruent Figures

Topic A: Rigid Motion and Their Properties

Lesson 1: Motions in the PlaneTransformers
Moving Day
Lesson 2: TranslationsSpinning, Flipping, Sliding
Moving Day
Lesson 4: Translations and Reflections on the Coordinate PlaneGetting Coordinated, Part 1
Lesson 6: Rotations on the Coordinate PlaneGetting Coordinated, Part 2

Topic B: Rigid Motions and Congruent Figures

Lesson 8: Sequencing the Rigid MotionsTransformation Golf

Topic C: Angle Relationships

Lesson 12: Lines Cut by a TransversalPuzzling It Out

Module 3: Dilations and Similar Figures

Topic A: Dilations

Lesson 1: Exploring DilationsSketchy Dilations
Lesson 3: Reductions and More EnlargmentsDilation Mini Golf

Topic B: Properties of Dilations

Lesson 5: Figures and DilationsSocial Scavenger Hunt

Module 4: Linear Equations in One and Two Variables

Topic A: Linear Equations in One Variable

Lesson 3: Solving Linear Equations with Rational CoefficientsEquation Roundtable

Topic D: Slope of a Line

Lesson 16: Proportional Relationships and SlopeTurtle Time Trials
Lesson 17: Slopes of Rising LinesFlags
Ups and Downs
Lesson 18: Slopes of Falling LinesFlags
Water Cooler
Ups and Downs

Topic E: Different Forms of a Linear Equation

Lesson 20: Slope-Intercept form of the Equation of a LineStacking Cups (Optional)
Lesson 21: Slopes and Parallel LinesTranslations

Module 5: Systems of Linear Equations

Topic A: Solving Systems of Linear Equations Graphically

Lesson 1: Solving Problems with Equations and Their GraphsMake Them Balance

Topic B: Solving Systems of Linear Equations Algebraically

Lesson 6: Solving Systems of Linear Equations without GraphingLine Zapper

Module 6: Functions and Bivariate Statistics

Topic A: Functions

Lesson 1: Motion and SpeedTurtle Crossing
Lesson 2: Definition of a FunctionGuess My Rule

Topic B: Linear and Nonlinear Functions

Lesson 9: Increasing and Decreasing FunctionsThe Tortoise and the Hare

Topic C: Bivariate Numerical Data

Lesson 11: Scatter PlotsRobots
Dapper Cats
Lesson 12: Patterns in Scatter PlotsInterpreting Scatter Plots
Lesson 13: Informally Fitting a Line to DataFind the Fit (called Fit Fights in Desmos Math)
Lesson 14: Determining an Equation of a Line Fit to DataInterpreting Slopes
Lesson 15: Linear ModelAnimal Brains
Lesson 16: Using the Investigative ProcessScatter Plot City
Lesson 17: Analyzing the ModleScatter Plot City

Topic D: Bivariate Categorical Data

Lesson 18: Bivariate Categorical DataFinding Associations

Topic E: Volume

Lesson 22: Volume of a CylinderCylinders
Lesson 23: Volume of ConesCones

Algebra 1

Module 1: Expressions, Equations and Inequalities in One Variable

Lesson 1: The Growing Pattern of DucksMore Visual Patterns
Lesson 8: Solution Sets for Equations and Inequalities in One VariableSame Position
Lesson 9: Solving Linear Equations in One VariableWorking Backwards
Solving Strategies
Lesson 12: Rearranging FormulasSubway Seats
Various Variables
Shelley the Snail
Five Representations
Lesson 13: Solving Linear Inequalities in One VariablePizza Delivery
Lesson 21: Describing Variability in a Univariate Distribution with Standard DeviationFinding Desmo

Module 2: Equations and Inequalities in Two Variables

Lesson 1: Solution Sets of Linear Equations in Two VariablesSubway Seats
Various Variables
Shelley the Snail
Five Representations
Lesson 6: Applications of Linear Equations and InequalitiesSubway Seats
Various Variables
Shelley the Snail
Five Representations
Pizza Delivery
Lesson 8: Systems of Linear Equations in Two VariablesShape It Up
Lizard Lines
Lesson 12: Solution Sets of Systems of Linear InequalitiesQuilts
Lesson 13: Graphing Solution Sets of Systems of Linear InequalitiesSeeking Solutions
Lesson 16: Using Lines to Model Bivariate Quantitative DataCity Data
Lesson 17: Modeling Relationships with a LinePenguin Populations
Lesson 18: Calculating and Analyzing ResidualsResidual Fruit
Lesson 20: Interpreting CorrelationCorrelation Coefficient
How Hot Is It?
City Slopes
Lesson 21: Analyzing Bivariate Quantitative DataBehind the Headlines

Module 3: Functions and Their Representations

Lesson 7: Exploring Key Features of a Function and Its GraphCraft-a-Graph
Lesson 17: Piecewise Linear Functions in ContextPumpkin Prices

Module 4: Quadratic Functions

Topic A: Quadratic Functions and Their GraphsRobot Launch
Lesson 1: Falling ObjectsQuadratic Visual Patterns
Lesson 2: Projectile MotionStomp Rockets
Lesson 3: Analyzing Functions That Model Projectile MotionStomp Rockets in Space
Lesson 4: Graphs of Quadratic FunctionsOn the Fence
Plenty of Parabolas
Lesson 5: Solving Equations that Contain Factored ExpressionsShooting Stars
Lesson 11: Graphing Quadratic Functions from Factored FormTwo for One
Parabola Zapper
Lesson 14: Solving Quadratic Equations by Completing the SquareSquare Tactic
Lesson 27: Search and Rescue HelicopterCity Data

Module 5: Linear and Exponential Functions

Topic A: Arithmetic and Geometric SequencesMore Visual Patterns
Sequence Carnival
Lesson 8: Exponential FunctionsCarlos’s Fish
Topic A: Arithmetic and Geometric SequencesSequence Carnival
Topic A: Arithmetic and Geometric SequencesRevisiting Visual Patterns, Part 1
Lesson 18: Modeling PopulationsSorting Relationships
Lesson 20: Comparing Growth of FunctionsPlane, Train, and Automobile
Sorting Relationships

Module 6: Modeling with Functions

Topic A: Modeling Bivariate Quantitative DataCity Data
Topic B: Developing Models for ContextsDetroit’s Population, Part 1
Detroit’s Population, Part 2

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

Grade 6

Chapter 2: Fractions and Decimals

Big IdeasAmplify Classroom
Lesson 2: Dividing FractionsUnit 4
Lesson 3: Flour Planner
Lesson 4: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 2: Decimal Diagrams and Algorithms
Lesson 5: Multiplying DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 6: Dividing Whole NumbersUnit 5
Lesson 13: Movie Time
Lesson 7: Dividing DecimalsUnit 5
Lesson 13: Movie Time

Chapter 3: Ratios and Rates

Lesson 1: RatiosUnit 2
Lesson 1: Pizza Maker
Lesson 4: Fruit Lab
Lesson 8: Products and SumsTake Away (coming soon!)
Lesson 3: Using Ratio TablesUnit 2
Lesson 10: Disaster Preparation
Lesson 4: Graphing Ratio RelationshipsUnit 2
Lesson 10: Disaster Preparation
Lesson 5: Rates and Unit RatesUnit 3
Lesson 6: Soft Serve
Lesson 6: Converting MeasuresUnit 3
Lesson 1: Many Measurements

Chapter 4: Percents

Lesson 1: Percent and FractionsUnit 3
Lesson 9: Lucky Duckies
Lesson 2: Percent and DecimalsUnit 5
Lesson 2: Decimal Diagrams and Algorithms

Chapter 5: Algebraic Expressions and Properties

Lesson 2: Writing ExpressionsUnit 6
Lesson 8: Products and SumsTake Away (coming soon!)
Lesson 3: Properties of Addition and MultiplicationUnit 6
Lesson 8: Products and SumsTake Away (coming soon!)
Lesson 4: The Distributive PropertyUnit 6
Lesson 8: Products and SumsTake Away (coming soon!)

Chapter 6: Equations

Lesson 1: Writing Equations in One VariableUnit 6
Lesson 1: Weight for It

Chapter 7: Area, Surface Area, and Volume

Lesson 1: Areas of ParallelogramsUnit 1
Lesson 3: Exploring Parallelograms
Exploring Parallelograms, Part 2
Lesson 5: Surface Area of prismsUnit 1
Lesson 10: Renata’s Stickers

Chapter 8: Integers, Number Lines, and the Coordinate Plane

Lesson 1: IntegersUnit 7
Lesson 1: Can You Dig It?
Lesson 2: Comparing and Ordering IntegersUnit 7
Lesson 4: Order in the Class
Lesson 3: Rational NumbersUnit 7
Lesson 4: Order in the Class
Lesson 7: Writing and Graphing InequalitiesUnit 7
Lesson 7: Tunnel Travels

Chapter 9: Statistical Measures

Lesson 1: Introduction to StatisticsUnit 8
Lesson 3: Minimum Wage
Lesson 2: MeanUnit 8
Lesson 11: Toy Cars
Lesson 3: Measures of CenterUnit 8
Lesson 11: Toy Cars
Lesson 4: Measures of VariationUnit 8
Lesson 11: Toy Cars

Chapter 10: Data Displays

Lesson 2: HistogramsUnit 8
Lesson 5: The Plot Thickens
Lesson 4: Choosing Appropriate MeasuresUnit 8
Lesson 3: Minimum Wage
Lesson 11: Toy Cars

Grade 7

Chapter 1: Adding and Subtracting Rational Numbers

Big IdeasAmplify Classroom
Lesson 1: Rational NumbersUnit 5
Lesson 1: Floats and Anchors
Lesson 2: Adding Integers
Lesson 4: Subtracting Integers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 3: Adding Rational Numbers
Lesson 5: Subtracting Rational Numbers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles

Chapter 2: Multiplying and Dividing Rational Numbers

Lesson 1: Multiplying IntegersUnit 5
Lesson 10: Integer Puzzles

Chapter 3: Expressions

Lesson 1: Algebraic ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 2: Adding and Subtracting Linear ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 3: The Distributive PropertyUnit 6
Lesson 10: Collect the Squares

Chapter 4: Equations and Inequalities

Lesson 1: Solving Equations Using Addition or Subtraction
Lesson 2: Solving Equations Using Multiplication or Division
Unit 6
Lesson 16: Shira the Sheep
Lesson 4: Writing and Graphing InequalitiesUnit 6
Lesson 16: Shira the Sheep
Lesson 5: Solving Inequalities Using Addition or Subtraction
Lesson 6: Solving Inequalities Using Multiplication or Division
Unit 6
Lesson 16: Shira the Sheep
Lesson 7: Solving Two-Step InequalitiesUnit 6
Lesson 16: Shira the Sheep

Chapter 5: Ratios and Proportions

Lesson 1: Ratio and Ratio TablesUnit 2
Lesson 1: Paint
Lesson 3: Identifying Proportional RelationshipsUnit 2
Lesson 6: Two and Two
Lesson 3: Measuring Around
Lesson 5: Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops

Chapter 6: Percents

Lesson 1: Fraction, Decimals, and PercentsUnit 4
Lesson 1: Mosaics
 
Lesson 4: Percents of Increase and DecreaseUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Lesson 5: Discounts and MarkupsUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)

Chapter 7: Probability

Chapter 8: Statistics

Lesson 1: Samples and PopulationsUnit 8
Lesson 10: Crab Island
Lesson 2: Using Random Samples to Describe populationsUnit 8 
Lesson 10: Crab Island
Lesson 3: Comparing Populations
Lesson 4: Using Random Samples to Compare Populations
Unit 8
Lesson 10: Crab Island

Chapter 9: Geometric Shapes and Angles

Lesson 1: Circle and CircumferenceUnit 3
Lesson 3: Measuring Around
Lesson 2: Areas of CirclesUnit 3
Lesson 9: Area Challenges
Lesson 5: Finding Unknown Angle MeasuresUnit 7
Lesson 4: Missing Measures

Grade 8

Chapter 1: Equations

Big ideasAmplify Classroom
Lesson 2: Solving Multi-Step EquationsUnit 4
Lesson 5: Equation Roundtable
Lesson 3: Solving Equations with Variables on Both SidesUnit 4
Lesson 5: Equation Roundtable

Chapter 2: Transformations

Chapter 3: Angles and Triangles

Lesson 2: Angles and TrianglesUnit 1
Lesson 12: Puzzling It Out
Lesson 4: Using Similar TrianglesUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf

Chapter 4: Graphing and Writing Linear Equations

Lesson 1: Graphing Linear EquationsUnit 3 Lesson 4: Flags
Lesson 2: Slope of a LineUnit 3 Lesson 4: Flags
Lesson 3: Graphing Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Graphing Linear Equations in Slope-Intercept FormUnit 3
Lesson 4: Flags

Chapter 5: Systems of Linear Equations

Lesson 1: Solving Systems of Linear Equations by GraphingUnit 4
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Chapter 6: Data Analysis and Displays

Lesson 1: Scatter PlotsUnit 6
Lesson 3: Robots
Lesson 2: Lines of FitUnit 6
Lesson 4: Dapper Cats
Lesson 3: Two-Way TablesUnit 6
Lesson 11: Finding Associations

Chapter 7: Functions

Lesson 1: Relations and FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 2: Representations of FunctionsUnit 5
Lesson 5: The Tortoise and the Hare

Chapter 8: Exponents and Scientific Notation

Lesson 1: ExponentsUnit 7
Lesson 3: Power Pairs
Lesson 2: Products of Powers PropertyUnit 7
Lesson 3: Power Pairs
Lesson 6: Scientific Notation
Lesson 7: Operations in Scientific Notation
Unit 7
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

Chapter 9: Real Numbers and the Pythagorean Theorem

Lesson 1: Finding Square RootsUnit 8
Lesson 4: Root Down
Lesson 3: Finding Cube RootsUnit 8
Lesson 4: Root Down

Chapter 10: Volume and Similar Solids

Lesson 1: Volumes of CylindersUnit 5
Lesson 11: Cylinders
Lesson 2: Volumes of ConesUnit 5
Lesson 13: Cones

Algebra 1

Chapter 1: Solving Linear Equations

Lesson 1.1: Solving Simple EquationsWorking Backwards
Lesson 1.3: Solving Equations with Variables on Both SidesSolving Strategies
Same Position
Lesson 1.5: Rewriting Equations and FormulasSubway Seats
Various Variables

Chapter 2: Solving Linear Inequalities

Lesson 2.4: Solving Multi-Step InequalitiesPizza Delivery

Chapter 3: Graphing Linear Functions

Lesson 3.2: Linear FunctionsShelley the Snail
Lesson 3.5: Graphing Linear Equations in Slope Intercept FormFive Representations

Chapter 4: Writing Linear Functions

Lesson 4.4: Scatter Plots and Lines of FitCorrelation Coefficient
How Hot Is It?
City Slopes
Lesson 4.5: Analyzing Lines of FitPenguin Populations
Behind the Headlines
City Data
Residual Fruit
Lesson 4.6: Arithmetic SequencesMore Visual Patterns
Sequence Carnival
Lesson 4.7: Piecewise FunctionsPumpkin Prices

Chapter 5: Solving Systems of Linear Equations

Lesson 5.2: Solving Systems of Linear Equations by SubstitutionShape It Up
Lesson 5.4: Solving Special Systems of Linear EquationsLizard Lines
Lesson 5.7: Systems of Linear InequalitiesQuilts
Seeking Solutions

Chapter 6: Exponential Functions and Sequences

Lesson 6.3: Exponential FunctionsCarlos’s Fish
Lesson 6.6: Geometric SequencesMore Visual Patterns
Sequence Carnival

Chapter 8: Graphing Quadratic Functions

Lesson 8.1: Solving Systems of Linear Equations by SubstitutionCraft-a-Graph
Quadratic Visual Patterns
Lesson 8.4: Solving Special Systems of Linear EquationsOn the Fence
Stomp Rockets
Plenty of Parabolas
Robot Launch
Lesson 8.5: Systems of Linear InequalitiesParabola Zapper
Two for One
Shooting Stars
Lesson 8.6: Systems of Linear InequalitiesPlane, Train, and Automobile
Detroit’s Population, Part 1
Detroit’s Population, Part 2
Revisiting Visual Patterns, Part 1
Sorting Relationships

Chapter 9: Solving Quadratic Equations

Lesson 9.4: Solving Quadratic Equations by Completing the SquareSquare Tactic
Lesson 9.5: Solving Quadratic Equations Using the Quadratic FormulaStomp Rockets in Space

Chapter 10: Radical Functions and Equations

Lesson 10.4: Inverse of a FunctionChip the Robot

Chapter 11: Data Analysis and Displays

Lesson 11.1: Measures of Center and VariationFinding Desmo

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

What’s included in our literacy curriculum for 6–8

Amplify ELA is a blended literacy curriculum designed specifically for grades 6–8. The heart of every lesson is the text. Our core English Language Arts curriculum enables teachers to teach skills through texts and develop their students’ muscles for building meaning through reading. With Amplify ELA, students learn to attack any complex text and make observations, grapple with interesting ideas, and find relevance for themselves.

Year at a glance

Each grade includes six core units centered on literary or informational texts, delivered in several forms of media. In addition to these main units, students will engage with targeted Grammar lessons and a dedicated Story Writing unit, plus two to three immersive learning experiences called Quests.

Dahl & Narrative

1 assessment lesson
4 sub-units | 28 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Mysteries & Investigations

1 assessment lesson
5 sub-units | 32 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Chocolate Collection

1 assessment lesson
5 sub-units | 25 lessons | 4-6 weeks

The Greeks

Myth World Quest

1 assessment lesson
4 sub-units | 25 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Summer of the Mariposas

1 assessment lesson
2 sub-units | 27 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Titanic Collection

1 assessment lesson
5 sub-units | 25 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Red Scarf Girl

1 assessment lesson
4 sub-units | 31 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Character & Conflict

1 assessment lesson
4 sub-units | 29 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Brain Science

Perception Academy Quest

1 assessment lesson
4 sub-units | 25 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Poetry & Poe

The “Who Killed Edgar Allen Poe” Quest

1 assessment lesson
5 sub-units | 29 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Frida & Diego Collection

1 assessment lesson
5 sub-units | 25 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Gold Rush Collection

1 assessment lesson
5 sub-units | 25 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Perspectives & Narrative

1 assessment lesson
4 sub-units | 27 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Liberty & Equality

1 assessment lesson
6 sub-units | 38 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Science & Science Fiction

1 assessment lesson
3 sub-units | 29 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

Shakespeare’s Romeo & Juliet

1 assessment lesson
2 sub-units | 22 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Holocaust: Memory & Meeting

1 assessment lesson
6 sub-units | 21 lessons | 4-6 weeks

A man with a mustache looks through a microscope at a slide, with abstract yellow lines in the background.

The Space Race Collection

1 assessment lesson
5 sub-units | 25 lessons | 4-6 weeks

Units at a glance

Amplify ELA lessons follow a structure both grounded in regular routines and flexible enough to allow for a variety of learning experiences. Lesson structures vary from day to day, ensuring that students are always engaged.

Learn more in the Amplify ELA Grade Overview.

Unit 6A

Dahl & Narrative

Students begin with narrative writing to develop foundational Focus skills and establish key classroom routines. Teachers use this work to create targeted feedback cycles and build a vibrant community centered on diverse experiences. Students then apply observational skills to Roald Dahl’s Boy: Tales of Childhood, learning to work closely with textual evidence.

Unit 6B

Mysteries & Investigations

Students read like an investigator to embark on a multi-genre study into the mesmerizing world of scientific and investigative sleuthing. The Secret of the Yellow Death: A True Story of Medical Sleuthing by Suzanne Jurmain, and Sir Arthur Conan Doyle’s Sherlock Holmes stories take place in the late 19th century, when medical diagnostics and criminal investigations were still evolving into scientific fields.

Unit 6C

The Chocolate Collection

Students explore primary documents and research the diverse cultural roles chocolate has played over 3,700 years, from its various uses in ancient Mexico to issues with modern production. Along the way, they build information literacy skills, craft research questions, and collaborate in Socratic seminars. Students also learn how to construct an evidence-based argument and use those skills to write pieces aimed at convincing readers about chocolate preferences, school lunch policies, and recommendations for local candy stores.

Unit 6D

The Greeks

Students closely explore and analyze three stories from Greek mythology: “Prometheus,” “Odysseus,” and “Arachne.” Drawing on the routines and skills established in previous units, these lessons ask students to move from considering the state of a single person to contemplating broader questions concerning the role people play in the world and the various communities they inhabit.

Unit 6E

Summer of the Mariposas

Students read Summer of the Mariposas by Guadalupe García McCall, a contemporary Latino retelling of The Odyssey. Following five sisters on their journey into Mexico and back, students explore this reimagining of the hero’s journey as they encounter Mexican folklore and Aztec legends along the way. Students analyze character development, compare the novel to Homer’s original, research Aztec mythology, explore symbolism, and engage in collaborative discussions before writing an essay about what makes the heroes successful.

Unit 6F

The Titanic Collection

Students explore primary documents and conduct research to understand the 1912 Titanic disaster, building information literacy skills by examining artifacts such as dining menus, ship photos, telegraph transcripts, and newspaper accounts. Each student is assigned a passenger from the manifest and writes a narrative account from that person’s perspective, considering different views. Students also participate in Socratic seminars to examine the complicated issues within the Titanic story.

Unit 7A

Red Scarf Girl & Narrative

Students begin with narrative writing to develop foundational Focus skills while teachers establish targeted feedback cycles and build a classroom community centered on diverse experiences. After exploring how they describe their own experiences and emotions, students apply the same close attention to analyzing details in Ji-li Jiang’s Red Scarf Girl: A Memoir of the Cultural Revolution.

Unit 7B

Character & Conflict

Students analyze characters’ responses to conflict and examine how authors use character interactions to develop theme and perspective. They read Carson McCullers’ “Sucker” and Lorraine Hansberry’s A Raisin in the Sun, both texts that explore how families facing hardships can support and harm one another. Students observe complex character growth and discuss issues of identity, family obligations, and differing notions of success.

Unit 7C

Brain Science

Students explore narrative nonfiction and informational texts about brain science to understand what it means to be human and how their developing brains impact daily experiences. They also build awareness of their cognitive strengths and analyze the structures of informational texts and scientific arguments. Key texts include Phineas Gage, Inventing Ourselves: The Secret Life of the Teenage Brain, and Oliver Sacks’ The Man Who Mistook His Wife for a Hat.

Unit 7D

Poetry & Poe

Students learn visualization techniques to read like a movie director, beginning with poems by D.H. Lawrence, Federico García Lorca, and Emily Dickinson to form mental images. They then read three Edgar Allan Poe texts, creating storyboards and analyzing narrative elements to learn about unreliable narrators. Students also participate in the murder-mystery Quest “Who Killed Edgar Allan Poe?” and write an essay arguing whether they can trust a narrator in the unit’s texts.

Unit 7E

The Frida & Diego Collection

Students explore primary source documents and research on Mexican artists Diego Rivera and Frida Kahlo, learning how they drew inspiration from Latin American folklore, politics, and customs. Along the way, students build information literacy by generating research questions and visual analysis skills through close reading of key paintings. They also compare the artists’ descriptive writing to Shakespeare’s and analyze figurative language. The unit culminates in a research project showcasing their interpretation of Frida and Diego’s work and legacy.

Unit 7F

The Gold Rush Collection

Students explore primary documents and conduct research on the California Gold Rush, building information literacy skills and constructing research questions. They also learn about the diverse people who participated, compare fictional and historical accounts, and participate in Socratic seminars. Students write narrative accounts from specific perspectives and complete a culminating research assignment combining essay and media project elements.

Unit 8A

Perspectives & Narrative

Students learn to read like writers, paying attention to craft and writing moves that shape reader experience and developing Focus and Showing skills as they build collaborative classroom routines. Students study three narrative texts, exploring themes of belonging and identity through close reading. They also practice alternating between analytic and narrative writing, and conclude with an essay arguing whether the mothers in Amy Tan’s “Fish Cheeks” are role models. 

Unit 8B

Liberty & Equality

Students study Civil War-era writings that debate the meaning of “all men are created equal,” exploring various perspectives on American ideals. Key texts include Walt Whitman’s Leaves of Grass, Frederick Douglass’ Narrative, and Harriet Ann Jacobs’s Incidents in the Life of a Slave Girl. The unit culminates with an essay examining Douglass’s arguments and Lincoln’s Gettysburg Address to consider what America means by “all men are created equal.”

Unit 8C

Science & Science Fiction

Students read Gris Grimly’s Frankenstein, a graphic novel adaptation of Mary Shelley’s novel, exploring themes of creator responsibility, societal influence, and the risks of scientific inquiry. They trace Victor’s sympathy for his creation, rewrite scenes from the creature’s perspective, and debate whether Victor owes the creature a companion. The unit concludes with an essay determining whether the creature should be considered human.

Unit 8D

Shakespeare’s Romeo & Juliet

Students read five excerpts from Shakespeare’s Romeo and Juliet to learn key elements of Shakespearean English through close reading. They practice memorizing and reciting the famous “Prologue,” put on stage performances, translate Shakespeare’s language into contemporary terms, and study the Shakespearean sonnet form. The unit concludes with an essay arguing whether love or hate is responsible for Romeo’s death.

Unit 8E

Holocaust: Memory & Meaning

Students use close reading to explore memoirs and primary sources that address two key Holocaust questions: How do societies become participants in atrocity, and what are our responsibilities as witnesses? Students analyze multiple perspectives through texts, including Alexander Kimel’s “I Cannot Forget,” Irene Butter’s Shores Beyond Shores, 1936 Olympics propaganda, and excerpts from Maus and Night.

Unit 8F

The Space Race Collection

Students explore primary documents and conduct research on the Space Race. They build information literacy skills, construct research questions, and learn about diverse participants from Soviet cosmonauts to American heroes like Buzz Aldrin and Katherine Johnson. Each student researches an assigned cosmonaut or astronaut and writes space blog entries from their perspective. Students also complete a capstone research essay and media project.

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.

A diagram shows the Amplify ELA curriculum with examples of the digital teacher edition on a tablet, print teacher edition pages, and a teacher projection of an artwork on a screen.

Teacher materials

Teacher Edition

Available digitally and in print, the Teacher’s Edition contains all the information teachers need to facilitate classroom instruction, including detailed lesson plans, video teacher tips, presentation slides, standards alignment, Exit Tickets, real-time differentiation strategies, and robust reporting.

Student materials

Student Edition

Available digitally and in print, student materials guide middle schoolers through complex texts and writing by engaging them with high-quality narrative and informational texts—providing videos, audio supports, and a digital experience that captures their attention. They also keep all of their writing in one place with a personal Writing Journal.

A collection of Amplify ELA materials including a print student edition, a digital student edition on a laptop, a writing journal, and an Arachne literature module.

Explore more programs

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

Grade 6

Module 1: Composing and Decomposing

Topic 1: Factors and Multiples

MATHbookLesson 1: Taking Apart Numbers and ShapesProducts and Sums
MATHbookLesson 5: Yours IS to Reason Why!Fill the Gap

Topic 2: Area, Volume, and Surface Area

MATHbookLesson 1: All About That Base….and HeightExploring Triangles
Triangles and Parallelograms
MATHbookLesson 2: Slicing and Dicing: Composit FigureShapes on a Plane
Letters

Topic 3: Decimals

MATHbookLesson 1: You Have a PointDishing Out Decimals
MATHbookLesson 2: Get In LineDecimal Diagrams and Algorithms
MATHbookLesson 4: Dividend In the HouseMovie Time

Topic 4: Fraction by Fraction Division

MATHiaLesson 1: Representing Fraction DivisionFlour Planner

Topic 5: Area of Triangles and Quadrilaterals

MATHiaLesson 2: Developing Area FormulasExploring Parallelograms,
Part 1
MATHiaLesson 3: Calculating Areas of Various FiguresExploring Parallelograms,
Part 2

Off the Grid, Part 1
Off the Grid, Part 2

Topic 6: Composite Figures

MATHiaLesson 2: Calculating Area of Composite FiguresPile of Polygons

Topic 8: Surface Area of Regulat Prisms and Pyramids

MATHiaLesson 1: Determing Surface Area Using NetsRenata’s Stickers

Module 2: Relating Quantitites

Topic 1: Ratios

MATHbookLesson 2: Going StrongPizza Maker
MATHbookLesson 3: Different but the SamePizza Maker
MATHbookLesson 4: A trip to the MoonFruit Lab

Topic 2: Percents

MATHbookLesson 2: Warming the BenchLucky Duckies

Topic 3: Using Tables to Represent Equivalent Ratios

MATHbookLesson 1: Many ways to MeasureMany Measurements
Model Trains
MATHbookLesson 2: What is the Best Buy?World Records
MATHbookLesson 3: A Trip to the MoonWelcome to the Robot Factory
MATHiaLesson 2: Using Tables to Determine Equivalent RatiosDisaster Preparation
MATHiaLesson 3: Problem Solving with Equivalent Rations and Rates using TablesDisaster Preparation

Topic 9: Introduction to Unit Rate

MATHiaLesson 2: Determining and Comparing RatesSoft Serve
More Soft Serve

Module 3: Determining Unknown Values

Topic 2: Equations

MATHbookLesson 2: Double TalkWeight for It
MATHbookLesson 3: Play It in ReverseWeight for It
MATHbookLesson 4: One, None, or a TonTunnel Travels
MATHbookLesson 5: Getting RealFive Equations
Swap and Solve

Topic 3: Graphing Quantitative Relationships

MATHbookLesson 3: Planes, Trains, and PaychecksSubway Fares

Topic 6: Solving One-Step Addition and Subtraction Equations

MATHiaLesson 1: Exploring One-Step Equations with Double-Number LinesHanging Around

Topic 7: Solving One-Step Multiplication and Division Equations

MATHiaLesson 1: Using Double Number Lines to Solve One-Step Multiplicaiton EquationsHanging Around

Topic 8: Solving One-Step Equations with Decimals and Fractions

MATHiaLessons 1-4:Hanging Around

Module 4: Moving Beyond Positive Quantities

Topic 1: Signed Numbers

MATHbookLesson 1: Signed NumbersCan You Dig It?

Topic 1: Introduction to Negative Numbers

MATHiaLesson 2: Representing Integers on Number LinesOrder in the Class

Module 5: Describing Variability of Quantities

Topic 1: The Statical Process

MATHbookLesson 3: SkyscrapersThe Plot Thickens

Topic 2: Numerical Summaries of Data

MATHbookLesson 1: In the MiddleToy Cars
MATHbookLesson 3: March MADnessHoops

Topic 2: Analyzing Numeric Data Displays

MATHiaLesson 1: Creating Dot PlotsMinimum Wage

Grade 7

Module 1: Thinking Proportionally

Topic 1: Circles and Ratios

MATHbookLesson 1: Pi: The Ultimate RatioMeasuring Around
MATHbookLesson 2: That’s a Spicy Pizza!Why Pi?
MATHbookLesson 2: Circular ReasoningArea Challenges
MATHbook
Lesson 4: Pound for Pount, Inch for Inch
Scaling Machines
Tiles
Scaling Robots

Topic 2: Proportionality

MATHbookLesson 1: Poultry in MotionPaint
MATHbookLesson 6: Minding Your Ps and QsTwo and Two

Topic 3: Proportional Relationships

MATHbookLesson 1: Markups and MarkdownsAll the Equations
100%
MATHbookLesson 4: More Ups and DownsMosaics
More and Less

Topic 3: Scale and Scale Drawing

MATHiaLesson 1: Critical Attributes of Similar FiguresScale Factor Challenges
MATHiaLesson 3: Calculating Measurements Using ScaleMake it Scale
Will It Fit

Topic 4: Ratio Representations

MATHiaLesson 2: Determining Characteristics of Graphs of Proportional RelationshipsDinoPops

Topic 11: Introducing Proportions to Solve Percent Problems

MATHiaLesson 2: Solving Simple Percent ProblemsBack in My Day

Topic 13: Percent Increase and Percent Decrease

MATHiaLesson 1: Calculating Percent Change and Final AmountsPercent Machines

Module 2: Operating with Signed Numbers

Topic 1: Adding and Subtracting Rational Numbers

MATHbookLesson 1: Math FootballFloats and Anchors
MATHbookLesson 2: Walk the LineMore Floats and Anchors
MATHbookLesson 4: What’s the Difference?More Floats and Anchors

Topic 5: Rewriting Expressions

MATHiaLesson 2: Evaluating Simple Numberic Expressions with IntegersInteger Puzzles

Topic 6: Using Number Properties to Interpret Expressions with Signed Numbers

MATHiaLesson 2: Operating with Signed DecimalsDraw Your Own

Module 3: Reasoning Algebraically

Topic 1: Two-Step Expressions and Equations

MATHbookLesson 4: Formally YoursKeeping it True

Topic 2: Multiple Representations of Equations and Inequalities

MATHbookLesson 3: Solving Inequalities with Inverse OperationsUnbalanced Hangers
MATHbook
Lesson 4: Deep Dive
Budgeting
Write Them and Solve Them

Topic 1: Rewriting Algebraic Expressions

MATHiaLesson 2: Rewriting Algebraic Expressions Involving Integer CoefficientsCollect the Squares

Topic 8: Solving Inequalities with Inverse Operations

MATHiaLesson 3: Solving Two-Step InequalitiesI Saw the Signs
Shira the Sheep

Module 4: Analyzing Populations and Probabilities

Topic 1: Introduction to Probability

MATHbookLesson 1: Rolling, Rolling, Rolling…How Likely
Prob-bear-bilities
MATHbookLesson 2: Give the Model a ChanceIs It Fair?

Topic 3: Drawing Inferences

MATHbookLesson 2: Tiles, Gumballs, and PumpkinsCrab Island

Module 5: Constructing and Measuring

Topic 1: Angles and Triangles

MATHbookLesson 2: Special DeliveryFriendly Angles
MATHbookLesson 3: Consider Every SideCan You Build It

Topic 1: Special Angle Relationships

MATHiaLesson 2: Exploring Angle RelationshipsMissing Measures
MATHiaLesson 3: Solving for Angle MeasuresMissing Measures

Grade 8

Module 1: Transforming Geometric Objects

Topic 1: Rigit Motion Transformaitons

MATHbookLesson 1: Patty Paper, Patty PaperTransformers
MATHbookLesson 2: Slides, Flips, and SpinsSpinning, Flipping, Sliding
MATHbookLesson 3: Lateral MovesGetting Coordinated, Part 1
Getting Coordinated, Part 2
MATHbookLesson 4: Mirror, MirrorGetting Coordinated, Part 1
Getting Coordinated, Part 2
MATHbookLasson 5: Half Turnsa and Quarter TurnsGetting Coordinated, Part 1
Getting Coordinated, Part 2
MATHbookLesson 6: Every Which WayTransformation Golf

Topic 2: Dilations

MATHbookLesson 1: Pinch-Zoom GeometrySketchy Dilations
MATHbookLesson 2: Rising, Running, Stepping, ScalingDilation Mini Golf
MATHbookLesson 3: From Here to ThereSocial Scavenger Hunt

Topic 3: Line and Angle Relationships

MATHbookLesson 2: Crisscrsoss ApplesaucePuzzling It Out

Topic 1: Rigid Motion in the Coordinate Plane

MATHiaLesson 1: Experimenting with Rigid MotionMoving Day

Module 2: Modeling Linear Relationships

Topic 1: From Proportions to Linear Relationships

MATHbookLesson 2: Jack and Jill Went Up the HillTurtle Time Trials
MATHbookLesson 4: Up, Down, and All AroundTranslations

Topic 2: Modeling Linear Relationships

MATHbookLesson 2: Been There, Done That, Got the T-shirtWater Cooler
MATHbookLesson 3: Dining, Dancing, DrivingFlags
Ups and Downs
MATHbookLesson 4: Derby DayStacking Cups (Optional)

Topic 3: Systems of Linear Equations

MATHbookLesson 1: Crossing PathsMake Them Balance
MATHbookLesson 2: The Road Less TraveledLine Zapper

Topic 11: Solving Linear Equations with Variables on Both Sides

MATHiaLesson 3: Solving with Variables on Both Sides with RationalsEquation Roundtable

Module 3: Developing Function Foundations

Topic 1: Introduction to Functions

MATHbookLesson 1: Patterns, Sequences, Rules…Guess My Rule
MATHbookLesson 2: Once Upon a GraphTurtle Crossing
MATHbookLesson 4: Over the River and Through the WoodsThe Tortoise and the Hare
Scatter Plot City
Interpreting Slopes

Topic 2: Patterns in Bivariate Data

MATHbookLesson 1: Pass the SqueezeRobots
MATHbookLesson 2: Off the ChainDapper Cats
MATHbookLesson 3: Mia is Growing Like a WeedFind the FIt (called Fit Fights in Desmos Math)
MATHbookLesson 4: The Stroop TestInterpreting Scatter Plots
MATHbookLesson 5: Would You Rather…?Finding Associations

Topic 4: Drawing Lines of Best Fit

MATHiaLesson 1: Estimating Lines of Best FitInterpreting Slopes
MATHiaLesson 2: Using Lines of Best FitAnimal Brains

Module 4: Expanding Number Systems

Topic 2: Pythagorean Theorem

MATHbookLesson 1: The Right ConnectionTriangle Tracing Turtle
MATHbookLesson 4: Catty CornerTaco Truck

Topic 1: The Real Number System

MATHiaLesson 2: Graphing Real Numbers on the Number LineRoot Down

Module 5: Applying Powers

Topic 1: Exponents and Scientific Notation

MATHbookLesson 1: It’s a Generational ThingCircles
MATHbookLesson 2: Show What You KnowPower Pairs
MATHbookLesson 3: The Big and Small of ItSpecific and Scientific (formerly Solar System)
MATHbook
Lesson 4: How Much Larger?
Balance the Scale

Topic 2: Volume of Curved Figures

MATHbookLesson 1: Drum Roll, Please!Cylinders
MATHbookLesson 2: Conse of SilenceCones

Algebra 1

Module 1: Searching for Patterns

Topic 1: Quantities and Relationships

Lesson 3: f of x, Recognizing Functions and Function FamiliesCraft-a-Graph
Pumpkin Prices

Topic 2: Sequences

Lesson 1: Is there a Pattern Here?Visual Patterns
Revisiting Visual Patterns, Part 1
Lesson 2: The Password is Operations!Sequence Carnival
Revisiting Visual Patterns, Part 2
Lesson 3: Did You Mean: Recursion?More Visual Patterns

Topic 3: Linear Regressions

Lesson 1: Like a GlovePenguin Populations
Lesson 2: Gotta Keep It Correlatin’Correlation Coefficient
How Hot Is It?
Behind the Headlines
City Data
Lesson 3: The Residual EffectResidual Fruit
Lesson 4: To Fit or Not To Fit? That Is the Question!City Slopes

Module 2: Exploring Constant Change

Topic 1: Linear Functions

Lesson 1: Connecting the DotsPlane, Train, and Automobile

Topic 2: Solving Linear Equations and Inequalities

Lesson 1: Strike a BalanceWorking Backwards
Solving Strategies
Same Position
Lesson 2: It’s Literally About Literal EquationsSubway Seats
Various Variables
Shelley the Snail
Five Representations
Lesson 3: Not All Statements Are Made EqualPizza Delivery

Topic 3: Systems of Equations and Inequalities

Lesson 1: Double the FunShape It Up
Lizard Lines
Lesson 3: Throwing ShadeSeeking Solutions
Lesson 4: Working with ConstraintsQuilts

Module 3: Investigating Growth and Decay

Topic 1: Introduction to Exponential Functions

Lesson 2: The Power WithinCarlos’s Fish

Topic 2: Using Exponential Equations

Module 4: Describing Distributions

Topic 1: One-Variable Statistics

Lesson 2: A Skewed RealityFinding Desmo

Module 5: Maximizing and Minimizing

Topic 1: Introduction to Quadratic Functions

Lesson 1: Up and Down or Down and UpQuadratic Visual Patterns
On the Fence
Stomp Rockets
Plenty of Parabolas
Robot Launch
Lesson 2: Endless Forms Most BeautifulParabola Zapper
Two for One
Shooting Stars
Lesson 4: You Lose Some, You Lose SomeSorting Relationships

Topic 2: Solving Quadratic Equations

Lesson 4: The Missing LinkSquare Tactic
Lesson 5: The Quadratic FormulaStomp Rockets in Space

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Eureka Math® crosswalk to Amplify Desmos Math free lessons

Grade 6

Module 1: Ratios and Unit Rates

Eureka MathAmplify Classroom
Topic A Representing and Reasoning About Ratios 
Lesson 3: Equivalent Ratios
Lesson 4: Equivalent Ratios
Unit 2
Lesson 4: Fruit Lab
Topic C Unit Rates 
Lesson 16: From Ratio to RatesUnit 3
Lesson 6: Soft Serve
Lesson 18: Finding a Rate by Dividing Two QuantitiesUnit 3
Lesson 6: Soft Serve
Lesson 24: Percent and Rates per 100Unit 3
Lesson 9: Lucky Duckies

Module 2: Arithmetic Operations Including Division of Fractions

Topic A Dividing Fractions by Fractions
Lesson 2: Interpreting Division of a Whole Number by a Fraction —Visual Models.Unit 4
Lesson 3: Flour Planner
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 6: Fill the Gap
Lesson 8: Dividing Fractions and Mixed NumbersUnit 4
Lesson 6: Fill the Gap
Topic B Multi-Digit Decimal Operations—Adding, Subtracting, and Multiplying
Lesson 9: Sums and Differences of DecimalsUnit 5
Lesson 2: Decimal Diagrams and Algorithms

Module 3: Rational Numbers

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 4: Order in the Class

Module 4: Expressions and Equations

Topic D Expanding, Factoring, and Distributing Expressions 
Lesson 9: The Relationship of Addition and SubtractionUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 10: Writing and Expanding Multiplication Expressions
Lesson 11: Factoring Expressions
Lesson 12: Distributing Expressions
Unit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
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 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Topic G Solving Equations 
Lesson 23: True and False Number Sentences
Lesson 24: True and False Number Sentences
Unit 6
Lesson 1: Weight for It
Lesson 25: Finding Solutions to Make Equations TrueUnit 6
Lesson 1: Weight for It
Lesson 26: One-Step Equations—Addition and SubtractionUnit 6
Lesson 1: Weight for It
Topic H Applications of Equations 
Lesson 33: From Equations to Inequalities
Lesson 34: Writing and Graphing Inequalities in Real-World Problems
Unit 7
Lesson 7: Tunnel Travels

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 1
Lesson 3: Exploring Parallelograms
Exploring Parallelograms, Part 2
Topic D Nets and Surface Area 
Lesson 18: Determining Surface Area of Three-Dimensional FiguresUnit 1
Lesson 10: Renata’s Stickers

Module 6: Statistics

Topic A Understanding Distributions 
Lesson 2: Displaying a Data Distribution
Lesson 3: Creating a Dot Plot
Unit 8
Lesson 3: Minimum Wage
Lesson 4: Creating a Histogram
Lesson 5: Describing a Distribution Displayed in a Histogram
Unit 8
Lesson 5: The Plot Thickens
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 8
Lesson 11: Toy Cars
Topic D Summarizing and Describing Distributions 
Lesson 18: Connecting Graphical Representations and Numerical SummariesUnit 8
Lesson 5: The Plot Thickens
Lesson 3: Creating a Dot PlotUnit 8
Lesson 3: Minimum Wage

Grade 7

Module 1: Ratios and Proportional Relationships

Eureka MathAmplify Classroom
Topic A Proportional Relationships 
Lesson 1: An Experience in Relationships as Measuring RateUnit 2
Lesson 1: Paint
 
Unit 4
Lesson 1: Mosaics
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
Topic B Unit Rate and the Constant of Proportionality 
Lesson 8: Representing Proportional Relationships with Equations
Lesson 9: Representing Proportional Relationships with Equations
Unit 2
Lesson 6: Two and Two
Lesson 10: Interpreting Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops
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 6: Two and Two
Lesson 15: Equations of Graphs of Proportional Relationships Involving FractionsUnit 2
Lesson 8: Dino Pops
Topic D Ratios of Scale Drawings 
Lesson 16: Relating Scale Drawings to Ratios and RatesUnit 1
Lesson 1: Scaling Machines
Lesson 18: Computing Actual Lengths from a Scale DrawingUnit 1
Lesson 7: Will It Fit?
Lesson 19: Computing Actual Areas from a Scale DrawingUnit 1
Lesson 7: Will It Fit?

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
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 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 7: Addition and Subtraction of Rational NumbersUnit 5
Lesson 4: Draw Your Own
Lesson 10; Integer Puzzles
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 10: Integer Puzzles
Lesson 15: Multiplication and Division of Rational NumbersUnit 5
Lesson 10: Integer Puzzles

Module 3: Expressions and Equations

Topic A Use Properties of Operations to Generate Equivalent Expressions 
Lesson 3: Writing Products as Sums and Sums as Products
Lesson 4: Writing Products as Sums and Sums as Products
Unit 6
Lesson 10: Collect the Squares
Topic B Solve Problems Using Expressions, Equations, and Inequalities 
Lesson 8: Using If-Then Moves in Solving Equations
Lesson 9: Using If-Then Moves in Solving Equations
Unit 6Lesson 10: Collect the Squares
Lesson 10: Angle Problems and Solving EquationsUnit 7
Lesson 2: Friendly Angles
Lesson 4: Missing Measures
Lesson 12: Properties of Inequalities
Lesson 13: Inequalities
Lesson 14: Solving Inequalities
Unit 6
Lesson 16: Shira the Sheep
Topic C Use Equations and Inequalities to Solve Geometry Problems 
Lesson 16: The Most Famous Ratio of AllUnit 3
Lesson 3: Measuring Around
Lesson 17: The Area of a CircleUnit 3
Lesson 9: Area Challenges
Lesson 18: More Problems on Area and CircumferenceUnit 3
Lesson 9: Area Challenges

Module 4: Percent and Proportional Relationships

Topic A Finding the Whole 
Lesson 1: PercentUnit 4
Lesson 1: Mosaics
Lesson 2: Part of a Whole as a PercentUnit 4
Lesson 1: Mosaics
Lesson 3: Comparing Quantities with PercentUnit 4
Lesson 1: Mosaics
Lesson 4: Percent Increase and DecreaseUnit 4
Lesson 5: Percent MachinesLesson 12: Posing Percent Problems(coming soon!)
Lesson 5: Finding One Hundred Percent Given Another Percent 
Lesson 6: Fluency with PercentsUnit 4
Lesson 5: Percent MachinesLesson 12: Posing Percent Problems(coming soon!)
Topic B Percent Problems Including More Than One Whole 
Lesson 7: Markup and Markdown ProblemsUnit 4
Lesson 5: Percent MachinesLesson 12: Posing Percent Problems(coming soon!)
Lesson 8: Percent Error Problems
Lesson 9: Problem Solving When the Percent Changes
Unit 4
Lesson 5: Percent MachinesLesson 12: Posing Percent Problems(coming soon!)
Lesson 10: Simple Interest 
Lesson 11: Tax, Commissions, Fees, and Other Real-World Percent ApplicationsUnit 4
Lesson 12: Posing Percent Problems
(coming soon!)
Topic C Scale Drawings 
Lesson 13: Changing ScalesUnit 1
Lesson 1: Scaling Machines
Lesson 7: Will It Fit?
Lesson 14: Computing Actual Lengths from a Scale DrawingUnit 1
Lesson 7: Will It Fit?
Topic D Population, Mixture, and Counting Problems Involving Percents 
Lesson 16: Population ProblemsUnit 8
Lesson 10: Crab Island

Module 5: Statistics and Probability

Topic A Calculating and Interpreting Probabilities 
Lesson 1: Chance ExperimentsUnit 8
Lesson 1: How Likely?
Lesson 2: Prob-bear-bilities
Topic C Random Sampling and Estimating Population Characteristics 
Lesson 13: Populations, Samples, and Generalizing from a Sample to a PopulationUnit 8
Lesson 10: Crab Island
Lesson 14: Selecting a Sample
Lesson 15: Random Sampling
Lesson 16: Methods for Selecting a Random Sample
Unit 8
Lesson 10: Crab Island
Topic D Comparing Populations 
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 8
Lesson 10: Crab Island

Module 6: Geometry

Topic A Unknown Angles 
Lesson 1: Complementary and Supplementary AnglesUnit 7
Lesson 2: Friendly Angles
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 7
Lesson 4: Missing Measures
Topic B Constructing Triangles 
Lesson 8: Drawing TrianglesUnit 7
Lesson 5: Can You Build It?
Lesson 11: Conditions on Measurements That Determine a TriangleUnit 7
Lesson 5: Can You Build It?
Topic D Problems Involving Area and Surface Area 
Lesson 22: Area Problems with Circular RegionsUnit 3
Lesson 9: Area Challenges

Grade 8

Module 1: Integer Exponents and Scientific Notation

Eureka MathAmplify Classroom
Topic A Exponential Notation and Properties of Integer Exponents 
Lesson 1: Exponential NotationUnit 7 
Lesson 1: Circles
Lesson 2: Multiplication of Numbers in Exponential Form
Lesson 3: Numbers in Exponential Form Raised to a Power
Unit 7 
Lesson 3: Power Pairs
Topic B Magnitude and Scientific Notation 
Lesson 9: Scientific Notation
Lesson 10: Operations with Numbers in Scientific Notation
Unit 7 
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

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 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 3: Translating LinesUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Definition of Reflection and Basic Properties
Lesson 5: Definition of Rotation and Basic Properties
Lesson 6: Rotations of 180 Degrees
Unit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Topic B Sequencing the Basic Rigid Motions 
Lesson 9: Sequencing Rotations
Lesson 10: Sequences of Rigid Motions
Unit 1
Lesson 13: Tessellate
Lesson 14: More on the Angles of a TriangleUnit 1 
Lesson 12: Puzzling It Out

Module 3: Similarity

Topic A Dilation 
Lesson 1: What Lies Behind “Same Shape”?Unit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 2: Properties of Dilations
Lesson 3: Examples of Dilations
Unit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 4: Fundamental Theorem of Similarity
Lesson 5: First Consequences of FTS
Unit 2
Lesson 6: Social Scavenger Hunt
Topic B Similar Figures 
Lesson 8: Similarity
Lesson 9: Basic Properties of Similarity
Unit 2
Lesson 6: Social Scavenger Hunt
Topic C The Pythagorean Theorem 
Lesson 13: Proof of the Pythagorean TheoremUnit 8
Lesson 8: Triangle-Tracing Turtle

Module 4: Linear Equations

Topic A Writing and Solving Linear Equations 
Lesson 4: Solving a Linear EquationUnit 4
Lesson 5: Equation Roundtable
Lesson 5: Writing and Solving Linear EquationsUnit 4
Lesson 5: Equation Roundtable
Lesson 6: Solutions of a Linear EquationUnit 4
Lesson 5: Equation Roundtable
Topic B Linear Equations in Two Variables and Their GraphsUnit 3
Lesson 4: Flags
Lesson 10: A Critical Look at Proportional RelationshipsUnit 3
Lesson 1: Turtle Time TrialsLesson 4: Flags
Lesson 11: Constant RateUnit 3
Lesson 4: Flags
Lesson 13: The Graph of a Linear Equation in Two VariablesUnit 3 
Lesson 4: Flags
Topic C Slope and Equations of Lines 
Lesson 15: The Slope of a Non-Vertical LineUnit 3
Lesson 4: Flags
Lesson 18: There Is Only One Line Passing Through a Given Point with a Given SlopeUnit 3
Lesson 4: Flags
Lesson 19: The Graph of a Linear Equation in Two Variables Is a LineUnit 3
Lesson 4: Flags
Lesson 20: Every Line Is a Graph of a Linear EquationUnit 3
Lesson 4: Flags
Lesson 22: Constant Rates RevisitedUnit 3
Lesson 1: Turtle Time Trials
Topic D Systems of Linear Equations and Their Solutions 
Lesson 25: Geometric Interpretation of the Solutions of a Linear SystemUnit 4  
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Module 5: Examples of Functions from Geometry

Topic A Functions 
Lesson 1: The Concept of a FunctionUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 2: Formal Definition of a FunctionUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 3: Linear Functions and ProportionalityUnit 3
Lesson 1: Turtle Time Trials
Lesson 5: Graphs of Functions and EquationsUnit 5
Lesson 5: The Tortoise and the Hare
Lesson 6: Graphs of Linear Functions and Rate of ChangeUnit 3
Lesson 4: Flags
Lesson 7: Comparing Linear Functions and GraphsUnit 5
Lesson 5: The Tortoise and the Hare
Topic B Volume 
Lesson 10: Volumes of Familiar Solids—Cones and CylindersUnit 5
Lesson 11: Cylinders

Module 6: Linear Functions

Topic A Linear Functions 
Lesson 2: Interpreting Rate of Change and Initial ValueUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Increasing and Decreasing Functions
Lesson 5: Increasing and Decreasing Functions
Unit 5
Lesson 1: Turtle CrossingLesson 5: The Tortoise and the Hare
Topic B Bivariate Numerical Data 
Lesson 6: Scatter Plots
Lesson 7: Patterns in Scatter Plots
Unit 6 
Lesson 3: Robots
Lesson 8: Informally Fitting a LineUnit 6
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Lesson 10: Linear Models
Lesson 11: Using Linear Models in a Data Context
Unit 5
Lesson 5: The Tortoise and the Hare
Topic D Bivariate Categorical Data 
Lesson 14: Association Between Categorical VariablesUnit 6
Lesson 11: Finding Associations

Module 7: Introduction to Irrational Numbers Using Geometry

Topic A Square and Cube Roots 
Lesson 2: Square RootsUnit 8
Lesson 4: Root Down
Lesson 4: Simplifying Square RootsUnit 8
Lesson 4: Root Down
Topic C The Pythagorean Theorem 
Lesson 18: Applications of the Pythagorean TheoremUnit 8
Lesson 10: Taco Truck

Algebra 1

Module 1: Relationships Between Quantities and Reasoning with Equations and Their Graphs

Topic A: Introduction to Functions Studied this Year—Graphing Stories

Lesson 1: Graphs of Piecewise FunctionsPumpkin Prices
Lesson 2: Graphs of Quadratic FunctionsRevisiting Visual Patterns, Part 1
Quadratic Visual Patterns

Topic C: Solving Equations and Inequalities

Lesson 10: True and False EquationsSame Position
Lesson 11: Solution Sets for Equations and InequalitiesWorking Backwards
Solving Strategies
Shelley the Snail
Lesson 19: Rearranging FormulasSubway Seats
Various Variables
Lesson 21: Solution Sets to Inequalities with Two VariablesPizza Delivery
Lesson 22 & Lesson 23: Solution Sets to Simultaneous Equations (and Inequalities)Shape It Up
Lizard Lines
Quilts
Seeking Solutions

Module 2: Descriptive Statistics

Topic D: Numerical Data on Two Variables

Lesson 14: Modeling Relationships with a LineCity Slopes
Residual Fruit
Penguin Populations
Lesson 19: Interpreting CorrelationCorrelation Coefficient
How Hot Is It?
Behind the Headlines
City Data

Module 3: Linear and Exponential Functions

Topic A: Linear and Exponential Sequences

Lesson 3: Arithmetic and Geometric SequencesSequence Carnival
More Visual Patterns
Lesson 5: The Power of Exponential GrowthCarlos’s Fish

Topic B: Describing Variability and Comparing Distributions

Lesson 4: Summarizing Deviations from the MeanFinding Desmo
Lesson 13: Interpreting the Graph of a FunctionCraft-a-Graph
Lesson 14: Linear and Exponential Models – Comparing Growth RatesDetroit’s Population, Part 1
Detroit’s Population, Part 2

Topic D: Using Functions and Graphs to Solve Problems

Lesson 21: Comparing Linear and Exponential Models AgainPlane, Train, and Automobile
Lesson 21: Comparing Linear and Exponential Models AgainCarlos’s Fish

Module 4: Polynomial and Quadratic Expressions, Equations, and Functions

Topic A: Quadratic Expressions, Equations, Functions, and Their Connection to Rectangles

Lesson 8: Exploring the Symmetry in Graphs of Quadratic FunctionsOn the Fence
Plenty of Parabolas
Robot Launch
Lesson 9: Graphing Quadratic Functions from Factored Form, 𝑓(𝑥)=𝑎(𝑥−𝑚)(𝑥−𝑛)Two for One
Parabola Zapper
Shooting Stars
Lesson 10: Interpreting Quadratic Functions from Graphs and TablesStomp Rockets

Topic B: Using Different Forms for Quadratic Functions

Lessons 11–12: Completing the SquareSquare Tactic
Lesson 15: Using the Quadratic FormulaStomp Rockets in Space

Topic C: Function Transformations and Modeling

Lesson 18: Graphing Cubic, Square Root, and Cube Root FunctionsSorting Relationships
Lesson 22: Comparing Quadratic, Square Root, and Cube Root Functions Represented in Different WaysSorting Relationships

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Families and caregivers, welcome to Amplify Desmos Math K–5!

Welcome to the Amplify Desmos Math K–5 Caregiver Hub. We hope your student enjoys exploring math, working with friends to solve problems, and learning new and interesting concepts. And we hope you enjoy the math journey with them! Below are some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math.

Para la versión en español, haga clic aquí.

Three children are engaging in a math activity with a grid and orange markers. One child holds a "9-3" card. The background includes beach elements and abstract math symbols.

Caregiver Unit Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of key concepts, plus a problem from the lesson practice set you can work through with your student. You’ll find a Caregiver Resource for each unit, in both English and Spanish.

Unit 1: Math in Our World

Unit 2: Numbers 1–10

Unit 3: Flat Shapes All Around Us

Unit 4: Understanding Addition and Subtraction

Unit 5: Make and Break Apart Numbers Within 10

Unit 6: Numbers 0–20

Unit 7: Solid Shapes All Around Us

Unit 1: Adding, Subtracting, and Working With Data

Unit 2: Addition and Subtraction Story Problems

Unit 3: Adding and Subtracting Within 20

Unit 4: Numbers to 99

Unit 5: Adding Within 100

Unit 6: Measuring Lengths of Up to 120 Length Units

Unit 7: Geometry and Time

Unit 1: Working With Data and Solving Comparison Problems

Unit 2: Adding and Subtracting Within 100

Unit 3: Measuring Length

Unit 4: Addition and Subtraction on the Number Line

Unit 5: Numbers to 1,000

Unit 6: Geometry and Time

Unit 7: Adding and Subtracting Within 1,000

Unit 8: Equal Groups

Unit 1: Introducing Multiplication

Unit 2: Area and Multiplication

Unit 3: Wrapping Up Addition and Subtraction Within 1,000

Unit 4: Relating Multiplication to Division

Unit 5: Fractions as Numbers

Unit 6: Measuring Length, Time, Liquid Volume, and Weight

Unit 7: Two-Dimensional Shapes and Perimeter

Unit 1: Factors and Multiples

Unit 2: Fraction Equivalence and Comparison

Unit 3: Extending Operations to Fractions

Unit 4: From Hundredths to Hundred Thousands

Unit 5: Multiplicative Comparison and Measurement

Unit 6: Multiplying and Dividing Multi-Digit Numbers

Unit 7: Angles and Properties of Shapes

Unit 1: Volume

Unit 2: Fractions as Quotients and Fraction Multiplication

Unit 3: Multiplying and Dividing Fractions

Unit 4: Multiplication and Division With Multi-Digit Whole Numbers

Unit 5: Place Value Patterns and Decimal Operations

Unit 6: More Decimal and Fraction Operations

Unit 7: Shapes on the Coordinate Plane

Unit refresh videos

Unit 1

  • Sub-Unit 2 – Answering the Question “Are There Enough?”
  • Sub-Unit 3 – Counting and Cardinality

Unit 2

  • Sub-Unit 1 – Comparing 2 Groups Using the Terms More, Fewer, and Same
  • Sub-Unit 2 – Counting Objects in Different Orders
  • Sub-Unit 3 – Making Groups to Represent Numerals
  • Sub-Unit 4 – Comparing Written Numbers

Unit 3

  • Sub-Unit 1 – Identifying Circles and Triangles in Different Sizes and Orientations
  • Sub-Unit 2 – Using Positional Words to Describe the Location of Shapes

Unit 4

  • Sub-Unit 1 – Adding and Subtracting Within 10
  • Sub-Unit 2 – Representing Addition and Subtraction Story Problems
  • Sub-Unit 3 – Finding the Values of Expressions

Unit 5

Unit 1

  • Sub-Unit 1 – Organizing Data to Count How Many in Each Category
  • Sub-Unit 2 – Counting on to Add and Counting Back to Subtract
  • Sub-Unit 3 – Representing 2 Categories of Data With Addition Equations

Unit 2

  • Sub-Unit 1 – Representing and Solving Add To, Change Unknown Story Problems
  • Sub-Unit 2 – Using Addition or Subtraction to Find an Unknown Part of a Total Amount
  • Sub-Unit 3 – Solving Compare, Difference Unknown Problems
  • Sub-Unit 4 – Making Sense of Story Problems With Different Questions

Unit 3

  • Sub-Unit 1 – Finding a Difference Using the Relationship Between Addition and Subtraction
  • Sub-Unit 2 – Using the Structure of Teen Numbers to Find Missing Addends
  • Sub-Unit 3 – Breaking Apart Addends to Make 10 When Adding
  • Sub-Unit 4 – Subtracting From Teen Numbers in Parts to Get to 10

Unit 4

  • Sub-Unit 1 – Adding a Ten To and Subtracting a Ten From Multiples of 10
  • Sub-Unit 2 – Representing and Writing Two-Digit Numbers
  • Sub-Unit 3 – Comparing Two-Digit Numbers
  • Sub-Unit 4 – Representing the Same Two-Digit Number With Different Amounts of Tens and Ones

Unit 5

  • Sub-Unit 1 – Adding a Number of Tens or Ones to a Two-Digit Number
  • Sub-Unit 2 – Adding a Two-Digit Number and a One-Digit Number When Composing a Ten is Necessary
  • Sub-Unit 3 – Adding a Two-Digit Number and a Two-Digit Number When Composing a Ten is Necessary

Unit 1

  • Sub-Unit 1 – Choosing Strategies to Add Within 20
  • Sub-Unit 2 – Representing Data in a Picture Graph and Bar Graph
  • Sub-Unit 3 – Finding the Difference Between 2 Categories Shown on a Bar Graph

Unit 2

  • Sub-Unit 1 – Strategies to Solve Story Problems Involving Money
  • Sub-Unit 2 – Decomposing a Ten When Subtracting by Place
  • Sub-Unit 3 – Making Sense of Story Problems About Comparing That Use the Word More
  • Sub-Unit 4 – Making Sense of One- and Two-Step Story Problems

Unit 3

  • Sub-Unit 1 – Measuring the Length of an Object in Centimeters Using a Ruler
  • Sub-Unit 2 – Measuring Objects in Inches and Feet
  • Sub-Unit 3 – Representing Measurement Data on a Line Plot

Unit 4

  • Sub-Unit 1 – Locating Numbers on Number Lines
  • Sub-Unit 2 – Representing Addition and Subtraction Strategies on a Number Line

Unit 5

  • Sub-Unit 1 – Composing Hundreds to Represent Three-Digit Numbers
  • Sub-Unit 2 – Comparing Three-Digit Numbers

Unit 1

  • Sub-Unit 1 – Representing Equal-Groups Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing Arrays With Multiplication Equations
  • Sub-Unit 3 – Representing Data Using Scaled Bar Graphs

Unit 2

  • Sub-Unit 1 – Determining the Area of a Rectangle Using Counting and Skip Counting
  • Sub-Unit 2 – Determining the Area of a Rectangle Using Multiplication
  • Sub-Unit 3 – Decomposing to Determine the Area of Rectilinear Figures

Unit 3

  • Sub-Unit 1 – Using the Expanded Form and Partial Sums Algorithms to Add
  • Sub-Unit 2 – Using the Expanded Form Algorithm to Subtract
  • Sub-Unit 3 – Rounding Numbers to the Nearest Hundred and Ten Using Number Lines
  • Sub-Unit 4 – Representing and Solving Two-Step Story Problems Involving Multiplication

Unit 4

  • Sub-Unit 1 – Representing Division Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing an Equal-Groups Problem With a Division and Multiplication Equation
  • Sub-Unit 3 – Using the Distributive Property of Multiplication to Multiply a One-Digit Number by a Teen Number
  • Sub-Unit 4 – Decomposing Dividends to Divide

Unit 5

  • Sub-Unit 1 – Writing Unit and Non-Unit Fractions
  • Sub-Unit 2 – Locating Non-Unit Fractions on the Number Line
  • Sub-Unit 3 – Identifying Equivalent Fractions
  • Sub-Unit 4 – Comparing Fractions With the Same Denominator or Same Numerator

Unit 1

  • Sub-Unit 1 – Using Factor Pairs to Determine All the Possible Side Lengths of a Rectangle With a Given Area
  • Sub-Unit 2 – Finding Multiples and Common Multiples

Unit 2

  • Sub-Unit 1 – Locating Fractions with Different Denominators On the Same Number Line
  • Sub-Unit 2 – Using Multiples or Factors to Determine Equivalent Fractions
  • Sub-Unit 3 – Comparing Fractions Using Equivalent Fractions With Common Denominators

Unit 3

  • Sub-Unit 1 – Adding and Subtracting Fractions with the Same Denominator
  • Sub-Unit 2 – Multiplying Whole Numbers and Fractions
  • Sub-Unit 3 – Adding Fractions with Denominators of 10 and 100

Unit 4

  • Sub-Unit 1 – Writing Fractions With Denominators of 10 and 100 as Decimals
  • Sub-Unit 2 – Relationships Between Place Values in Multi-Digit Whole Numbers
  • Sub-Unit 3 – Comparing Multi-Digit Numbers
  • Sub-Unit 4 – Using the Standard Algorithm to Subtract When Decomposing is Required

Unit 5

  • Sub-Unit 1 – Representing Multiplicative Comparison Situations
  • Sub-Unit 2 – Converting Measurements in the Metric System
  • Sub-Unit 3 – Comparing Measurements

Unit 1

  • Sub-Unit 1 – Using the Layered Structure of a Rectangular Prism to Determine the Volume
  • Sub-Unit 2 – Determining the Volume of a Rectangular Prism
  • Sub-Unit 3 – Determining the Volume of Figures Composed of Rectangular Prisms

Unit 2

  • Sub-Unit 1 – Representing Equal-Sharing Story Problems with Fractional Quotients
  • Sub-Unit 2 – Representing Fractions with Equivalent Multiplication and Division Expressions
  • Sub-Unit 3 – Determining the Area of a Rectangle With a Fractional Side Length

Unit 3

  • Sub-Unit 1 – Representing Multiplication of 2 Unit Fractions with Diagrams
  • Sub-Unit 2 – Dividing Whole Numbers by Unit Fractions

Unit 4

  • Sub-Unit 1 – Multiplying Multi-digit Whole Numbers Using the Partial Products and Standard Algorithms
  • Sub-Unit 2 – Dividing Multi-Digit Whole Numbers Using Partial Quotients
  • Sub-Unit 3 – Representing Multi-Step Story Problems with Equations

Unit 5

  • Sub-Unit 1 – Comparing Decimals
  • Sub-Unit 2 – Using the Standard Algorithms to Add and Subtract Decimals
  • Sub-Unit 3 – Multiplying a Whole Number and a Decimal Using the Distributive Property
  • Sub-Unit 4 – Dividing Whole Numbers by Decimals Less Than 1

Access Amplify Desmos Math at home.

In addition to a print Student Edition workbook, your student will have digital access to all learning, practice, and assessment materials through the Amplify platform. The digital curriculum can be accessed in school and at home by following these instructions:

  • Click the Amplify Desmos Math button.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, caregivers can view student work by opening previous assignments.

Learn how to navigate the student home page.

Materials overview

Amplify Desmos Math supports blended learning with supporting print materials and a unique digital experience. All K–5 lessons are available in a write-in Student Edition book. Many of the lessons include hands-on activities with manipulatives, tools that help students understand abstract concepts by making them tangible. Your student will also work with digital devices for an age-appropriate number of lessons.

When students use devices, teachers can monitor their work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Components of a lesson

Students in an Amplify Desmos Math classroom can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

A typical Amplify Desmos Math lesson includes:

  • Warm-up: A short, attention-getting problem to pique students’ interest in the lesson.
  • Activities: One to two mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The Show What You Know lesson assessment is optional for kindergarten and grade 1.)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math offers options for:

  • Differentiation: Mini-Lessons, Centers, Extensions, Boost Personalized Learning, and Fluency Practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask them to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your student follow-up questions to encourage the use of math language as they explain their thinking, such as, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions, such as, “What information do you know here?” or “How could you represent this problem?”

Your student’s teacher may introduce a Center game with students in the lesson or beyond the lesson. These games are aligned to the math of the unit and can be played with students outside of class. Your student’s teacher may introduce a Center game to students during or after completing a lesson, or you may need to teach the game before you play by using easy-to-follow instructions. Sign up for a free account to explore Centers and additional K–5 content in our Featured Collections.

Each unit in Amplify Desmos Math begins with a read-aloud story to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the unit.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a $10 bill. Encourage your student to point out ways that you use math in your daily tasks.

Remind your student that getting stuck is part of the process and a necessary—beneficial, even!—part of learning. Many students (and adults) fear making mistakes. But research shows that making mistakes helps our brains grow. When your student gets stuck on a problem, encourage them to keep trying different strategies, even if they’re not sure if they are right.

Get more information.

Have a question about Amplify Desmos Math? Visit our help library to search for articles with answers to your program questions. For additional support, please contact your student’s teacher.

Grade K

Unit 1: Position, Length, Height, and Sorting

Lesson 2: Describe and Compare Length and Height, Session 3Connecting Cubes

Unit 2: Numbers to 5, Shapes and Weight

Lesson 4: Count, Show and Write Numbers to 5, Session 2Skye’s Style
Lesson 5: Compare Numbers to 5, Session 4Matching Groups
Lesson 5: Compare Numbers to 5, Session 5Designing Shoes With Skye
Lesson 6: Three-Dimensional Shapes and Weight, Session 1What’s That Shape?
Lesson 6: Three-Dimensional Shapes and Weight, Session 2Building Solid Shapes
Lesson 6: Three-Dimensional Shapes and Weight, Session 5Putting Solid Shapes Together

Unit 3: Addition and Subtractions with 5 and Shapes,

Lesson 8: Two-Dimensional Shapes,
Session 1
So Much Sorting
Lesson 8: Two-Dimensional Shapes,
Session 2
What’s That Shape Called?
Another Shape

Unit 4: Numbers to 10 and Shapes

Lesson 11: Count, Show, and Write Numbers to 10, Session 1Investigate: Cafeteria Math
Fingers as Math Tools
Lesson 12: Compare Numbers to 10, Session 1Moving and Grooving
Fingers and Counters
Lesson 12: Compare Numbers to 10, Session 2More, Fewer, or the Same
Comparing Words
Lesson 12: Compare Numbers to 10, Session 5Forest Friends
Lesson 14: Compose and Decompose 10, Session 2Harry’s Hamster Wheel
Lesson 14: Compose and Decompose 10, Session 3Harry Explores Space
Lesson 14: Compose and Decompose 10, Session 4Showing What We Know About 10
Lesson 14: Compose and Decompose 10, Session 5Harry Explores the Ocean

Unit 6: Addition and Subtraction Within 10

Lesson 20: Add Within 10, Session 1Investigate: Casey’s Town
What Does It Mean to Add?
Lesson 20: Add Within 10, Session 2How Many Objects?
Lesson 20: Add Within 10, Session 3How Many Objects in Pictures?
How Will You Count?
Lesson 21: Subtract Within 10, Session 1What Does It Mean to Subtract?
Lesson 22: Add and Subtract to Solve Wold Problems, Session 1The Bus Depot

Unit 7: Teen Numbers and Shapes

Lesson 23: Compose and Decompose Teen Numbers with Tools and Drawings, Session 2Investigate: Packing Snacks
Getting Ready for the Game
Pass, Shoot, Score
Lesson 23: Compose and Decompose Teen Numbers with Tools and Drawings, Session 3How Many on the Field?
Lesson 25: Compose and Decompose Teen Numbers with Symbols, Session 2Jersey Jam!
People at the Park

Grade 1

Unit 1: Relating Addition and Subtraction

Lesson 2: Add and Subtract Within 10, Session 1What’s the Difference?
Leaping Lily Pads!
Investigate: Let’s Grow!
Lesson 2: Add and Subtract Within 10, Session 3Packing a Picnic
Lesson 5: Solve Word Problems to 10, Session 2Tutu’s Garden in Maui
Lesson 5: Solve Word Problems to 10, Session 2Replanting Huli
Lesson 5: Solve Word Problems to 10, Session 3The Kalo Plants
Lesson 5: Solve Word Problems to 10, Session 4A Community Working Together
Lesson 5: Solve Word Problems to 10, Session 5Helping Others

Unit 2: Addition and Subtraction Within 20

Lesson 6: Teen Numbers, Session 2Same Number, Different Ways
Lesson 7: Add Three Numbers, Session 2Making 10
Kitten Coaster

Unit 4: Using Tens and Ones to Organize and Count

Lesson 15: Tens and Ones, Session 1Investigate: Game Points
Lesson 15: Tens and Ones, Session 3Meeting Yara
It’s a Match
Lesson 16: Numbers to 120, Session 1How Many Cubes?
Boris’s Thimbles
Lesson 21: Add Two-Digit Numbers, Session 1How Many Tens?
Investigate: Squashes at the Playground
Lesson 21: Add Two-Digit Numbers,
Session 2
Town Helpers
Lesson 21: Add Two-Digit Numbers,
Session 3
Making Squash Butter

Unit 5: Operations with Tens and Ones

Lesson 19: Addition with Two-Digit Numbers, Session 2From Park to Table

Unit 6: Geometry and Measurement

Lesson 22: Shapes, Session 1Shapes Ying Saw
Lesson 23: Break Shapes Into Equal Parts, Session 2Fair and Square
One of the Parts, All of the Parts
Lesson 23: Break Shapes Into Equal Parts, Session 5A Bigger Part

Grade 1 (ADM G2)

Unit 1: Relating Addition and Subtraction

Lesson 1: Partner Pairs for 10, Session 3Ways to Make 10
Lesson 2: Add and Subtract Within 10, Session 3Exploring Within 10

Grade 2

Unit 1: Numbers Within 20

Lesson 2: Using Mental Math Strategies to Subtract, Session 1Awesome Aquariums

Unit 2: Numbers Within 100

Lesson 10: Solve Word Problems Involving Money, Session 1Investigate
Lesson 10: Solve Word Problems Involving Money, Session 2Discovering Coins (Part 1)
The Toy Stand
Lesson 10: Solve Word Problems Involving Money, Session 3How Much Money?
Discovering Coins (Part 2)
Lesson 10: Solve Word Problems Involving Money, Session 4The Craft Stand at the Block Party

Unit 3: Numbers Within 1000

Lesson 12: Three-Digit Numbers, Session 1Investigate: A Mistake in Mom’s Office
What Makes a Hundred?
Lesson 12: Three-Digit Numbers, Session 2Looking for Patterns
Lesson 13: Read and Write Three-Digit Numbers, Session 1What’s the Value?
Lesson 13: Read and Write Three-Digit Numbers, Session 2Mail Call!
Lesson 13: Read and Write Three-Digit Numbers, Session 3A New Representation
What’s Your Name?
All the Ways!
Lesson 15: Mental Addition and Subtraction, Session 2Turtle Hurdle
Lesson 16: Add Three-Digit Numbers, Session 2There’s Something About Berries
Lesson 18: Using Addition and Subtraction Strategies with Three-Digit Numbers, Session 2Baking With Skunk

Unit 4: Length

Lesson 25: Solving Problems About Length, Session 2Lengths of Jungle Animals
Lesson 27: Sorting and Organizing Data, Session 1Messy Measurements
Lesson 27: Sorting and Organizing Data, Session 3Bracelets and Wristbands
Lesson 26: Add and Subtract on the Number Line, Session 1Investigate
Time to Line Up!
In Full Bloom
Lesson 26: Add and Subtract on the Number Line, Session 2What’s That Number?
Lesson 26: Add and Subtract on the Number Line, Session 3Greater Than, Less Than, or Equal to

Unit 5: Shapes and Arrays

Lesson 28: Recognize and Draw Shapes, Session 2Frame It!
Lesson 28: Recognize and Draw Shapes, Session 3Measure It, Draw It
Lesson 32: Even and Odd Numbers,
Session 1
Can You Share?
Lesson 32: Even and Odd Numbers,
Session 2
Everybody, Find A Partner!
Lesson 32: Even and Odd Numbers,
Session 3
Is It Even or Odd?

Grade 2 (ADM G3)

Unit 2: Numbers Within 100

Lesson 6: Adding Two-Digit Numbers, Session 1Panda Patterns
Lesson 12: Understand Three-Digit Numbers, Session 2Investigate: Creating a Photo Gallery
Lesson 16: Add Three-Digit Numbers, Session 2How Would You Solve It?
Adding Your Way
What Is an Algorithm?
Lesson 16: Add Three-Digit Numbers, Session 3Using Fewer Digits
Determining Sums of 2 or More Addends
Lesson 16: Add Three-Digit Numbers, Session 3Adding Strategically

Unit 4: Length

Lesson 27: Read and Make Line Plots, Session 2The Plot Chickens
Let’s Make a Line Plot

Grade 3

Unit 2: Multiplication and Division

Lesson 4: Understand the Meaning of Multiplication, Session 1Equal Groups
Lesson 6: Multiply with 3, 4, and 6, Session 2Rectangles and Arrays
Lesson 8: Use Order and Grouping to Multiply, Session 2Arrays of Flavor
Lesson 11: Understand How Multiplication and Division Are Connected, Session 1It’s Chili in Here!
Lesson 12: Multiplication and Division Facts, Session 3Relating Quotients to Familiar Products

Unit 3: Multiplication

Lesson 19: Scaled Graphs, Session 1Puppy Pile
Lesson 19: Scaled Graphs, Session 42, 5, or 10?
Lesson 14: Understand Area, Session 1Tiling Figures
Lesson 14: Understand Area, Session 2Which Covers More Space?
Lesson 15: Multiply to Find Area, Session 3Area Hunt
Lesson 17: Solve One-Step Word Problems Using Multiplication and Division, Session 2Division and Multiplication Equations

Unit 4: Fractions

Lesson 21: Understand Fractions on a Number Line, Session 1Cat Crossing
Lesson 21: Understand Fractions on a Number Line, Session 2Fractions on the Number Line
Lesson 21: Understand Fractions on a Number Line, Session 3Location, Location, Location

Unit 6: Shapes

Performance TaskInvestigate: Comparing Rugs
Lesson 30: Understand Categories of Shapes, Session 1Piho’s Shapes
Lesson 31: Classify Quadrilaterals, Session 1Rectangles, Squares, and Rhombuses
Lesson 31: Classify Quadrilaterals, Session 3More Quadrilaterals

Grade 4

Unit 2: Operations

Lesson 6: Understand Multiplication as a Comparison, Session 1Sticker Mania
Lesson 6: Understand Multiplication as a Comparison, Session 2Representing “Times as Many”
Going Swimming
Lesson 8: Multiples and Factors, Session 1Hamster Homes
Lesson 8: Multiples and Factors, Session 3Factor or Multiple?
Lesson 8: Multiples and Factors, Session 4A Number Game
Lesson 9: Number and Shape Patterns, Session 1How Does It Grow?

Unit 3: Multi-Digit Operations and Measurement

Lesson 11: Multiply by One-Digit Numbers, Session 1Investigate: Packing Lei
Counting Flowers for Lei
Lesson 11: Multiply by One-Digit Numbers, Session 3A Lei Making Workshop
A Reasonable Answer
Three of a Kind
Lesson 12: Multiply by Two-Digit Numbers, Session 2Growing Flowers for the Lei
Double Decomposition
Lesson 12: Multiply by Two-Digit Numbers, Session 3Revisiting Strategies
How Many Supplies?

Unit 4: Fractions, Decimals, and Measurement

Lesson 17: Understand Equivalent Fractions, Session 1Investigate: Building Your Own Number Line
Fraction Strips
Lesson 18: Understand Equivalent Fractions, Session 3Chop It
All Kinds of Fractions
Lesson 19: Fraction Addition and Subtraction, Session 1Pizza Problems
Lesson 20: Add and Subtract Fractions, Session 4Math Pizzeria
Lesson 24: Multiply Fractions by Whole Numbers, Session 2Equal Groups of Fractions
Lesson 25: Fractions as Tenths and Hundredths, Session 3Investigate: Different Units
Lesson 26: Relate Decimals and Fractions, Session 2A New Way to Write Tenths
A New Way to Write Hundredths
Lesson 26: Relate Decimals and Fractions, Session 4Are They Equivalent?
Lesson 27: Compare Decimals, Session 2How Can You Compare?
Lesson 27: Compare Decimals, Session 3Robot Factory
Lesson 27: Compare Decimals, Session 4What’s the Order

Unit 5: Geometry and Measurement

Lesson 30: Points, Lines, Rays, and Angles, Session 3Angle Adventures
Lesson 31: Angles, Session 1The Spin on Angles
Lesson 32: Add and Subtract with Angles, Session 3Angles in Motion

Grade 5

Unit 1: Whole Number Operations and Applications

Lesson 2: Find Volume Using Unit Cubes, Session 1Which is Largest
Lesson 2: Find Volume Using Unit Cubes, Session 2Packing the Barge
Lesson 3: Find Volume Using Formulas, Session 3Putting it Together
Figures Made of Prisms
Lesson 4: Multiply Multi-Digit Numbers, Session 1Partial Products Everywhere
Lesson 4: Multiply Multi-Digit Numbers, Session 4How Do They Compare?
Lesson 5: Divide Multi-Digit Numbers, Session 4Emptying the Water Tank

Unit 2: Decimals and Fractions

Lesson 6: Understand Decimal Place Value, Session 1Investigate: Numbers Between Numbers
Lesson 6: Understand Decimal Place Value, Session 2What Is One Thousandth?
Lesson 8: Read and Write Decimals,
Session 1
Say What?
Place Value Patterns
Lesson 9: Compare and Round Decimals, Session 2Selling Collectibles
Lesson 9: Compare and Round Decimals, Session 3The Claw
Which Way Down the Mountain?
Lesson 9: Compare and Round Decimals, Session 4Rounding Races
Lesson 7: Understand Powers of 10, Session 1Monarch Butterflies
All About That Base
Powers of 10 Parade

Unit 3: More Decimals & Fractions

Lesson 18: Fractions as Division, Session 1Investigate: Sharing Sandwiches
Division Story Problems
Making Generalizations
Investigate: Folding Paper
Lesson 18: Fractions as Division, Session 2Sharing More Sandwiches
Dance Breaks
Lesson 19: Multiplication by a Fraction, Session 2Parts of Parts
Lesson 20: Multiply Fractions to Find Area, Session 2One Part of One Part
Lesson 20: Multiply Fractions to Find Area, Session 3Making Food
Lesson 22: Multiply Fractions in Word Problems, Session 3Installing Turf
Rows and Columns
Lesson 22: Multiply Fractions in Word Problems, Session 4Messy Multiplication
Applying Fraction Multiplication
Lesson 21: Exploring Multiplication as Scaling, Session 1Chores at Animal Haven
The Re-size-inator

Unit 5: Algebraic Thinking and the Coordinate Plane

Lesson 31: Understand the Coordinate Plane, Session 1Bullseye!
Lesson 31: Understand the Coordinate Plane, Session 2Creating a Coordinate System
Coordinating Satellite Repairs

Grade 6

Unit 1: Expressions and Equations: Area, Algebraic Expressions, and Exponents

iReady ClassroomAmplify Classroom
Lesson 1: Find the Area of a ParallelogramUnit 1
Lesson 3: Exploring Parallelograms
Exploring Parallelograms, Part 2

Unit 2: Decimals and Fractions: Base-Ten Operations, Division with Fractions, and Volume

Lesson 7: Add, Subtract, and Multiply Multi-Digit DecimalsUnit 4
Lesson 1: Dishing Out Decimals
Lesson 8: Divide Whole Numbers and Multi-Digit DecimalsUnit 5
Lesson 13: Movie Time
Lesson 9: Understand Division with FractionsUnit 4
Lesson 3: Flour Planner
Lesson 10: Divide FractionsUnit 4
Lesson 6: Fill the Gap

Unit 3: Ratio Reasoning: Ratio Concepts and Equivalent Ratios

Lesson 12: Understand Ratio ConceptsUnit 2
Lesson 1: Pizza Maker
Lesson 13: Find Equivalent RatiosUnit 2
Lesson 4: Fruit Lab
Lesson 10: Disaster Preparation

Unit 4: Ratio Reasoning: Unit Rates and Percent

Lesson 15: Understand Rate ConceptsUnit 3
Lesson 1: Many Measurements
Lesson 16: Use Unit Rates to Solve ProblemsUnit 3
Lesson 6: Soft Serve
Lesson 17: Understand PercentsUnit 3
Lesson 9: Lucky Duckies

Unit 5: Algebraic Thinking: Equivalent Expressions and Equations with Variables

Lesson 19: Write and Identify Equivalent ExpressionsUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 22: Analyze Two-Variable RelationshipsUnit 6
Lesson 16: Subway Fares
Take Away (coming soon!)

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?
Lesson 24: Order Positive and Negative NumbersUnit 7
Lesson 4: Order in the Class
Lesson 26: Write and Graph One-Variable InequalitiesUnit 7
Lesson 7: Tunnel Travels

Unit 7: Statistical Thinking: Data Distributions and Measures of Center and Variability

Lesson 30: Use Dot Plots and Histograms to Describe Data DistributionsUnit 8
Lesson 3: Minimum Wage
Lesson 5: The Plot Thickens
Lesson 31: Interpret Median and Interquartile Range in Box PlotsUnit 8
Lesson 11: Toy Cars

Grade 7

Unit 1: Proportional Relationships: Ratios, Rates, and Circles

iReady ClassroomAmplify Classroom
Lesson 2: Find Unit Rates Involving Ratios and FractionsUnit 2
Lesson 1: Paint
Lesson 4: Represent Proportional RelationshipsUnit 2
Lesson 6: Two and Two
Lesson 5: Solve Proportional Relationship Problems
Lesson 6: Solve Area and Circumference Problems Involving CirclesUnit 3
Lesson 3: Measuring Around
Lesson 9: Area Challenges

Unit 2: Numbers and Operations: Add and Subtract Rational Numbers

Lesson 7: Understand Addition with Negative NumbersUnit 5
Lesson 1: Floats and Anchors
Lesson 8: Add with Negative NumbersUnit 5
Lesson 1: Floats and Anchors
Lesson 9: Understand Subtraction with Negative IntegersUnit 5
Lesson 1: Floats and Anchors
Lesson 10: Add and Subtract Positive and Negative NumbersUnit 5
Lesson 1: Floats and Anchors

Unit 3: Numbers and Operations: Multiply and Divide Rational Numbers

Lesson 14: Use the Four Operations with Negative NumbersUnit 5
Lesson 10: Integer Puzzles

Unit 4: Algebraic Thinking: Expressions, Equations, and Inequalities

Lesson 19: Write and Solve InequalitiesUnit 6
Lesson 16: Shira the Sheep

Unit 5: Proportional Reasoning: Percents and Statistical Samples

Lesson 20: Solve Problems Involving Percents Unit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Lesson 22: Understand Random SamplingUnit 8
Lesson 2: Prob-bear-bilities
Lesson 24: Compare PopulationsUnit 8
Lesson 10: Crab Island

Unit 6: Geometry: Solids, Triangles, and Angles

Lesson 28: Find Unknown Angle MeasuresUnit 7
Lesson 2: Friendly Angles
Lesson 4: Missing Measures

Unit 7: Probability: Theoretical Probability, Experimental Probability, and Compound Events

Lesson 30: Understand ProbabilityUnit 8
Lesson 1: How Likely?
Lesson 2: Prob-bear-bilities

Grade 8

Unit 1: Geometric Figures: Rigid Transformations and Congruence

iReady ClassroomAmplify Classroom
Lesson 1: Understand Rigid Transformations and Their PropertiesUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 2: Work with Single Rigid Transformations in the Coordinate PlaneUnit 1
Lesson 4: Moving Day

Unit 2: Geometric Figures: Transformations, Similarity, and Angle Relationships

Lesson 4: Understand Dilations and SimilarityUnit 2
Lesson 2: Dilation Mini Golf
Lesson 6: Describe Angle RelationshipsUnit 2
Lesson 6: Social Scavenger Hunt
Lesson 7: Describe Angle Relationships in TrianglesUnit 1
Lesson 12: Puzzling It Out

Unit 3: Linear Relationships: Slope, Linear Equations, and Systems

Lesson 8: Graph Proportional Relationships and Define SlopeUnit 3
Lesson 1: Turtle Time Trials
Lesson 13: Solve Systems of Linear Equations AlgebraicallyUnit 4
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Unit 4: Functions: Linear and Nonlinear Relationships

Lesson 15: Understand FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 16: Use Functions to Model Linear RelationshipsUnit 5
Lesson 5: The Tortoise and the Hare

Unit 5: Integer Exponents: Properties and Scientific Notation

Lesson 19: Apply Exponent Properties for Positive Integer ExponentsUnit 7
Lesson 1: Circles
Lesson 3: Power Pairs
Lesson 22: Work with Scientific NotationUnit 7
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

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 4: Root Down
Lesson 25: Find Rational Approximations of Irrational NumbersUnit 8
Lesson 10: Taco Truck
Lesson 27: Apply the Pythagorean TheoremUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 28: Solve Problems with Volumes of Cylinders, Cones, and SpheresUnit 8
Lesson 11: Cylinders
Lesson 13: Cones

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
Lesson 4: Dapper Cats
Lesson 6: Find the Fit

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Grade K

Topic Opener Numbers 0 to 5

Topic Opener Numbers 0 to 5Connecting Cubes

Topic 1: Numbers 0 to 5

Lesson 1-2 Recognize 1, 2, and 3 in Different ArrangementsSkye’s Style
Lesson 1-5 Recognize 4 and 5 in Different ArrangementsMatching Groups
Designing Shoes with Skye
3-ACT MATH: Set the TableInvestigate: Cafeteria Math

Topic 3: Numbers 6 to 10

Lesson 3-2: Read, Make, and Write 6 and 7Moving and Grooving
Lesson 3-4: Read, Make, and Write 8 and 9Moving and Grooving
Lesson 3-6: Read, Make, and Write 10Moving and Grooving
Lesson 3-7: Count Numbers to 10Fingers as Math Tools

Topic 4: Compare Numbers 0 to 10

Lesson 4-1: Compare Groups to 10 by MatchingMore, Fewer, or the Same
Forest Friends
Lesson 4-2: Compare Numbers Using Numerals to 10Fingers and Counters
Lesson 4-3: Compare Groups to 10 by CountingComparing Words

Topic 6: Understand Addition

Interactive Math StoryInvestigate: Casey’s Town
Lesson 6-1: Explore AdditionHow Many Objects in Pictures?
The Bus Depot
Lesson 6-2: Represent Addition as Adding ToHow Will You Count?
Lesson 6-3: Represent Addition as Putting TogetherHow Many Objects?
Lesson 6-4: Represent and Explain Addition with EquationsWhat Does It Mean to Add?

Topic 7: Understand Subtraction

Lesson 7-1: Explore SubtractionWhat Does It Mean to Subtract?
The Bus Depot

Topic 8: More Addition and Subtraction

Lesson 8-5: Decompose 6 and 7 to Solve ProblemsHarry Explores the Ocean
Lesson 8-6: Decompose 8 and 9 to Solve ProblemsHarry Explores the Ocean
Lesson 8-8: Decompose 10 to Solve ProblemsHarry Explores the Ocean

Topic 12: Identify and Describe Shapes

Lesson 12-2: Circles and TrianglesWhat’s That Shape Called?
Lesson 12-3: Squares and Other RectanglesAnother Shape

Topic 13: Analyze, Compare, and Create Shapes

Lesson 13-1: Analyze and Compare Two-Dimensional (2-D) ShapesAnother Shape
So Much Sorting

Grade 1

Topic 1: Understand Addition and Subtraction

Lesson 1-4: Take FromPacking for a Picnic
What’s the Difference?
Lesson 1-7: Change UnknownReplanting Huli
Lesson 1-8: Practice Adding and SubtractingLeaping Lily Pads!

Topic 2: Fluently Add and Subtract Within 10

enVision STEM ProjectA Community Working Together
Topic 2 Interactive Math StoryInvestigate: Let’s Grow!
Lesson 2-8: Solve Word Problems with Facts to 10Tutu’s Garden in Maui
The Kalo Plants
Helping Others

Topic 3: Addition Facts to 20: Use Strategies

Lesson 3-5: Make 10 to AddMaking 10
Lesson 3-6: Continue to Make 10 to AddKitten Coaster

Topic 6: Represent and Interpret Data

Lesson 6-1: Organize Data into Three CategoriesShapes Ying Saw

Topic 7: Extend the Counting Sequence

Lesson 7-1: Count by 10s to 120Meeting Yara
Grade 1 Lesson 7-5: Count on an Open Number LineTime to Line Up!
Grade 1 Lesson 7-5: Count on an Open Number LineWhat’s That Number?

Topic 8: Understand Place value

Lesson 8-1: Make Numbers 11 to 19Same Number, Different Ways
Lesson 8-2: Numbers Made with TensInvestigate: Game Points
It’s a Match

Topic 9: Compare Two-Digit Numbers

Lesson 9-3: Compare NumbersInvestigate: Where Am I?
Grade 1 Lesson 9-5: Compare Numbers on a Number LineGreater Than, Less Than, or Equal to
Grade 1 Lesson 9-5: Compare Numbers on a Number LineIn Full Bloom

Topic 10: Use Models and Strategies to Add Tens and Ones

Lesson 10-1: Add Tens Using ModelsHow Many Cubes?
Boris’s Thimbles
How Many Tens?

Topic 11: Use Models and Strategies to Subtract Tens

Lesson 11-1: Subtract Tens Using ModelsBoris’s Thimbles
Lesson 11-2: Subtract Tens Using a Hundred ChartHow Many Tens?

Topic 14: Reason with Shapes and Their Attributes

Lesson 14-1: Use Attributes to Define Two-Dimensional (2-D) ShapesShapes Ying Saw

Grade 2

Topic 1: Fluently Add and Subtract Within 20

Lesson 1-1: Addition Fact StrategiesExploring Within 10
Lesson 1-3: Make a 10 to AddWays to Make 10

Topic 8: Work with Time and Money

Lesson 8-1: Solve Problems with CoinsInvestigate: Activities at the Block Party
Discovering Coins (Part 1)
Discovering Coins (Part 2)
Lesson 8-2: Continue to Solve Problems with CoinsHow Much Money?
Discovering Coins (Part 2)
Lesson 8-5: Problem Solving: ReasoningThe Toy Stand
The Craft Stand at the Block Party

Topic 12: Measuring Length

Lesson 12-8: Compare LengthsLengths of Jungle Animals

Topic 15: Graphs and Data

Lesson 15-1: Line PlotsMessy Measurements
Lesson 15-2: More Line PlotsBracelets and Wristbands
Lesson 15-3: Bar GraphsAwesome Aquariums

Grade 3

Topic 1: Understand Multiplication and Division of Whole Numbers

Lesson 1-1: Relate Multiplication and AdditionEqual Groups
Lesson 1-3: Arrays and PropertiesArrays of Flavor

Topic 4: Use Multiplication to Divide: Division Facts

Lesson 4-1: Relate Multiplication and DivisionIt’s Chili in Here
Relating Quotients to Familiar Products
Lesson 4-8: Solve Multiplication and Division EquationsDivision and Multiplication Equations

Topic 6: Connect Area to Multiplication and Addition

Lesson 6-1: Cover RegionsInvestigate: Comparing Rugs
Which Covers More Space?
Lesson 6-2: Area: Nonstandard UnitsTiling Figures
Lesson 6-3: Area: Standard UnitsArea Hunt
Lesson 6-4: Area of Squares and RectanglesRectangles and Arrays

Topic 7: Represent and Interpret Data

Lesson 7-3: Make Bar GraphsPuppy Pile
2, 5, or 10?

Topic 8: Use Strategies and Properties to Add and Subtract

Topic 8 VocabularyInvestigate: Create a Photo Gallery
Lesson 8-2: Algebra: Addition PatternsPanda Patterns
Lesson 8-3: Mental Math: AdditionHow Would You Solve It?

Topic 9: Fluently Add and Subtract within 1,000

Lesson 9-1: Use Partial Sums to AddAdding Your Way
What is an Algorithm?
Lesson 9-2: Use Regrouping to AddUsing Fewer Digits
Lesson 9-3: Add 3 or More NumbersDetermining Sums of 2 or More Addends
Lesson 9-6: Use Strategies to Add and SubtractAdding Strategically

Grade 4

Topic 7: Factors and Multiples

3-ACT MATH: Can-Do AttitudeHamster Homes
Lesson 7-2: FactorsFactor or Multiple?
Lesson 7-4: Prime and Composite NumbersA Number Game
Lesson 7-5: MultiplesFactor or Multiple?
How Does It Grow?

Topic 8: Extend Understanding of Fraction Equivalence and Ordering

Lesson 8-2: Equivalent Fractions: Number LinesInvestigate: Building Your Own Number Line
All Kinds of Fractions
Lesson 8-5: Use Benchmarks to Compare FractionsFraction Strips
Lesson 8-5: Use Benchmarks to Compare FractionsChop It

Topic 9: Understand Addition and Subtraction of Fractions

Lesson 9-1: Model Addition of FractionsPizza Problems
Lesson 9-4: Model Subtraction of FractionsPizza Problems
Lesson 9-2: Decompose FractionsMath Pizzeria

Topic 10: Extend Multiplication Concepts to Fractions

Lesson 10-1: Fractions as Multiples of Unit FractionsEqual Groups of Fractions

Topic 12: Understand and Compare Decimals

Topic 12 Review What You KnowInvestigate: Different Units
Lesson 12-1: Fractions and DecimalsA New Way to Write Tenths
A New Way to Write Hundredths
Lesson 12-2: Fractions and Decimals on the Number LineAre They Equivalent?
What’s the Order?
Lesson 12-3: Compare DecimalsHow Can You Compare?
Robot Factory

Grade 5

Topic 3: Fluently Multiply Multi-Digit Whole Numbers

Lesson 3-5: Multiply 3-Digit by 2-Digit NumbersPartial Products Everywhere
Lesson 3-7: Practice Multiplying Multi-Digit NumbersHow Do They Compare?

Topic 5: Use Models and Strategies to Divide Whole Numbers

Lesson 5-4: Use Partial Quotients to DivideEmptying the Water Tank

Topic 8: Apply Understanding of Multiplication to Multiply Fractions

Lesson 8-3: Multiply Fractions and Whole NumbersMaking Food
Lesson 8-4: Use Models to Multiply Two FractionsInvestigate: Folding Paper
Parts of Parts
One Part of One Part
Lesson 8-5: Multiply Two FractionsMaking Food
Messy Multiplication
Lesson 8-6: Area of a RectangleInstalling Turf
Rows and Columns
Lesson 8-7: Multiply Mixed NumbersApplying Fraction Multiplication
Messy Multiplication
Lesson 8-8: Multiplication as ScalingChores at Animal Haven
The Re-size-inator

Topic 9: Apply Understanding of Division to Divide Fractions

Topic 11: Understand Volume Concepts

Lesson 11-1: Model VolumeWhich is Largest
3-ACT Math: Fill ‘er UpPacking the Barge
Lesson 11-3: Combine Volumes of PrismsPutting It Together
Figures Made of Prisms

Algebra 1

No lessons focused on only shape patterns.

Topic 1: Solving Equations and Inequalities

Lesson 1-2: Solving Linear EquationsWorking Backwards
Solving Strategies
Lesson 1-3: Solving Linear Equations With a Variable on Both SidesSame Position
Lesson 1-4: Literal Equations & FormulasSubway Seats
Various Variables
Lesson 1-5: Solving Inequalities in One VariablePizza Delivery

Topic 2: Linear Equations

Lesson 2-3: Standard FormShelley the Snail
Five Representations

Topic 3: Linear Functions

Lesson 3-4: Arithmetic SequenceMore Visual Patterns
Sequence Carnival
Lesson 3-5: Scatter Plots and Lines of FitCorrelation Coefficient
How Hot Is It?
City Slopes
Lesson 3-6: Analyzing Lines of FitResidual Fruit
Penguin Populations
Behind the Headlines
City Data

Topic 4: Systems of Linear Equations and Inequalities

Lesson 4-1: Solving Systems of Linear Equations by GraphingLizard Lines
Lesson 4-2: Solving Systems of Equations by SubstitutionShape It Up
Lesson 4-5: Systems of Linear InequalitiesQuilts
Seeking Solutions

Topic 5: Piecewise Functions

Lesson 5-2: Piecewise Defined FunctionsCraft-a-Graph
Pumpkin Prices

Topic 6: Exponents and Exponential Functions

Lesson 6-3: Exponential FunctionsCarlos’s Fish
Lesson 6-5: Geometric SequencesRevisiting Visual Patterns, Part 1
Sequence Carnival
More Visual Patterns

Topic 8: Quadratic Functions

Lesson 8-1: Key Features of a Quadratic FunctionRevisiting Visual Patterns, Part 1
Quadratic Visual Patterns
On the Fence
Lesson 8-3: Quadratic Functions in Standard FormPlenty of Parabolas
Two for One
Lesson 8-4: Modeling with Quadratic FunctionsStomp Rockets
Robot Launch
Lesson 8-5: Linear, Exponential and Quadratic ModelsSorting Relationships

Topic 9: Solving Quadratic Equations

Lesson 9-1: Solving Quadratics Using Graphs and TablesStomp Rockets
Lesson 9-2: Solving Quadratic Equations by FactoringParabola Zapper
Shooting Stars
Lesson 9-4: Completing the SquareSquare Tactic
Lesson 9-5: The Quadratic Formula and the DiscriminantStomp Rockets in Space

Topic 10: Working with Functions

Lesson 10-1: The Square Root Function ( & average rate of change)Plane, Train, and Automobile
Lesson 10-3: Analyzing Functions Graphically (Abs, Quad, Sq.Root, Exp, Cubic)Craft-a-Graph
Detroit’s Population, Part 1
Detroit’s Population, Part 2
Lesson 10-7: Inverse FunctionsChip the Robot

Topic 11: Statistics

Lesson 11-4: Standard DeviationFinding Desmo

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

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Grade 6

Unit 1: Area and Surface Area

Lesson 2: Finding Area by Decomposing and RearrangingShapes on a Plane
Lesson 3: Reasoning to Find AreaLetters
Lesson 4: ParallelogramsExploring Parallelograms, Part 2
Lesson 5: Bases and Heights of ParallelogramsExploring Parallelograms, Part 1
Lesson 6: Areas of ParallelogramsOff the Grid, Part 1
Lesson 7: From Parallelograms to TrianglesTriangles and Parallelograms
Lesson 8: Areas of TrianlgeExploring Triangles
Lesson 10: Bases and Heights of TrianglesOff the Grid, Part 2
Lesson 11: PolygonsPile of Polygons
Lesson 15: More Nets, More Surface AreaRenata’s Stickers

Unit 2: Introducing Rations

Lesson 3: RecipesPizza Maker
Lesson 5: Defining Equivalent RatiosFruit Lab
Lesson 12: Navagating a Table of Equivalent RationsDisaster Preparation

Unit 3: Unit Rates and Percentages

Lesson 1: Anchoring Units of MeasureMany Measurements
Lesson 4: Comparing Speeds and PriceWorld Records
Lesson 5: Interpreting RatesSoft Serve
Lesson 6: Equivalent Ratios Have the Same Unit RatesWelcome to the Robot Factory
Lesson 8: Solving Rate ProblemsMore Soft Serve
Lesson 9: More about Constant SpeedModel Trains
Lesson 11: Representing Percentages with Double Number Line DiagramsLucky Duckies

Unit 4: Dividing Fractions

Lesson 4: How Many Groups? (Part 1)Flour Planner
Lesson 6: Using Diagrams to Find the Number of GroupsFill the Gap
Lesson 13: Rectangles with Fractional Side LengthsPuzzling Areas

Unit 5: Arithmetic in Base 10

Lesson 1: Using Decimals in Shopping ContextDishing Out Decimals

Unit 5: Arithmetic in Base 11

Lesson 2: Using Diagrams to Represent Addition and SubtractionDecimal Diagrams and Algorithms

Unit 5: Arithmetic in Base 12

Lesson 15: Making and Measuring BoxesMovie Time

Unit 6: Expressions and Equations

Lesson 1: Tape Diagrams and EquationsFive Equations
Weight for It
Lesson 3: Staying in BalanceHanging Around
Lesson 4: Practice Solving EquationsHanging It Up
Lesson 5: Represent Situations with EquationsSwap and Solve
Lesson 9: The Distributive Property: Part 1Products and Sums
Lesson 17: Two Related Quantaties, Part 2Subway Fares

Unit 7: Rational Numbers

Lesson 3: Comparing Positive and Negative NumbersOrder in the Class
Lesson 5: Using Negative Numbers to Make Sense in ContextMinimum Wage
Lesson 8: Writing and Graphing InequalitiesTunnel Travels

Unit 8: Data Sets and Distributions

Lesson 5: Using Dot Plots to Answer Statistical QuestionsMinimum Wage
Lesson 6: Interpreting HistogramsThe Plot Thickens
Lesson 11: Variability and MADHoops
Lesson 13: MedianToy Cars

Grade 7

Unit 1: Scale Drawing

Lesson 1: What are scaled copies?Scaling Machines
Lesson 2: Correspond Parts and Scale FactorsMake it Scale
Lesson 3: Making Scaled CopiesScaling Robots
Lesson 5: The Size of the Scale FactorScale Factor Challenges
Lesson 6: Scaling AreaTiles
Lesson 6: Scaling AreaWill It Fit

Unit 2: Introducing Proportional Relationships

Lesson 1: One of These Things is Not Like the OtherPaint
Lesson 5: Two Equations for Each RelationshipTwo and Two
Lesson 10: Introducing Graphs of Proportional RelationshipsDinoPops

Unit 3: Measuring Circles

Lesson 2: Exploring CirclesMeasuring Around
Lesson 7: Exploring the Area of a CircleWhy Pi?
Lesson 9: Applying Area of a CircleArea Challenges

Unit 4: Proportional Relationships and Percentages

Lesson 6: Increasing and DecreasingMosaics
100%
Lesson 7: One Hundred PercentMore and Less
Back in My Day
Lesson 8: Percent Increase and Decrease with EquationsAll the Equations
Lesson 11: Percentage ContextsPercent Machines

Unit 5: Rational Number Arithmetic

Lesson 3: Changing ElevationFloats and Anchors
Lesson 5: Representing SubtractionMore Floats and Anchors
Lesson 6: Finding DifferencesDraw Your Own
Lesson 13: Expressions with Rational NumbersInteger Puzzles

Unit 6: Expressions, Equations, and Inequalities

Lesson 9: Dealing with Negative NumbersKeeping it True
Lesson 13: Reintroducing InequalitiesI Saw the Signs
Lesson 14: Finding Solutions to Inequalities in ContextUnbalanced Hangers
Lesson 15: Efficiently Solving InequalitiesShira the Sheep
Lesson 16: Interpreting InequalitiesBudgeting
Lesson 17: Modeling with InequalitiesWrite Them and Solve Them
Lesson 20: Combining Like Terms (Part 1)Collect the Squares

Unit 7: Angles, Triangles, and Prisms

Lesson 2: Adjacent AnglesFriendly Angles
Lesson 5: Using Equations to Solve For Unknown AnglesMissing Measures
Lesson 7: Building Polygons (Part 2)Can You Build It

Unit 8: Probability and Sampling

Lesson 1: Mystery BagsHow Likely
Lesson 3: What are Probabilities?Prob-bear-bilities
Lesson 4: Estimating Probabilities through Repeated ExperimentsIs It Fair?
Lesson 13: What Make a Good Sample?Crab Island

Grade 8

Unit 1: Rigid Transformations and Congruence

Lesson 1: Moving the PlaneTransformers
Lesson 2: Naming the MovesSpinning, Flipping, Sliding
Lesson 3: Grid MovesMoving Day
Lesson 4: Making MovesTransformation Golf
Lesson 5: Coordinate MovesGetting Coordinated, Part 1
Lesson 6: Describing TransformationsGetting Coordinated, Part 2
Lesson 16: Parallel Lines and Angles in a TrianglePuzzling It Out
Lesson 17: Rotate and TesselateTessellate

Unit 2: Dilations, Similarity, and Introducing Slope

Lesson 1: Projecting and ScalingSketchy Dilations
Lesson 3: Dilations with No GridDilation Mini Golf
Lesson 7: Similar PolygonsSocial Scavenger Hunt

Unit 3: Linear Relationships

Lesson 1: Understanding Proportional RelationshipsTurtle Time Trials
Lesson 5: Introductions to Linear RelationshipsFlags
Lesson 6: More Linear RelationshipsStacking Cups (Optional)
Lesson 8: Translating y=mx+bTranslations
Lesson 9: Slopes Don’t Have to Be PositiveWater Cooler
Lesson 10: Calculating SlopeUps and Downs

Unit 4: Linear Equations and Systems

Lesson 5: Solve Any Linear EquationEquation Roundtable
Lesson 12: Systems of EquationsMake Them Balance
Lesson 13: Solving Systems of EquationsLine Zapper

Unit 5: Functions and Volume

Lesson 1: Inputs and OutputsGuess My Rule
Lesson 5: More graphs of FunctionsTurtle Crossing
Lesson 6: Even More Graphs of FunctionsThe Tortoise and the Hare
Lesson 13: The Volume of a CylinderCylinders
Lesson 15: The Volume of a ConeCones

Unit 6: Associations and Data

Lesson 3: What a Point on a Scatter Plot MeansRobots
Lesson 4: Fitting a Line to DataDapper Cats
Lesson 5: Describing Trends in Scatter PlotsInterpreting Scatter Plots
Lesson 6: Slope of a Fitted LineFind the FIt (called Fit Fights in Desmos Math)
Lesson 7: Observing More Patterns in Scatter PlotsScatter Plot City
Lesson 8: Analyzing Bivariate DataInterpreting Slopes
Lesson 9: Looking for AssociationAnimal Brains
Lesson 10: Using Data Displays to Find AssociationFinding Associations

Unit 7: Exponents and Scientific Notation

Lesson 1: Exponent ReviewCircles
Lesson 6: What about Other Bases?Power Pairs
Lesson 12: Applicatios of Arithmetic with Powers of 10Balance the Scale
Lesson 13: Definition of Scientific NotationSpecific and Scientific (formerly Solar System)

Unit 8: Pythagorean Theorem and Irrational Numbers

Lesson 5: Square Roots on the Number LineRoot Down
Lesson 7: Finding Side Lengths of TrianglesTriangle Tracing Turtle
Lesson 11: Applications of the Pythagorean TheoremTaco Truck

Algebra 1

Intro/Launch

Unit 1: One Variable Statistics

Lesson 12: Standard DeviationFinding Desmo

Unit 2: Linear Equations and Systems

Lesson 4: Equations and Their SolutionsWorking Backwards
Solving Strategies
Same Position
Lesson 5: Equations and Their GraphsShelley the Snail
Five Representations
Lesson 6: Equivalent EquationsSubway Seats
Lesson 7: Explaining Steps for Rewriting EquationsVarious Variables
Lesson 12: Writing and Graphing Systems of Linear EquationsLizard Lines
Lesson 13: Solving Systems by SubstitutionShape It Up

Unit 3: Two Variable Statistics

Lesson 5: Fitting LinesCity Slopes
Penguin Populations
Lesson 6: ResidualsResidual Fruit
Lesson 7: Correlation CoefficientCorrelation Coefficient
City Data
Lesson 8: Using the Correlation CoefficientHow Hot Is It?
Lesson 9: Causal RelationshipsBehind the Headlines

Unit 4: Linear Inequalities and Systems

Lessons 4-6: Graphing Linear Inequalities in Two VariablesPizza Delivery
Lesson 7: Solutions to Systems of Linear Inequalities in Two VariablesQuilts
Seeking Solutions
Lesson 8: Solving Problems with Systems of Linear Inequalities in Two VariablesCarlos’s Fish

Unit 5: Functions

Lesson 1: Describing and Graphing SituationsCraft-a-Graph
Lesson 7: Using Graphs to Find Average Rate of ChangePlane, Train, and Automobile
Lesson 12: Piecewise FunctionsPumpkin Prices
Lesson 15: Inverse FunctionsChip the Robot

Unit 6: Introduction to Exponential Functions

Unit 7: Introduction to Quadratic Functions

Lesson 1: A Different Kind of ChangeRevisiting Visual Patterns, Part 1
Quadratic Visual Patterns
Lesson 10: Graphs of Quadratic Functions in Standard and Factored FormsOn the Fence
Stomp Rockets
Plenty of Parabolas
Two for One
Lesson 11: Graphing Quadratics from the Factored FormParabola Zapper
Shooting Stars
Lesson 14: Quadratic Graphs that Represent SituationsRobot Launch

Unit 8: Quadratic Equations

Lesson 2: When and Why Do We Write Quadratic Equations?Sorting Relationships
Lesson 12-14: Completing the SquareSquare Tactic
Lesson 24: Using Quadratic Equations to Model Situation and Solve ProblemsStomp Rockets in Space

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Grade 6

Unit 1: Numbers

GO Math!Amplify Classroom
Module 4: Operations with Fractions
Lesson 4.1: Applying GCF and LCM to Fraction OperationsUnit 4
Lesson 6: Fill the Gap
Module 5: Operations with Decimals
Lesson 5.2: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 2: Decimal Diagrams and Algorithms
Lesson 5.4: Dividing DecimalsUnit 5
Lesson 13: Movie Time

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
Module 5: Operations with Decimals
Lesson 5.2: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 2: Decimal Diagrams and Algorithms
Lesson 5.4: Dividing DecimalsUnit 5
Lesson 13: Movie Time

Unit 3: Proportionality, Ratios, and Rates

Module 6: Representing Ratios and Rates
Lesson 6.1: RatiosUnit 2
Lesson 1: Pizza Maker
Lesson 6.2: Rates Unit 3
Lesson 6: Soft Serve
Lesson 6.3: Using Ratios and Rates to Solve ProblemsUnit 2
Lesson 4: Fruit Lab
Lesson 10: Disaster Preparation
Module 7: Applying Ratios and Rates
Lesson 7.1: Ratios, Rates, Tables, and GraphsUnit 2
Lesson 4: Fruit Lab
Lesson 10: Disaster Preparation
Unit 3
Lesson 6: Soft Serve
Module 8:  Percents
Lesson 8.1 Understanding Percent.Unit 3
Lesson 9: Lucky Duckies

Unit 4: Equivalent Expressions

Module 10: Generating Equivalent Algebraic Expressions
Lesson 10.1: Modeling and Writing Expressions
Lesson 10.2: Evaluating Expressions
Unit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 10.3: Generating Equivalent ExpressionsUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)

Unit 5: Equations and Inequalities

Module 11:  Equations and Relationships
Lesson 11.1:  Writing Equations to Represent Situations
Lesson 11.2:  Addition and Subtraction Equations
Lesson 11.3:  Multiplication and Division Equations
Unit 6
Lesson 1:  Weight For It
Lesson 11.4: Writing InequalitiesUnit 7
Lesson 7:  Tunnel Travels
Module 12:  Relationships in Two Variables
Lesson 12.2:  Independent and Dependent Variables in Tables and GraphsUnit 6
Lesson 16: Subway Fares
Take Away (coming soon!)
Lesson 12.3:  Writing Equations from Tables.Unit 6
Lesson 16: Subway Fares
Take Away (coming soon!)
Lesson 12.4:  Representing Algebraic Relationships in Tables and GraphsUnit 6
Lesson 16: Subway Fares
Take Away (coming soon!)

Unit 6: Relationships in Geometry

GO Math!Amplify Classroom
Module 13: Area and Polygons
Lesson 13.1: Area of QuadrilateralsUnit 1
Lesson 1: Shapes on a Plane
Lesson 3: Exploring Parallelograms
Exploring Parallelograms, Part 2
Lesson 13.2: Area of TrianglesUnit 1
Lesson 1: Shapes on a Plane
Lesson 13.4: Area of PolygonsUnit 1
Lesson 1: Shapes on a Plane
Module 14:  Distance and Area in the Coordinate Plane
Lesson 14.1: Distance in the Coordinate Plane
Lesson 14.2: Polygons in the Coordinate Plane
Unit 1
Lesson 1: Shapes on a Plane

Unit 7: Measurement and Data

Module 16: Displaying, Analyzing, and
Summarizing Data
Lesson 16.1: Measures of CenterUnit 8
Lesson 11: Toy Cars
Lesson 16.4: Dot Plots and Data DistributionUnit 8
Lesson 3: Minimum Wage
Lesson 16.5: HistogramsUnit 8
Lesson 5: The Plot Thickens

Grade 7

Unit 1: The Number System

GO Math!Amplify Classroom
Module 1:  Adding and Subtracting Integers
Lesson 1.2: Adding Integers With Different Signs
Lesson 1.3: Subtracting Integers
Unit 5
Lesson 1: Floats and Anchors
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Module 2: Multiplying and Dividing Integers
Lesson 2.1: Multiplying Integers Unit 5
Lesson 10: Integer Puzzles
Lesson 2.2: Dividing IntegersUnit 5
Lesson 10: Integer Puzzles
Module 3:  Rational Numbers
Lesson 3.2: Adding Rational Numbers
Lesson 3.3: Subtracting Rational Numbers
Unit 5
Lesson 4: Draw Your Own

Unit 2: Ratios and Proportional Relationships

Module 4:  Rates and Proportionality
Lesson 4.1: Unit RatesUnit 2
Lesson 6: Two and Two
Lesson 4.2: Constant Rates of ChangeUnit 2
Lesson 1: Paint
Lesson 6: Two and Two
Lesson 4.3:  Proportional Relationships and GraphsUnit 2
Lesson 1: Paint
Lesson 6: Two and Two
Module 5:  Proportions and Percent
Lesson 5.1: Percent Increase and DecreaseUnit 4
Lesson 1: Mosaics
Lesson 5: Percent Machines
Lesson 5.3: Applications of PercentUnit 4
Lesson 12: Posing Percent Problems(coming soon!)

Unit 3: Expressions, Equations, and Inequalities

Module 6: Expressions and Equations
Lesson 6.3: Writing Two-Step EquationsUnit 6
Lesson 10: Collect the Squares
Module 6: Expressions and Equations
Lesson 7.2: Writing Two-Step InequalitiesUnit 6
Lesson 16: Shira the Sheep
Lesson 7.3: Solving Two-Step InequalitiesUnit 6
Lesson 16: Shira the Sheep

Unit 4: Geometry

Module 8: Modeling Geometric Figures
Lesson 8.1: Similar Shapes and Scale DrawingsUnit 1
Lesson 1: Scaling Machines
Lesson 7: Will It Fit?
Unit 7
Lesson 5: Can You Build It?
Lesson 8.2: Geometric DrawingsUnit 1
Lesson 7: Will It Fit?
Lesson 8.4: Angle RelationshipsUnit 7
Lesson 2: Friendly Angles
Lesson 4: Missing Measures
Module 9:  Circumference, Area, and Volume
Lesson 9.1: CircumferenceUnit 3
Lesson 3: Measuring Around
Lesson 9.2: Area of CirclesUnit 3
Lesson 8: Area Challenges
Lesson 9.3: Area of Composite FiguresUnit 3
Lesson 8: Area Challenges

Unit 5: Statistics

Module 10: Random Samples and
Populations
Lesson 10.1: Populations and SamplesUnit 8
Lesson 10: Crab Island
Module 11: Analyzing and Comparing Data
Lesson 11.3: Using Statistical Measures to Compare PopulationsUnit 8
Lesson 10: Crab Island

Unit 6: Probability

Module 13: Theoretical Probability and
Simulations
Lesson 13.1: Theoretical Probability of Simple EventsUnit 8
Lesson 1: How Likely?
Lesson 2: Prob-bear-bilities

Grade 8

Unit 1: Real Numbers, Exponents, and Scientific Notation

GO Math!Amplify Classroom
Module 1: Real Numbers
Lesson 1.3: Ordering Real NumbersUnit 8
Lesson 4: Root Down
Module 2: Exponents and Scientific
Notation
Lesson 2.1: Integer ExponentsUnit 7
Lesson 1: Circles
Lesson 3: Power Pairs
Lesson 2.4: Operations with Scientific NotationUnit 7
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

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
Lesson 3.2: Rate of Change and SlopeUnit 3
Lesson 4: Flags
Lesson 5: The Tortoise and the Hare
Module 4: Nonproportional Relationships
Lesson 4.1: Representing Linear Nonproportional RelationshipsUnit 3
Lesson 4: Flags
Lesson 4.2: Determining Slope and y-interceptUnit 3
Lesson 4: Flags
Lesson 4.3: Graphing Linear Nonproportional Relationships using Slope and y-intercept.Unit 3
Lesson 4: Flags
Lesson 4.4: Proportional and Nonproportional SituationsUnit 3
Lesson 1: Turtle Time Trials
Module 5: Writing Linear Equations
Lesson 5.1: Writing Linear Equations from Situations and GraphsUnit 3
Lesson 4: Flags
Lesson 5.3: Linear Relationships and Bivariate DataUnit 6
Lesson 3: Robots
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Module 6: Functions
Lesson 6.1: Identifying and Representing FunctionsUnit 5
Lesson 2: Guess My Rule
Lesson 5: The Tortoise and the Hare
Lesson 6.3: Comparing FunctionsUnit 5
Lesson 5: The Tortoise and the Hare
Lesson 6.4: Analyzing GraphsUnit 5
Lesson 1: Turtle Crossing
Lesson 5: The Tortoise and the Hare

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 5: Equation Roundtable
Lesson 7.2: Equations with Rational Numbers
Lesson 7.3: Equations with the Distributive PropertyUnit 4
Lesson 5: Equation Roundtable
Module 8:  Solving Systems of Linear Equations
Lesson 8.1: Solving Systems of Linear Equations by Graphing.Unit 4
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Unit 4: Transformational Geometry

Module 9:  Transformations and Congruence
Lesson 9.1: Properties of Translations
Lesson 9.2: Properties of Reflections
Lesson 9.3:  Properties of Rotations
Unit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Module 10: Transformations and Similarity
Lesson 10.1: Properties of DilationsUnit 2
Lesson 2: Dilation Mini Golf
Lesson 6: Social Scavenger Hunt
Lesson 10.3: Similar FiguresUnit 2
Lesson 1: Sketchy Dilations
Lesson 6: Social Scavenger Hunt

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 12: Puzzling It Out
Lesson 11.2: Angle Theorems for TrianglesUnit 1
Lesson 12: Puzzling It Out
Lesson 11.3: Angle-Angle SimilarityUnit 2
Lesson 6: Social Scavenger Hunt
Module 12: Pythagorean Theorem
Lesson 12.1: The Pythagorean TheoremUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 10: Taco Truck
Module 13: Volume
Lesson 13.1: Volume of CylindersUnit 5
Lesson 11: Cylinders
Lesson 13.2: Volume of ConesUnit 5
Lesson 13: Cones

Unit 6: Statistics

Module 14: Scatter Plots
Lesson 14.1: Scatter Plots and AssociationUnit 6
Lesson 3: Robots
Lesson 14.2: Trend Lines and PredictionsUnit 6
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Module 15: Two-Way Tables
Lesson 15.2: Two-Way Relative Frequency TablesUnit 6
Lesson 11: Finding Associations

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

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

Amplify Tutor Fingerprinting

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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

Desmos Math 6–A1 correlations with Carnegie Math Texas

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S5.E6. Why skepticism is essential to the Science of Reading, with Dr. Claude Goldenberg

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Grade 6

Chapter 1: Numerical Expressions and Factors

Big IdeasDesmos Math 6–A1
Lesson 1: Powers and ExponentsUnit 6
Lesson 10: Powers
Lesson 11: Exponent Expressions (Print available)
Practice Day 2 (Print available)
Lesson 2: Order of OperationsUnit 6
Lesson 11: Exponent Expressions (Print available)
Lesson 3: Prime Factorization
Lesson 4: Greatest Common FactorUnit 5
Lesson 15: Common factors
Lesson 5: Least Common MultipleUnit 5
Lesson 14: Common Multiples
Practice Day 2 (Print available)

Chapter 2: Fractions and Decimals

Lesson 1: Multiplying FractionsUnit 4
Lesson 12: Puzzling Areas (Print available) [Free lesson]
Lesson 13: Volume Challenges
Lesson 14: Planter Planner (Print available)
Lesson 2: Dividing 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 3: Dividing Mixed NumbersUnit 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
Lesson 4: 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: Decimal Multiplication
Lesson 12: Budget Vehicles (Print available)
Lesson 5: Multiplying DecimalsUnit 5
Lesson 1: Dishing Out Decimals (Print available) [Free lesson]
Lesson 2: Decimal Diagrams 
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)
Practice Day 2 (Print available)
Lesson 6: Dividing Whole NumbersUnit 5
Lesson 8: Division Diagrams
Lesson 9: Long Division Launch
Lesson 10: Return of the Long Division (Print available)
Lesson 11: Movie Time [Free lesson] 
Lesson 12: Budget Vehicles (Print available)
Lesson 7: Dividing DecimalsUnit 5
Lesson 8: Division Diagrams
Lesson 9: Long Division Launch
Lesson 10: Return of the Long Division (Print available)
Lesson 11: Movie Time [Free lesson] 
Lesson 12:(Print available) Budget Vehicles 
Practice Day 1 (Print available)
Practice Day 2 (Print available)

Chapter 3: Ratios and Rates

Chapter 4: Percents

Chapter 5: Algebraic Expressions and Properties

Chapter 6: Equations

Chapter 7: Area, Surface Area, and Volume

Chapter 8: Integers, Number Lines, and the Coordinate Plane

Chapter 9: Statistical Measures

Chapter 10: Data Displays

Grade 7

Chapter 1: Adding and Subtracting Rational Numbers

Chapter 2: Multiplying and Dividing Rational Numbers

Lesson 1: Multiplying 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 2: Dividing IntegersUnit 5
Lesson 8: Speeding Turtles
Lesson 3: Converting Between Fractions and DecimalsUnit 4
Lesson 13: Decimal Deep Dive (Print available)
Lesson 4: Multiplying Rational NumbersUnit 5
Lesson 7: Back in Time
Lesson 5: Dividing Rational NumbersUnit 5
Lesson 8: Speeding Turtles

Chapter 3: Expressions

Chapter 4: Equations and Inequalities

Chapter 5: Ratios and Proportions

Chapter 6: Percents

Chapter 7: Probability

Chapter 8: Statistics

Chapter 9: Geometric Shapes and Angles

Chapter 10: Surface Area and Volume

Lesson 1: Surface Area of Prisms
Lesson 2: Surface Area of Cylinders
Lesson 3: Surface Area of Pyramids
Unit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 12: Surface Area Strategies (Print available)
Lesson 13: Popcorn Possibilities
Lesson 4: Volumes of Prisms
Lesson 5: Volumes of Pyramids
Unit 7
Lesson 10: Simple Prisms
Lesson 11: More Complicated Prisms
Lesson 13: Popcorn Possibilities
Practice Day 2 (Print available)
Lesson 6: Cross Sections of Three-Dimensional FiguresUnit 7
Lesson 9: Slicing Solids

Grade 8

Chapter 1: Equations

Chapter 2: Transformations

Chapter 3: Angles and Triangles

Chapter 4: Graphing and Writing Linear Equations

Chapter 5: Systems of Linear Equations

Lesson 1: Solving Systems of Linear Equations by GraphingUnit 4
Lesson 8: When Are They the Same?
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]
Practice Day 2 (Print available)
Lesson 2: Solving Systems of Linear Equations by Substitution
Lesson 3: Solving Systems of Linear Equations by Elimination 
Lesson 4: Solving Special Systems of Linear Equations 
Lesson 6: Scale Drawings

Chapter 6: Data Analysis and Displays

Chapter 7: Functions

Lesson 1: Relations and FunctionsUnit 5
Lesson 1: Turtle Crossing [Free lesson]
Lesson 2: Guess My Rule [Free lesson]
Lesson 2: Representations of FunctionsUnit 5
Lesson 3: Function or Not?
Lesson 5: The Tortoise and the Hare [Free lesson]
Lesson 3: Linear FunctionsUnit 5
Lesson 6: Graphing Stories
Lesson 7: Feel the Burn (Print available) [Free lesson]
Lesson 8: Charge! (Print available)
Lesson 4: Comparing Linear and Nonlinear FunctionsUnit 5
Lesson 4: Window Frames
Lesson 5: Analyzing and Sketching GraphsUnit 5  
Lesson 6: Graphing Stories

Chapter 8: Exponents and Scientific Notation

Chapter 9: Real Numbers and the Pythagorean Theorem

Lesson 1: Finding Square RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Lesson 2: The Pythagorean Theorem
Lesson 3: Finding Cube RootsUnit 8
Lesson 2: From Squares to Roots
Lesson 3: Between Squares
Lesson 4: Root Down [Free lesson]
Lesson 4: Rational Numbers 
Lesson 5: Irrational NumbersUnit 8
Lesson 14: Hit the Target
Lesson 6: The Converse of the Pythagorean TheoremUnit 8
Lesson 9: Make It Right

Chapter 10: Volume and Similar Solids

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

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)

Grade K

Unit 1: Math Is…

Lesson 1-2: Math is Exploring and ThinkingConnecting Cubes

Unit 4: Sort, Classify and Count Objects

Lesson 4-1: Alike and DifferentSo Much Sorting
Lesson 4-2: Sort Objects into GroupsSo Much Sorting
Lesson 4-3: Count Objects in GroupsWhat’s that Shape called?
Another Shape

Unit 5: 2-Dimensional Shapes

Lesson 5-1: TrianglesWhat’s that Shape called?
Lesson 5-2: Squares and RectanglesAnother Shape
Lesson 5-4: CirclesWhat’s that Shape called?

Unit 6: Understand Addition

Lesson 6-1: Represent and Solve Add To ProblemsHow Many Objects?
Lesson 6-2: Represent and Solve More Add to ProblemsWhat does it mean to add?
Lesson 6-3: Represent and Solve Put Together ProblemsWhat does it mean to add?

Unit 7: Understand Subtraction

Lesson 7-1: Represent Take Apart ProblemsWhat does it mean to subtract?
Lesson 7-2: Represent and Take From ProblemsWhat does it mean to subtract?

Unit 8: Addition and Subtraction Strategies

Lesson 8-4: Ways to Decompose 6 and 7Harry Explores the Ocean
Lesson 8-6: Ways to Decompose 8 and 9Harry Explores the Ocean
Lesson 8-7: Ways to Make 10Harry Explores Space
Lesson 8-8: Ways to Decompose 10Showing What We Know About 10

Unit 13: Analyze, Compare and Compose Shapes

Lesson 13-1: Compare and Contrast 2-Dimensional ShapesWhat’s that Shape called?

Unit 14: Compare Measurable Attributes

Lesson 14-1: Describe Attributes of ObjectsAnother Shape

Grade 1

Unit 2: Number Patterns

Lesson 2-5: Patterns when Representing Objects in a GroupMeeting Yara

Unit 3: Place Value

Lesson 3-1: Numbers 11 to 19Same Number, Different Ways
Lesson 3-2: Understand 10sBoris’s Thimbles
Lesson 3-4: Represent 2-DigitsSame Number, Different Ways
Lesson 3-5: Represent 2-Digits in Different WaysSame Number, Different Ways

Unit 4: Addition within 20: Facts and Strategies

Lesson 4-1: Relate Counting to AdditionInvestigate: Game Points
Meeting Yara
Lesson 4-5: Make a Ten to AddMaking 10
Lesson 4-9: Find an Unknown Number in an Addition EquationA Community Working Together
Lesson 4-10: Understand The Equal SignKitten Coaster
Lesson 4-11: True Addition EquationsKitten Coaster
Replanting Huli

Unit 5: Subtraction within 20: Facts and Strategies

Lesson 5-1: Relate Counting to SubtractionPacking a Picnic

Unit 7: Meanings of Addition

Lesson 7-1: Represent and Solve Add to ProblemsThe Kalo Plants
Tutu’s Garden in Maui
Lesson 7-2: Represent and Solve More Add to ProblemsHelping Others

Unit 8: Meanings of Subtraction

Lesson 8-1: Represent and Solve Take From ProblemsThe Kalo Plants
Tutu’s Garden in Maui
Lesson 8-2: Represent and Solve More Take From ProblemsHelping Others

Unit 13: Equal Shares

Lesson 13-1: Understand Equal SharesA Bigger Part
Lesson 13-2: Partition Shapes into HalvesFair and Square
Lesson 13-3: Partition Shapes into FourthsFair and Square
Lesson 13-4: Describe the WholeOne of the Parts, All of the Parts
Lesson 13-5: Describe the Halves and Fourths of ShapesOne of the Parts, All of the Parts

Grade 2

Unit 2: Place Value to 1,000

Lesson 2-1: Understand HundredsWhat Makes a Hundred?
Lesson 2-2: Understand 3-digit numbersWhat’s the Value?
Lesson 2-3: Read and Write Numbers to 1000All the Ways!
Lesson 2-4: Decompose 3-digit numbersA New Representation

Unit 3: Patterns within Numbers

Lesson 3-1: Counting PatternsInvestigate: A Mistake in Mom’s Office
Lesson 3-2: Patterns when Skip Counting by 5?What’s that Number?
Lesson 3-3: Patterns when Skip Counting by 10s and 100sLooking for Patterns

Unit 4: Meanings of Addition and Subtraction

Lesson 4-7: Represent and Solve Compare ProblemsAwesome Aquariums

Unit 5: Strategies to Add Fluently Within 100

Lesson 5-9: Add More Than Two NumbersHow Much Money?

Unit 7: Measure and Compare Lengths

Lesson 7-10: Solve Problems using LengthLengths of Jungle Animals

Unit 8: Measurement, Time and Money

Lesson 8-1: Understand the Value of CoinsDiscovering Coins (Part I)
Discovering Coins (Part 2)
Lesson 8-2: Solving Money Problems Using CoinsHow Much Money?

Unit 9: Strategies to Add 3-Digit Numbers

9-2: Represent Addition with 3-Digit NumbersThere’s Something About Berries
9-3: Represent Addition with 3-Digit Numbers With RegroupingBaking with Skunk

Unit 11: Data Analysis

Lesson 11-5: Understand Line PlotsMessy Measurements
Lesson 11-6: Show Data on a Line PlotBracelets and Wristbands

Grade 3

Unit 2: Use Place Value Fluently to Add and Subtract within 1001

Lesson 2-3: Estimate Sums and DifferencesAdding Strategically
Lesson 2-6: Use Partial Sums to AddWhat is an Algorithm
Lesson 2-10: Fluently Add Within 1,000How Would You Solve It?
Determining the Sum of 2 or More Addends

Unit 3: Multiplication and Division

Lesson 3-1: Understand Equal GroupsEqual Groups
Lesson 3-3: Understand the Commutative PropertyArrays of Flavor
Lesson 3-7: Find the UnknownIt’s Chilli In Here!

Unit 4: Use Patterns to Multiply by 0,1, 2, 5 and 11

Lesson 4-6: Solve Problems Using Equal GroupsDivision and Multiplication Equations

Unit 6: Connect Area and Multiplication

Lesson 6-1: Understand AreaTiling Figures
Lesson 6-2: Count Unit Squares to Determine AreaRectangles and Arrays
Unit 2: Lesson 4: Area Hunt

Unit 7: Fractions

Lesson 7-5: Represent Whole Numbers as FractionsCat Crossing
Lesson 7-6: Represent a Greater Than One on a Number LineFractions on the Number Line

Unit 9: Use Multiplication to Divide

Lesson 9-1: Use Multiplication to Solve Division ProblemsRelating Quotients to Familar Products

Unit 12: Measurement and Data

Lesson 12-10: Measure to Halves or Fourths of an InchHow Long Is It?
More Precise Measurements
Lesson 12-11: Show Measurement Data on a Line PlotThe Plot Chickens

Unit 13: Describe and Analyze 2-Dimensional Shapes

Lesson 13-1: Describe and Classify PolygonsPiho’s Shapes
Lesson 13-2: Classify QuadrilateralsRectangles, Squares and Rhombuses

Grade 4

Unit 4: Multiplication as Comparison

Lesson 4-1: Understanding Comparing with MultiplicationRepresenting “Times as Many”
Lesson 4-2: Represent Comparison ProblemsSticker Mania
Lesson 4-3: Solve Comparison Problems Using MultiplicationGoing Swimming

Unit 5: Numbers and Number Patterns

Lesson 5-1: Understand Factors of a NumberHamster Homes
Lesson 5-3: Understand MultiplesFactor or Multiple
Lesson 5-4: Number or Shape PatterrnsHow Does it Grow?
Lesson 5-5: Generate a PatternHow Does it Grow?

Unit 6: Multiplication Strategies with Multi-Digit Numbers

Lesson 6-2: Estimate ProductsA Reasonable Answer
Lesson 6-4: Multiply 2-Digit by 1-Digit FactorsCounting Flowers for Lei
Lesson 6-5: Multiply Multi-Digit 1-Digit FactorsA Lei Making Workshop
Lesson 6-7: Multiply 2-Digit FactorsDouble Decomposition

Unit 9: Addition and Subtractions Meanings and Strategies with Fractions

Lesson 9-2: Represent Adding FractionsPizza Problems
Lesson 9-3: Add Fractions with Like DenominatorsPizza Problems
Lesson 9-4: Represent Subtracting FractionsPizza Problems
Lesson 9-5: Subtract Fractions with Like DenominatorsPizza Problems
Lesson 9-6: Solve Problems Using FractionsPizza Problems

Unit 10: Addition and Subtraction Strategies with Mixed Numbers

Lesson 10-1: Understand Decomposing Mixed NumbersMath Pizzeria

Unit 11: Multiply Fractions by Whole Numbers

Lesson 11-1: Represent Multiplication of a Unit Fraction by a Whole NumberEqual Groups of Fractions

Unit 12: Decimal Fractions

Lesson 12-2: Understand Decimal NotationA New Way to Write Tenths
A New Way to Write Hundredths
Lesson 12-3: Compare DecimalsCan You Compare?

Grade 5

Unit 2: Volume

Lesson 2-2: Use Unit Cubes to Determine VolumePutting It Together
Lesson 2-3: Use Formula to Determine VolumePutting It Together
Lesson 2-4: Determine the Volume of Composite FiguresFigures Made of Prisms

Unit 3: Place Value and Number Relationships

Lesson 3-1: Generalize Place ValuePlace Value Patterns
Lesson 3-4: Compare DecimalsSelling Collectibles
Lesson 3-5: Use Place Value to Round DecimalsWhich Way Down the Mountain?

Unit 5: Multiply Multi-Digit Whole Numbers

Lesson 5-1: Understand Powers and ExponentsMonarch Butterflies
Lesson 5-2: Patterns When Multiplying a Whole Number by Powers of 10All About that Base
Lesson 5-5: Use Partial Products to Multiply Multi-Digit FactorsHow Do They Compare?
Lesson 5-6: Relate Partial Products to an AlgorithmPatrial Products Everywhere
Lesson 5-7: Multiply Multi-Digit Factors FluentlyPatrial Products Everywhere

Unit 6: Multiply Decimals

Lesson 6-1: Patterns when Multiplying Decimals by Powers of 10Powers of 10 Parade

Unit 7: Divide Whole Numbers

Lesson 7-5: Use Partial Quotients to DivideEmptying the Water Tank

Unit 8: Divide Decimals

Lesson 8-1: Division Patterns with Decimals and Patterns of 10Powers of 10 Parade

Unit 10: Multiply Fractions

Lesson 10-3: Represent Multiplication of a Fraction By A FractionMaking Food
Lesson 10-4: Multiply a Fraction By A FractionMaking Food
Lesson 10-5: Determine the Area of Rectanges with Fractional Side LengthsInstalling Turf
Lesson 10-6: Represent Multiplication of Mixed NumbersInstalling Turf
Lesson 10-7: Multiply Mixed NumbersInstalling Turf

Unit 13: Geometry

Lesson 13-2: Plot Ordered Pairs on the Coordinate PlaneBullseye!

Grade 6

Module 1: Ratios and Rates

Reveal MathAmplify Classroom
Lesson 1: Understand ratiosUnit 2
Lesson 1: Pizza Maker
Lesson 2: Tables of Equivalent RatiosUnit 2
Lesson 10: Disaster Preparation
Lesson 4: Compare Ratio RelationshipsUnit 2
Lesson 4: Fruit Lab
Lesson 6: Convert Customary Measurement UnitsUnit 3
Lesson 1: Many Measurements
Lesson 7: Understand Rates and Unit RatesUnit 3
Lesson 6: Soft Serve

Module 2: Fractions, Decimals, and Percents

Lesson 1: Understand PercentsUnit 3
Lesson 9: Lucky Duckies
Lesson 3: Relate Fractions, Decimals, and PercentsUnit 5
Lesson 2: Decimal Diagrams and Algorithms

Module 3: Compute with Multi-Digit Numbers and Fractions

Lesson 1: Divide Multi-Digit Whole NumbersUnit 5
Lesson 13: Movie Time
Lesson 3: Divide Whole Numbers by FractionsUnit 4
Lesson 3: Flour Planner
Lesson 4: Divide Fractions by FractionsUnit 4
Lesson 6: Fill the Gap
Lesson 5: Divide with Whole and Mixed NumbersUnit 4
Lesson 6: Fill the Gap

Module 4: Integers, Rational Numbers, and the Coordinate Plane

Lesson 1: Represent IntegersUnit 7
Lesson 1: Can You Dig It?
Lesson 3: Compare and Order IntegersUnit 7
Lesson 4: Order in the Class

Module 5: Numerical and Algebraic Expressions

Lesson 3: Write Algebraic Expressions
Lesson 4: Evaluate Algebraic Expressions
Unit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 6: Use the Distributive PropertyUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 7: Equivalent Algebraic ExpressionsUnit 6
Lesson 1: Weight for It

Module 6: Relationships in Geometry

Lesson 2: One-Step Addition Equations
Lesson 3: One-Step Subtraction Equations
Unit 6
Lesson 1: Weight for It
Lesson 6: InequalitiesUnit 7
Lesson 7: Tunnel Travels

Module 7: Relationships Between Two Variables

Lesson 4: Multiple RepresentationsUnit 6
Lesson 16: Subway Fares
Take Away (coming soon!)

Module 8: Area

Module 9: Volume and Surface Area

Lesson 2: Surface Area of Rectangular PrismsUnit 1
Lesson 10: Renata’s Stickers

Module 10: Statistical Measures and Displays

Lesson 1: Statistical QuestionsUnit 8
Lesson 3: Minimum Wage
Lesson 2: Dot Plots and HistogramsUnit 8
Lesson 5: The Plot Thickens
Lesson 3: Measures of CenterUnit 8
Lesson 11: Toy Cars
Lesson 7: Interpret Graphical DisplaysUnit 8
Lesson 3: Minimum Wage

Grade 7

Module 1: Proportional Relationships

Reveal MathAmplify Classroom
Lesson 1: Unit Rates Involving Ratios of FractionsUnit 2
Lesson 1: Paint
Lesson 3: Tables of Proportional ReasoningUnit 2
Lesson 1: Paint
Lesson 4: Graphs of Proportional ReasoningUnit 2
Lesson 8: Dino Pops
Lesson 5: Equations of Proportional ReasoningUnit 2
Lesson 6: Two and Two

Module 2: Solve Percent Problems

Lesson 1: Percent of ChangeUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Lesson 3: Tips and MarkupsUnit 4
Lesson 5: Percent Machines
Lesson 4: DiscountsUnit 4
Lesson 5: Percent Machines

Module 3: Operations with Integers

Lesson 1: Add Integers
Lesson 2: Subtract Integers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 3: Multiply IntegersUnit 5
Lesson 10: Integer Puzzles
Lesson 5: Apply Integers OperationsUnit 5
Lesson 10: Integer Puzzles

Module 4: Operations with Rational Numbers

Lesson 1: Add Integers
Lesson 2: Subtract Integers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 3: Multiply IntegersUnit 5
Lesson 10: Integer Puzzles
Lesson 5: Apply Integers OperationsUnit 5
Lesson 10: Integer Puzzles

Module 5: Simplify Algebraic Expressions

Lesson 2: Add Linear Expressions
Lesson 3: Subtract Linear Expressions
Unit 6
Lesson 10: Collect the Squares
Lesson 4: Solve Inequalities Using Addition or SubtractionUnit 6
Lesson 16: Shira the Sheep

Module 6: Write and Solve Equations

Lesson 1: Write and Solve One-Step EquationsUnit 6
Lesson 16: Shira the Sheep

Module 7: Write and Solve Inequalities

Lesson 6: Wirte and Solve Two-Step InequalitiesUnit 6
Lesson 16: Shira the Sheep

Module 8: Geometric Figures

Lesson 1: Vertical and Adjacent AnglesUnit 7
Lesson 4: Missing Measures
Lesson 2: Complementary and Supplementary AnglesUnit 7
Lesson 2: Friendly Angles
Lesson 3: TrianglesUnit 7
Lesson 5: Can You Build It?
Lesson 4: Scale DrawingsUnit 1
Lesson 1: Scaling Machines
Lesson 7: Will It Fit?

Module 9: Measure Figures

Lesson 1: Circumference of CirclesUnit 3
Lesson 3: Measuring Around
Lesson 2: Area of CirclesUnit 3
Lesson 9: Area Challenges

Module 10: Probability

Lesson 1: Find Likelihoods
Lesson 2: Relative Frequency of Simple Events
Lesson 3: Theoretical Probability of Events
Unit 8
Lesson 1: How Likely?
Lesson 2: Prob-bear-bilities

Module 11: Sampling and Statistics

Lesson 1: Biased and Unbiased SamplesUnit 8
Lesson 10: Crab Island
Lesson 2: Make Predictions
Lesson 3: Generate Multiple Samples
Unit 8 
Lesson 10: Crab Island
Lesson 4: Compare Two PopulationsUnit 8
Lesson 10: Crab Island

Grade 8

Module 1: Exponents and Scientific Notation

Reveal MathAmplify Classroom
Lesson 1: Powers and ExponentsUnit 7 
Lesson 1: Circles
Lesson 2: Multiply and Divide MonomialsUnit 7 
Lesson 3: Power Pairs
Lesson 3: Power of MonomialsUnit 7 
Lesson 3: Power Pairs
Lesson 5: Scientific NotationUnit 7 
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale
Lesson 6: Compute with Scientific NotationUnit 7 
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

Module 2: Real Numbers

Lesson 2: RootsUnit 8
Lesson 4: Root Down

Module 3: Solve Equations with Variables on Each Side

Lesson 1: Solve Equations with Variables on Each SideUnit 4
Lesson 5: Equation Roundtable
Lesson 2: Write and Solve Equations with Variables on Each SideUnit 4
Lesson 5: Equation Roundtable
Lesson 5: Determine the Number of Solutions

Module 4: Linear Relationships and Slope

Lesson 1: Proportional Relationships and SlopeUnit 3
Lesson 1: Turtle Time Trials
Lesson 2: Slope of a LineUnit 3
Lesson 4: Flags
Lesson 5: Slope-Intercept FormUnit 4
Lesson 5: Equation Roundtable
Lesson 6: Graph Linear EquationsUnit 3
Lesson 4: Flags
Unit 5
Lesson 5: The Tortoise and the Hare

Module 5: Functions

Lesson 1: Identify FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 6: Qualitative GraphsUnit 5
Lesson 5: The Tortoise and the Hare

Module 6: Systems of Linear Equations

Lesson 1: Solve Systems of Equations by GraphingUnit 4 
Lesson 11: Make Them Balance

Module 7: Triangles and the Pythagorean Theorem

Lesson 2: Angle Relationships and TrianglesUnit 1 
Lesson 12: Puzzling It Out

Module 8: Transformations

Lesson 1: Translations
Lesson 2: Reflections
Lesson 3: Rotations
Unit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Lesson 4: DilationsUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf

Module 9: Congruence and Similarity

Lesson 3: Similarity and TransformationsUnit 2
Lesson 6: Social Scavenger Hunt

Module 10: Volume

Lesson 1: Volume of CylindersUnit 5
Lesson 11: Cylinders
Lesson 2: Volume of ConesUnit 5
Lesson 13: Cones

Module 11: Scatter Plots and Two-Way Tables

Lesson 1: Scatter PlotsUnit 6 
Lesson 3: Robots
Lesson 2: Draw Lines of FitUnit 6 
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Lesson 4: Two-Way TablesUnit 6
Lesson 11: Finding Associations
Lesson 5: Associations in Two-Way TablesUnit 6
Lesson 11: Finding Associations

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

S1-08: The importance of risk-taking in the science classroom, a conversation with Valeria Rodriguez

AS_Podcast-S1E08-Valeria-Rodriguez_Cover

In this episode, our host Eric Cross sits down with Miami-based educator Valeria Rodriguez. Valeria shares her journey of serving in the Peace Corps, working a corporate job, and eventually finding her passion as a middle-school science teacher. Listen in as Valeria explains how sketchnoting, a form of note-taking that utilizes illustrations, encourages student choice and creativity in her classroom. Eric and Valeria also discuss the importance of risk-taking within the science classroom, and how their own mistakes can be crucial in modeling resilience for students. Lastly, Valeria shares experiences she had with several teachers who inspired her throughout her career. Explore more from Science Connections by visiting our main page.

Download Transcript

Valeria Rodriguez (00:00):

There’s so many things that drawing to me makes an essential connection to. It tells me no matter what, I can continue placing lines on my paper and creating the image I want. Some people will say they messed up the drawing. You know what? They gave it character.

Eric Cross (00:19):

Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Valeria Rodriguez. Valeria is a science educator, instructional technologist, and illustrator, who is currently part of a steam team where she teaches third through fifth graders in Miami, Florida. Valeria has presented and led workshops at education conferences like NSTA, ISTI, and SXSWEdu. In this episode, we discuss how she uses real-world projects to make lessons more meaningful, and why teaching students how to sketchnote increases their conceptual understanding in science. I hope you enjoy this pun-filled conversation with Valeria Rodriguez.

New Speaker (00:58):

Now you’re in Miami and you have a biology background. We’re like kindred spirits. Like we do the same thing. I teach biology here in San Diego at a middle school called Albert Einstein Academy. So I’m in a seventh grade classroom teaching life science.

Valeria Rodriguez (01:11):

That’s so cool. That’s how I started.

Eric Cross (01:13):

Is it?

Valeria Rodriguez (01:13):

Mm-Hmm <affirmative> I started teaching middle school science for seven years, doing life science in my biology background.

Eric Cross (01:20):

How’d you get started? Like where did you kind of begin?

Valeria Rodriguez (01:22):

Well, I went to UF for undergrad as a runner, and I thought I was gonna go to the Olympics, but you know, running in college is hard. And you quickly like realize a path as a full-time athlete is really hard. And one of the days that I was having one of those, like “come Jesus moments” of what am I gonna do with my life, I walked by a sign that said life is calling. And I’m like, okay, <laugh>

Eric Cross (01:52):

You literally had a sign.

Valeria Rodriguez (01:53):

There was a sign. So I was like, I’m reading the sign. I’m following the arrows. And it was for the Peace Corps. And so I went to this meeting and everything that I’ve ever done student government, athletics school education, my backgroundmy family’s from Columbia–everything in that meeting came together and they’re like, we need all these skills. And I’m like, I have those. Those are my skills. And they’re like every Peace Corps volunteer teaches. And so I went in as an agriculture volunteer to Panama because of my major and my background in biology. And while I was in the Peace Corps doing the work, I was teaching at the local school. And I realized that the most sustainable way to create any change is through education. When I came back, I was like, well, what do you do if your first job in the world is in the Peace Corps? Like my background was, you know, managing a machete in a field and teaching second through eighth grade in one classroom, on a chalkboard, you know, in English and in Spanish, while teaching the teacher and the students. So I found that going into teaching allowed me to put some of those skills, that wide array of skills that I had collected until that moment, into practice. And it allowed me to do the arts, do the running, do the science, do the connecting with the community in one place here in the states.

Eric Cross (03:34):

I don’t know if I’m just romanticizing, but you were in Panama and you were doing this amazing teaching. I don’t know. Do you compare it to teaching now in the classroom? Is there anything that ever like makes you wish that you were kind of in that environment again? Or are you kind of, do you like the more kind of technology side of things?

Valeria Rodriguez (03:48):

I tell my students all the time that I miss it, because when I was in Panama, I was in Licencia. They looked at me like this, all knowing being. If they couldn’t come to class because the kids literally had to work, they would bring me their assignment, like run it to me and then run back to their parents. Like, “I had to turn it in, but I have to go to work.” And I’m like, oh my gosh. And like here, sometimes I feel like, you know, I have to negotiate and convince my students to want to give me their work. And maybe it’s because we take a lot of things for granted. I mean, I didn’t have running water in my community. Here, you know, we have everything. I miss how we appreciated — like, my parents would send suitcases of materials for me to hand out to my students, like color and stuff, notebooks, things like that — and the kids would like, hold that notebook, like pristine and here sometimes my students aren’t as careful with materials. And I’m like, why are you breaking the crayon box? <Laugh>

Eric Cross (04:54):

I’m thinking about that. Just even just bringing pens and crayons and how that’s valued. And then a culture that’s built around esteeming teachers, and you’re this essential member of the community — and you feel that. It’s palpable.

Valeria Rodriguez (05:08):

Yeah. And here, sometimes I ask students like, what do you wanna be when you grow up? And you get all sorts of answers, but in my community, it’s gonna sound funny, but they were like, we wanna be a teacher. Like, that means that we would know a lot of stuff and they would put their hair up in a bun, ‘cause I always have it in a bun, and they would write stuff when they were playing and they would act me out <laugh> and I’m like, do I, do I do that? <Laugh> I genuinely got a very rich experience in the time that I was there. And what I learned the most was how to try to not do as much, it’s like a lesson that I’m still trying to learn because like I’m here with the U.S. Mentality of go, go, go.

Valeria Rodriguez (05:58):

And they’re like, but we already did, you know, two things like now we stop. And I’m like, but, but why? And they’re like, you can do that tomorrow. And I’m like, but no, like we’re gonna run out of time. For me. It was a lot of struggle of like slow down. And as a teacher, I feel like I’m always like on the treadmill at a thousand speed. And sometimes I have to tell myself like slow down, be in this moment, like a parent texted me today that her daughter was walking with her dad and said, daddy, let’s talk about the layers of the soil. And I was like, I need to stop right now and acknowledge that this happened. She’s in third grade and she’s asking her dad, you know, she could ask him about anything, and she’s asking him about soil. That’s essential for everything. And we don’t even think about soil here. Like my community had tons of erosion and every year there were less and less crops being able to be produced. We’re not talking about that here. And yet, my student asked her dad here in Miami, <laugh> about soil. And that conversation happened because of our class.

Eric Cross (07:03):

And you allowed yourself to be present and experience and feel that that communication came to you.

Valeria Rodriguez (07:09):

Yeah. We put so much stuff out there and we don’t know where it lands. If it lands on dirt or soil, <laugh>

Eric Cross (07:16):

There you go. I like it. Yeah. Bringing it back. But you’re, I think you’re what you’re saying. Resonates with a lot of educators that’ll be listening to this is that there’s so much that you do. And there’s even times when we do get the feedback, there might be a letter or a card or something, but like, to your point, like we look to the next thing instead of stopping, being present and allowing yourself to absorb it. I think I need to put that up on my, like on my wall, like this, just be present. Now you came back and then you went into the classroom here and you started off teaching science.

Valeria Rodriguez (07:46):

I didn’t go straight into the classroom. I knew that I wanted to continue teaching. But I wasn’t back here in Miami. When I moved back, I moved to Austin. And I ended up getting married and there, I started teaching Spanish as a second language like corporate classes. And I was kind of like tiptoeing around, like, do you dive into education? ‘Cause The idea of a teacher here is very different than the teacher idea that I had while in the peace Corps. So he, a lot of people were like, you can do so many things. Why would you teach? And I was like insulted <laugh>. I was like, wait, what do you mean? Like even to this day, I’ve started a blog post, maybe 20 times with that statement because people all the time are like, you’re so talented. Why do you teach? And it drives me crazy because it makes me feel like they’re looking down on my choice <laugh> but I came to terms with it that it’s just like a societal thing. Cause of that quote, like those who can’t do teach. And I was like, let me let this go.

Eric Cross (09:01):

I find though that educators who come in as a second career, come in with a, a, a variety of skill sets that I, I think you can only get when you’re outside of academia. I mean, you can, you can develop them, you know, going kind of K12 education college and then into the classroom. But those soft skills, the business skills, a lot of those things you really develop. And it’s funny ‘cause your, your story almost sounds like some of the people that I know that work in big tech firms, they have this eclectic story and then now they’re, you know, working for Google or Facebook or something, but that actually was a as set to them because they are able to see the world through multiple perspectives. And I’m hearing kind of a distinguish between art of teaching and the science of teaching. Like you had the, maybe the art connecting ideas, these things, and then the science, like the quote unquote like formal teaching. Okay. That had to get built on later. Like am I hearing that right?

Valeria Rodriguez (09:55):

Yeah. The that’s what rocks I’m teaching the rock cycle right now. So I’m, I’m under a lot of heat and pressure <laugh>

Eric Cross (10:02):

We got the funds, we got the funds rolling. All right. All right. So bringing in the, so the, the art side or the science side we have, and then we just have this amazing illustrator. Now you mentioned your website and we’re gonna post it somewhere, but just so we have it here to, and you say, what is your website where all your majors and sketch notes can be found,

Valeria Rodriguez (10:21):

Www dot Valia, sketches.com.

Eric Cross (10:23):

Okay. So folks that are listening, if you wanna check out the art, there’s some awesome stuff on there, as well as Twitter and Instagram. And we’ll make sure we have it handles in the, the bio of the podcast and the notes. Your art’s amazing. I looked, I checked it. I saw inauguration. I saw astronauts. I saw all kinds of different things. How do you use that in the classroom

Valeria Rodriguez (10:45):

To draw connections? The ones? So what I do is I airplay my iPad onto the board. And sometimes as I’m talking, I’ll draw things, draw things I’m saying, or assignments I’ll sketch out different ideas, or maybe like the schedule I’ll have an icon of some sort that represents things. I use it for everything and anything, because just the way that I tell my students that science is everywhere. I, we don’t realize how programmed we are to use images to for, for information they’re in the street. Bathroom signs, we see the zoom little link, like the image, the icon of zoom. And we know that it’s a call the apps. You know, our phone doesn’t have the words for everything that we’re opening. We just have a list of images that represent information. So we’re programs for this. And all I’m doing is showing my students how we’re programmed for it because we’re so used to seeing images, to represent things that we’re taking it for granted again.

Valeria Rodriguez (12:03):

And sometimes my students will like, I’ll write something and I ask them, make your own visual vocabulary. So I give them the word of the definition for every unit, the younger ones, I give them the definition they have to plug in the word and an image, the older ones, I give them the word they have to plug in the definition and an image. But I don’t tell them what to draw because they need to create an image that will help them to remember the definition. Not me. I tell them, I wrote the list. I know the words, you’re the one that needs to think of something that’s going to help you to remember this. You need to draw a connection to this information. Like I use it and I mess up all the time. And I, I scratch things out because I feel that my students or the student that I’ve had in general are risk averse.

Valeria Rodriguez (12:57):

They don’t want to make mistakes. And drawing is one of those things that it taught me that it’s okay to make mistakes. Like people won’t buy commit to buying houses or they won’t commit to things because they’re gonna make a, I’m like, you can sell the house. You can move again. I mean, I’ve lived in a lot of cities. I’ve been married, divorce, gone out with people. It’s worked out it hasn’t you know, there’s, there’s so many things that drawing to me makes an essential connection to <affirmative> that it tells me no matter what I can continue placing lines on my paper and creating the image I want. And if a line doesn’t necessarily go in the direction, I want it to, I can continue shaping it so that the overall image is in the direction I want. And I can look past those line here and there that some people will say they messed up the drawing. You know what? They gave it character. I, I cycle and I have scars everywhere. They give me character and I keep writing. The overall image in my head is I’m a cyclist, not I’m banged up. <Laugh>

Eric Cross (14:14):

I feel like there’s so much to mind in what you just said. This was like a mini-Ted talk. And I couldn’t write fast enough because there were so many gems of the things that you said, but let me say something worse. And this is I’m gonna be surface with this because, and it’s your fault because you got me thinking in puns and you said, take it for granted. And I said, take it for granted because you’re talking about the rock cycle. So that’s what I heard way back. Anyways, you have your students creating what, but it’s low tech, which is really cool because a lot of times we think of creating content and it’s kind of high tech, but they’re creating something. And this is for us, like as biology folks, like you’re using kind of like this neuroscience that exists about students, creating an art to help them learn.

Eric Cross (14:55):

And this is something that I, I feel gets missed a lot in. When we talk about the quote unquote, the formal teacher training is the element of how creating an art can actually lead to improved learning in the classroom. It’s something you have to go to like a conference to kind of go and see or something, but it’s not as, it’s not as pervasive everywhere. And that thing about risk averse. I feel like I, you spoke to my own life. What I see ‘cause with my own seventh graders, I see the same fear or anxiety when I ask them to draw. As I do, when I ask them to give me a hypothesis about a phenomenon that I’m gonna teach and I say, it’s okay to be wrong, but I see them drift to the Chromebook and want to Google it. You know what you just said about just try it and you can always change and giving character, I feel like is just a great message for everybody to hear

Valeria Rodriguez (15:48):

Today. Students made fossil, right? ‘Cause They’re learning about rocks and we made using plaster, but then I put the green screen up and not only did they make it and they excavated them, but then we put it on the green screen. And they’re like all of a sudden at a dig site,

Eric Cross (16:04):

What I’m seeing right now for those of you who are listening is, is students who are on, is this on IMO?

Valeria Rodriguez (16:10):

This is on we video

Eric Cross (16:12):

Video and they’re holding up fossils that they made. But in the background, because there was a green screen, there’s an overlay of like a, a rock dig site. So the students legitimately look like they’re paleontologists or something somewhere.

Valeria Rodriguez (16:24):

Exactly. And so it’s, it’s not just creating lines, right? The sketching transfers to so much be because even the want, not wanting to make a mistake with their fossil. One of the kids today, when he took off the, the Plato, ‘cause we put the Plato at the base. Then we put in either a shell or some sort of artifact that they were going to fossilize. And then we put in the plaster when he took off the Plato, a piece broke off and everybody’s like, I can’t believe you broke your fossil. And I’m like, not the first. Okay. Do you know how many of these guys and girls have been out there? And all of a sudden they find a dinosaur bone and they’re walking and they fall. And this fossil that took billions of years is all of a sudden broken. I’m like this selfie, the original selfies, these animals died in commitment to their selfies.

Valeria Rodriguez (17:19):

And here you are dropping the bone. So they were all laughing, but it was to go away from the fact that, oh my God, you broke it. You made a mistake. You drew the wrong line. You asked the wrong question. Like no big deal. Keep digging, shout out to the teachers that try doing the projects that they have. They don’t feel completely comfortable with or you know, that they take risks doing. Because even though in theory, it’s like suggested and schools want that or communities want that when it comes down to it, people also expect us to do things at work. But part of our job is also taking risks. Like we did a tethered weather balloon launch the other day because we couldn’t get approval to release the weather balloon in the atmosphere since we’re near an airport. And it was too short of a time.

Valeria Rodriguez (18:14):

And I remember a parent said, oh, you’re not releasing the balloon. And I was like, well, this is a lot of work too. <Laugh> we, you know, we’re, we’re doing the tethered launch. This is a hard project. So the other day when I heard that comment, like I went back to my class and I was like, you know what? I took a risk to do this project. I could have played it safe with a handout of a weather balloon <laugh> or you know, a YouTube video. It’s it’s the, the fact that we’re continuing to push. And so I wanna like really thank the teachers that keep trying to do the hard things that aren’t like tried and tested because it’s scary. Yeah.

Eric Cross (18:57):

Yeah. There aren’t a lot of opportunities for them to have adults that they see in positions of authority or that they respect or admire model failure. And I don’t mean failure in the, like the negative pejorative sense, but like things just not working out and then seeing how you respond to it, ‘cause you’re modeling, taking a risk. But like with real stakes, it’s authentic. I had students swab the campus and we put it in auger dishes and Petri sealed it up and then let it grow room temperature, but we kept it you know, cool enough at 75 degrees. So it wouldn’t be able to survive any, anything pathogenic. And then students, you know, I took pictures of them and then showed them the results. So the students never interacted with it and some things grew and some things didn’t, it was mostly, you know, fungi and some bacteria, but I showed them like, how come mine didn’t grow? And I was like, well, you know, it could have been how we swabbed. It could have been some things don’t grow the temperature, we kept it at, but some of the experiments didn’t yield the cool results. And that was okay. But I front loaded the expectation so that if everything did go great, sweet, but managing expectation, I found really helps to mitigate the pressure.

Valeria Rodriguez (20:01):

Yeah. Well another project that we’ve participated in is growing beyond earth where we’re planting seeds that contribute to like a huge set of data for cultivars that are being considered for growth on the international space station. And my students are like, well, you know, we just have six little pots, like what is this? And I’m like, yeah, we have two little seeds in each of these pots. And we are one data set in like hundreds of data sets that they’re collecting. But we are contributing two research on the international space station. You don’t have to be the next bill gates or the next, you know, Steve jobs. Like everyone thinks they’re gonna be the next big thing. Like you can also be a seed. That’s part of a really big project and that is okay. Like everyone can’t be the next big thing

Eric Cross (20:48):

And the other. And the other thing, I think what Gladwell talks about this in outliers and there’s another book called bounce, but a lot of the people that we see is successful or famous, we don’t realize that their background and their exposure to things was one of the things that led them there, both jobs and gates had access, you know, gates had access at, at the university of Washington to like one of the first computers and then jobs at, at Hewlett Packard. The story go goes on and on, but we don’t see the lineage of some of these people and where they come from. We just see the end result. You just see LeBron James winning a championship or something. We just want the, the end result the, the glory, but not the sweat that it takes to get there. They don’t, we don’t really see that as much, which leads me to like the next thing I wanted to ask you is how do you, and I kind of saw it just now, but how do you engage your kids in the classroom?

Valeria Rodriguez (21:36):

Well, I think I’m funny. Some of them don’t do

Eric Cross (21:38):

They like the puns

Valeria Rodriguez (21:39):

<Laugh> some of them do. And some of them don’t get them. They get them later. And I see when they get it, I like to engage them by bringing in real people, real examples of things, real research when possible. Right. I can’t put them in a real dig site. So the green screen helps me do that. But one of my students yesterday, other day before was like, you have such cool friends because I’ll say, oh, one of my friends does blah, blah, blah. Or, or, oh, when we go to Kennedy space center, we’re gonna, you know, talk to one of my friends. Who’s doing research on, you know, chilies in space and they’re like, wow, your friends are so cool. And I took that moment to tell them, be mindful of the people that you collect as friends in your life, like make good choices, surround yourself with awesome people, people so that you can share ideas. Like you connect with friends who you inspire you to do more. I try to engage them by giving them examples of things that people around me are doing that connect to what we’re doing. Do

Eric Cross (22:43):

You, do you explicitly or intentionally teach soft skills or is it just something that you just kind of organically do natural or are you mindful about making sure that you’re doing that

Valeria Rodriguez (22:52):

A hundred percent? You have to be explicit about it with amplify? Actually, we, we did a poster for incorporating social, emotional skills and other soft skills into the classroom because sometimes we just like other things like writing and, and reading, you know, we silo all these things in education and the school counselor, can’t be the one to deal with everything. You know, you have to deal with things as they surface. And sometimes my kids ha are frustrated because I ask them to think I don’t have yes or no answers. I have, you know, we are gonna launch a high altitude weather balloon. We don’t know how high it’s gonna go. We don’t know what’s gonna happen. We don’t, we don’t know if we’re gonna find it when the <laugh>, when the balloon bursts and it lands in the ocean, are we gonna find it? Is the GPS tracker gonna work?

Valeria Rodriguez (23:47):

Are we gonna lose all that money? I don’t know, but we have to do all the steps and find out. But with kids, they don’t have the skills yet. And I can’t wait for the counselor to come in and talk about handle the frustration that they’re feeling over. Not knowing the correct question to ask, because by the time they go meet with her, the moments pass, I have to stop and say, Hey, like check in with, with what you’re doing. It’s okay to be frustrated. You can’t take it out on a classmate. You can’t take it out on me.

Eric Cross (24:14):

So you were, you, you were intentional about teaching these skills to your students and you had the relationship. So it makes sense that you were the one to bring it across ‘cause you see them more than anybody does. You know, we’ve, we’ve, we’ve imagined. Teaching is for a long time. It’s been okay, you’re the science content expert. You’re the English expert, but so much as teaching evolves, there are these skills or like EQ emotional intelligence that you kind of have to have kind of coming in. Because like those moments, like no having the presence of mind to stop and why a young person through identifying how they feel, why, where it came from. Those aren’t always covered in those aren’t really covered in your methods classes when you’re in college, getting your, your degree or something. Now when you’re you’re sketch noting and for teachers who are, or one, could you just maybe give like a brief explanation of sketch, noting for somebody who may not be familiar with it, like how I was sketch any different than just drawing a picture randomly or something.

Valeria Rodriguez (25:10):

Okay. So you’re creating visual summaries. You’re using text and images combined in different ways to take notes. And before you know how we had like these shorthand things that the squiggly meant an indent and something else meant something else. And we had these lists of things when they would edit our papers, that represented things. It’s kind of like that for your brain. So you’re making a list of maybe icons or small sketches that represent things for you. So as you’re taking notes, you hear things. And when people talk now and they, they say, you know, I’m on the fence about this. Like I literally see a fence. And when they’re talking, I write the note, it’s almost like a T toe with pointy tops and I put a stick figure on top of it. And so later when I look at it, I think, oh, that’s right. My friend is on the fence about that decision

Eric Cross (26:08):

For a new teacher or even a, a, a experienced teacher. That’s interested in sketch noting, where, where would you recommend? They start like the structurize? Like, do you give creative freedom? Are they doing this paper and pencil vocabulary words? Are they up? Like, what are some just kind of maybe three basic things to kind of get started for someone who was just curious about it.

Valeria Rodriguez (26:29):

So it has to be simple because if it requires a lot of energy to go in, then you’re gonna be more hesitant to do it. For example, I wouldn’t start summarizing a video because it’s moving really fast or a live presentation is really hard. So with students, I would start with here’s a paragraph, make a visual summary of it, or here’s a vocabulary list, make an image to represent each word. Then you would move into, well, you know, here’s a unit summarize the three main topics in unit. Then you can move onto like a little YouTube video. That’s like 10 minutes a Ted talk, make a visual summary of the Ted talk because they can pause it.

Eric Cross (27:11):

Mm. Okay.

Valeria Rodriguez (27:13):

The hardest thing is live presentations, ‘cause in conversations you can say, oh, can you say that again? Sketch, noting. You start seeing how people organize or don’t their thoughts when they speak. Because when you start writing things down and all the information is about one thing and then like two blue ORPS about something else. You’re like, wow, that was really unbalanced. So then when you start teaching, you tell them what you’re gonna tell them, you tell them and then you tell them what you told them. So they can check that they put the notes in the right places and you tell them what you’re gonna tell. So they can prep the pathway that they’re gonna set up their notes and I have to be explicit. And I have to say like, I’m gonna talk about the rock cycle. So if I were you, I would put, you know, these four boxes. Oh, but there’s three types of rocks. See? I’m like, yeah, but magma. So let’s put it in the cycle, you know? And, and then I’m like, if I were you, I would put an arrow from here to here because this is how, you know, after erosion and then, you know, heat and pressure. But then it connects like this. So the arrows are gonna help me to remember the directions

Eric Cross (28:13):

As we wind down. There’s there’s one question I wanna ask you there, you are bringing together this science, the, the art, the social, emotional learning, the relationships with your students outside content, like there’s so many different things that you bring in the classroom that is clearly gonna make you a memorable educator for your kids. It just, it’s just, I’m just listening to your learning environment. And it’s so rich who is one teacher that really expired you. So

Valeria Rodriguez (28:38):

There’s a few people that stand out overall. I had very encouraging teachers. I had that one teacher that didn’t like my drawing <laugh> she also stands out <laugh>

Eric Cross (28:49):

We have those too.

Valeria Rodriguez (28:49):

Yeah. So I have colleagues that stand out to me that inspire me every day to like keep trying. And then I had a teacher in high school who I actually work with her daughter now at the school that I work at. And I didn’t even know her mom would make us write almost the whole class. And it was world history. And I remember hearing her say when she was talking about the Roman empire that it fell because it reached more than it can grab. So it kept extending too far out. And I heard that, like I think about, yes, I can keep reaching for things in education and reaching for things in my classroom. But I have to come back to like, what can I hold? I don’t wanna reach further than what I can hold. And yes, I have to believe in myself. And I tell my students to believe in themselves,

Eric Cross (29:38):

I’m in this, I’m in this sketch noting mindset. Because when you said what Ms. Brown shared with you, I thought of a hand reaching out, but then things kind of slipping through it. And I another hand with like a fist right next to it. So even in our conversation here last hour, I I’m thinking in pictures now. And so I’m like, if I can do it, they can do it. Like if you know, ‘cause I am just not the person who spends a lot of time committing to draw. Because a lot of times when I was that student who tried to draw and we get frustrated and look around and now I feel like this is, I wanna try this again. I wanna share this with my students and encourage them. This is gonna be a lot of fun. I look forward to continuing to see the sketch notes that you do. And maybe I’ll, I’ll show you one of mine. Like eventually I don’t know if you can see that there that’s my stick figures. Those of you who are listening right now, I drew, I was drawing stick figures and taking notes while Blair was dropping all of this, these like gems and wisdom in here. So

Valeria Rodriguez (30:31):

Maybe we can do a challenge that once people hear this podcast, they can tag us somehow in the sketch note that they create I’m in. So we see what they a take from it. Because that’s the other thing about sketch noting, you think you’re emphasizing something and all of a sudden people are walking away with something else that resonated to them. And you’re like, wow. And here I was thinking that this was what we were talking about. And this is what really jumped out at them.

Eric Cross (30:57):

Your kids are lucky that you’re in front of them, not just because of how you teach, but how you access all of these different parts of their creativity and their thinking and apply, integrate all of these soft skills and social, emotional skills and just life skills and your experience connecting them to the outside world. They, and like you said, and how we started, you know, where you started in Panama, the students realized what you represent and what you meant to them. And I feel like your students, when they get older, they may not realize it in the time, but as they get older and reflect back, they’ll be telling stories about you. So yeah. Thanks for making time and thanks for being here.

Valeria Rodriguez (31:34):

Well thank you too, ‘cause I know you’re in the classroom and making time to do other things outside the classroom. Isn’t always easy, but it’s what keeps us going in different ways.

Eric Cross (31:49):

Thanks so much for joining me in Valer today. We wanna hear more about you. If you have any great lessons or ways to keep student engagement high, please email us@stemamplifycom.wpengine.com. That’s TM five.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.

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What Valeria Rodriguez says about science

“I use [sketchnoting] and I mess up all the time…because I feel that my students don’t want to make mistakes, and drawing is one of those things that taught me that it’s okay to make mistakes.”

– Valeria Rodriguez

Educator, Instructional technologist, and Graphic facilitator

Meet the guest

Valeria is an educator, instructional technologist, graphic facilitator, and dreamer. She currently works as a Science teacher as part of a STEAM Team in Miami, Florida teaching third through fifth graders as a free-lance graphic facilitator. She loves to connect with passionate educators she meets around the country. Valeria has presented and led workshops at educational conferences like SXSWEdu, ISTE, NSTA, NSTA STEM Forum, SHIFTinEDU, FAST, FCIS, and SEEC. When she is not teaching or sketching, Valeria can be found adventuring with her family around the world, training for triathlons, and creating opportunities to empower kids in all kinds of communities. 

You can check Valeria’s work on her website and follow her on Twitter & Instagram.

Valeria-Rodriguez_Headshot-LP

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!

S4 – 03: LIVE from NCTM with Bethany and Dan

Hosts Bethany and Dan, both smiling, in a promotional image for the "Math Teacher Lounge" podcast, Season 4 Episode 3, titled "Live from NCTM!" with an

In this episode, co-hosts Bethany Lockhart Johnson and Dan Meyer are LIVE with more than one hundred Math Teacher Lounge listeners at the recent National Council of Teachers of Mathematics conference. Listen in as they answer the pressing question: Who is the best teacher in film or television?

Explore more from Math Teacher Lounge by visiting our main page

Download Transcript

Presenter (00:00):
Ladies and gentlemen, from Math Teacher Lounge, we have Bethany Lockhart Johnson and Dan Meyer! <cheering>

Bethany Lockhart Johnson (00:08):
Doesn’t go well that the door was locked. Like, I could not get in! <Laugh>

Dan Meyer (00:12):
Yeah. Gotcha. All right. We’re gonna sit a little bit. Let’s see how that works—

Bethany Lockhart Johnson (00:16):
Hi!

Dan Meyer (00:16):
Yeah. I think we’ll stand up? Or whaddaya think, sit…?

Bethany Lockhart Johnson (00:19):
Should we stand? Hi.

Dan Meyer (00:22):
Hello. Great to see you folks. Yeah, I can hear you.

Bethany Lockhart Johnson (00:25):
Can you hear me? That’s—I know YOU can me. Can you hear me OK? OK! We’re here. Hello. Thank you for like, lining up and coming out and being here. Thank you!

Dan Meyer (00:35):
Means so much to me that you could be here for me, on my show, with Bethany Lockhart Johnson, my co-host. <Audience laughs>

Bethany Lockhart Johnson (00:40):
The hour has just started.

Dan Meyer (00:42):
We’re just getting going. Yeah. If you folks have heard the podcast, you don’t know how much gets cut out. And it’s like, mostly me just having, you know, anxious nerves and saying something silly and then we cut it out and we can’t do that here today. So it should be real fun for all of us, I think. Yeah.

Bethany Lockhart Johnson (00:55):
It’s not true. It’s mostly dancing. “Bethany, can you stop talking? Bethany?” Cause it’s mostly—

Dan Meyer (00:59):
“It’s my turn. It’s my turn! Bethany <laugh>! I haven’t been heard for a while.”

Bethany Lockhart Johnson (01:02):
Dan. We’re at an in-person conference.

Dan Meyer (01:05):
In-person BIG conference, I would say. I’d say a big conference. Yeah.

Bethany Lockhart Johnson (01:08):
And have you been to the Amplify booth?

Dan Meyer (01:11):
I have! Have these people? There’s a claw machine with free socks.

Bethany Lockhart Johnson (01:16):
Yeah. You’re saving me socks, right? That’s what you’re saying. <Laugh> I mean, it’s exciting. How has your conference been so far?

Dan Meyer (01:21):
So far it’s been a blast. I feel fed. I feel like the community’s been awesome. How are you feeling about it?

Bethany Lockhart Johnson (01:29):
OK. Let’s talk about me for just a second.

Dan Meyer (01:31):
Yeah. Talk about you.

Bethany Lockhart Johnson (01:31):
Last night, Dan, was the very first night that I was away from my toddler. <Audience: Aw!>

Dan Meyer (01:38):
Big commitment being here. Thank you.

Bethany Lockhart Johnson (01:40):
I got super-emotional walking back to the hotel after dinner, and then I got in my room, <laugh> I put on pajamas, and I turned on music. I slept so good!

Dan Meyer (01:50):
Yeah. <Audience laughs> Give it up for no kids! <Audience laughs> Hey!

Bethany Lockhart Johnson (01:55):
I love him so much. But I slept all the way through the night. Oh, by the way, I ordered room service in the morning.

Dan Meyer (02:01):
On Amplify.

Bethany Lockhart Johnson (02:01):
That bill’s coming. But it’s been a great conference and I’m so delighted to be here in person and to get to share energy…and hopefully that’s all we’re sharing today. Y’all got your tests, right? Yep. Sharing energy and community today. Because we know it’s been hard. Hardness. Hard.

Dan Meyer (02:25):
Yeah.

Bethany Lockhart Johnson (02:26):
Years. Hard. And to be in person, I know conferences reinvigorate me and I go back into my educational spaces feeling revitalized with new connections and new ideas to try. So yeah, I’ve been excited to be here. And thank you all for being here.

Dan Meyer (02:40):
Yep. I don’t care if I get six different strains of Covid here. I’m just thrilled to be here. <Audience laughs> I don’t know if you’ve had the same feeling, though, Bethany, you folks…I’m a little bit confused to some degree about what we’re doing. I just wanna be really transparent. This is my sarcastic voice but I’m being sincere here. It kind of feels like we’re in a little bit of a time capsule. Like we all got in a time capsule in 2019 and, you know, you open it back up and it’s like, OK, so we’re still, you know, talking about X, Y, or Z protocol for establishing classroom routines or whatever. And I’m like, OK! Like, I loved that in 2019! But I do admit, I’m still trying to figure out a little bit like, what are we doing now? What’s our relationship to the world out there? Things are very different. I have had some great sessions that I’ve enjoyed. I’m also like, still waiting for a session to draw a little blood. Do you know what I mean? Like there’s been sessions…no? OK. You’ve been in these sessions where it’s like, “Oh, ow.” Like, and you look down and there’s and there’s blood there. It’s like, I thought I knew what we were up to. Like, I thought I knew what teaching was and how we relate to the world. I dunno, like in any Danny Martin session in 2019, “Take a Knee” was one, where I was like, “Oh, OK. Like, I’m not as hot as I think I am here. Like, I’m part of a system.” That kind of thing for me draws blood. And I haven’t been in one of those yet. Been some great sessions. I’m a little hopeful that today we draw a little blood and think about what we’re doing here, is my hope here, if that’s OK. So Bethany’s gonna moderate that impulse and she’ll be the fun one and I’ll be the blood-drawing one.

Bethany Lockhart Johnson (04:05):
No, I don’t…that metaphor doesn’t speak to me personally. But what I will say is, I get what you’re saying about really wanting to be in that room where there’s like this synergy happening. No promises about that today other than—

Dan Meyer (04:18):
I promise. <Audience laughs> Go on.

Bethany Lockhart Johnson (04:20):
Other than I get what you’re saying. I’ll find my own metaphor that does not involve bloodshed, but.

Dan Meyer (04:25):
Sure. There’s a lot of ways we we could go about this today. And the one that I’m excited about is, you know, we could like, you know, analyze some results from students, and talk about what went into that. Look at classroom video. Lots of possibilities. But here’s what we’re up to today. Hope you’re into it. Which is, we are here in the heart of the entertainment industry. You know, Tinseltown! Um, the Big Apple! Uh…

Bethany Lockhart Johnson (04:47):
No!

Dan Meyer (04:47):
Come on. What do you got here? Um…

Bethany Lockhart Johnson (04:51):
It was daytime at night. Like the lights were so bright.

Dan Meyer (04:54):
The City of Lights.

Bethany Lockhart Johnson (04:55):
There was a movie premiere outside my hotel room, which I was not invited to, unfortunately. But so what are we doing today?

Dan Meyer (05:01):
So here’s what we’re doing. We are gonna settle, once and for all, a question you have not asked yourself yet, perhaps, but will want to know the answer to in a moment. Which is: Who is the best teacher in all of film or television? OK? We’re gonna do that. It’ll be fun. But I hope that in debating this a little bit with a special guest we’ll bring up in a moment, that we will start to uncover some truths about what makes good teaching. How that’s different from teaching as we see it in movies and tv. Why middle-class America wants teachers to look a certain way in movies and tv. What all that means. And it’ll be awesome. I think. I’m hopeful it’ll be awesome. So what we did here is we’ve invited eight people. Eight folks you people may have known. You’ve been in their sessions today, in this conference, perhaps. And asked them: Who’s your fave? Like, we might have our favorites, but we wanted to democratize it a bit. So asked some cool people who you folks like, who are very smart and thoughtful about teaching: Who’s your favorite teacher?

Bethany Lockhart Johnson (05:58):
A few of whom are in this room. Thank you for your submission.

Dan Meyer (06:00):
Thank so much. Yeah. We’ll see what happens here. <laugh>

Bethany Lockhart Johnson (06:03):
As they shrink down.

Dan Meyer (06:03):
Yeah. Might draw some blood that I don’t mean to right now. We’ll see. OK.

Bethany Lockhart Johnson (06:06):
That metaphor, what IS that??

Dan Meyer (06:07):
Yeah. Yeah. I love it. I’m still going with it. <laugh> And you folks will be a huge part of this. THE part of this, really. So what will happen is I’ll share with you our first nominees. A few of us will make a case for our favorites, or least favorites, as the case may be sometimes. And then by applause, by acclamation, you folks will decide who wins and advances to the next round. Start with eight, move to four. You folks know math.You know where this goes. OK.

Bethany Lockhart Johnson (06:34):
No, keep going. Keep going.

Dan Meyer (06:36):
Two, then one.

Bethany Lockhart Johnson (06:36):
Yeah. Got it.

Dan Meyer (06:37):
Then a half of it. No?

Bethany Lockhart Johnson (06:38):
He had to school me on the making of brackets. But we got it. Yeah.

Dan Meyer (06:41):
How brackets work.

Bethany Lockhart Johnson (06:41):
But we got it. March Madness, what?

Dan Meyer (06:44):
Yeah, in order to do this right, we had to bring up—all the folks that you’ll see are also former Math Teacher Lounge guests, or like, just fan favorites. And we’re also bringing up a former Math Teacher Lounge guest to help us decide this and debate this in a respectful manner.

Bethany Lockhart Johnson (06:59):
New dad.

Dan Meyer (07:00):
New dad.

Bethany Lockhart Johnson (07:01):
You see where my brain’s still at? I miss him. <Laughs>

Dan Meyer (07:03):
Friend from San Diego. Really cool teacher.

Bethany Lockhart Johnson (07:06):
Incredible teacher.

Dan Meyer (07:06):
Works at Desmos and Amplify. And I just want you to welcome up your friend and mine. Chris Nho!

Bethany Lockhart Johnson (07:11):
Chris Nho!

Dan Meyer (07:13):
Come up, Chris. Let’s go, buddy. We didn’t talk about it, but did you want to do the cornball stuff too?

Chris Nho (07:22):
Wow. Would I love to do—

Bethany Lockhart Johnson (07:23):
And then the door could be locked! And then you have to wait and like, just—

Chris Nho (07:27):
Yeah, I’ll skip that part.

Bethany Lockhart Johnson (07:28):
Hi. Welcome. You’re here. We’re here in person.

Chris Nho (07:30):
Very glad to be here. Thank you all for having me.

Dan Meyer (07:33):
Tell me who you are.

Chris Nho (07:34):
My name is Chris Nho. I live in San Diego. I’m a new dad. A three month old, just had. Yeah, she’s actually here at the conference with us in the hotel room. And I promise you she is not by herself. She is with…come on. I was like, “Hey, just gimme one hour. I’ll be right back. I have to do very important work.” But yeah, I think I got invited here because I have opinions and I’m willing to draw…some…blood.

Dan Meyer (08:02):
There we go! Two outta three! We’re good on the metaphor now.

Bethany Lockhart Johnson (08:06):
We’re so glad you’re here. If you haven’t listened to the episode where Chris and Molly and some other public math folks share their ideas and ideas of how to take math out into the world, please listen, because we had a blast.

Dan Meyer (08:19):
Inspiring work. Really inspiring work. Very cool. Cool. OK. Right on. OK.

Bethany Lockhart Johnson (08:23):
Let’s do this!

Dan Meyer (08:24):
Let’s get started here. Yeah! <Audience cheers> Yeah. And we might ask you who your favorite teacher is, who’s missing from our list of eight? We might have forgotten some people. Anyway. All right. So here’s our first two. Our first two are nominated by way of, let’s see, um, Mandy Jansen is a professor at the University of Delaware. Got some awesome talks here this week, a Shadow Con talk last night. She’ll be nominating one. And also, um, Lani Horn is a professor at Vanderbilt, also extremely cool, prolific author and speaker, just all-around great human and friend of teachers everywhere. And she’ll nominate another in this bracket, which is the Northeastern Comedy bracket, Northeastern comedy bracket.

Bethany Lockhart Johnson (09:06):
It just worked out that way.

Dan Meyer (09:07):
Yeah. Here it is. Here is Tina Fey in Mean Girls.

Tina Fey in Mean Girls (09:12):
“OK. Everybody close your eyes. All right. I want you to raise your hand if you have ever had a girl say something bad about you behind your back. Open your eyes. Now close your eyes again. And this time I want you to raise your hand if you have ever said anything about a friend behind her back. Open up. It’s been some girl-on-girl crime here.”

Lani Horn (09:52):
I am nominating Sharon Norbury from Mean Girls as the best movie math teacher. She is an awesome teacher who is always there for her kids. She always sees the best in them. She shows that she can forgive even some pretty bad behavior, if she sees that kids are trying. She’s a strong feminist who makes sure that smart girls don’t dumb themselves down just to impress boys.

Tina Fey in Mean Girls (10:22):
“Katie, I know that having a boyfriend may seem like the most important thing in the world right now, but you don’t have to dumb yourself down to get guys to like you.”

Lani Horn (10:30):
She’s also super hard-working. She works three jobs. She’s always there for the kids. She plays piano in the talent show and takes them to Mathlete competitions. And she’s also socially aware. And when things go really badly among the girls, she does some pretty creative things to try to get them to be kinder to each other.

Dan Meyer (10:54):
OK. That’s one.

Bethany Lockhart Johnson (10:55):
Helen Case.

Dan Meyer (10:57):
All right. Settle down. Settle down. Settle down. All right.

Bethany Lockhart Johnson (10:59):
Piano too!

Dan Meyer (11:00):
Bethany’s already trying to bias people here. All right. Chill out. Hold on. So next one is Mandy Jansen with Jack Black from School of Rock. Uh-oh. Uh-oh.

Jack Black in School of Rock (11:09):
“What was your name?”

Kid in School of Rock (11:10):
“Katie.”

Jack Black in School of Rock (11:11):
“Katie. What was that thing you were playing today? The big thing.”

Kid in School of Rock (11:14):
“Cello.”

Jack Black in School of Rock (11:15):
“OK. This is a bass guitar and it’s the exact same thing, but instead of playing like this, you tip it on the side. Chellooooo! You’ve got a bass! <Laugh> Try it on.”

Mandy Jansen (11:25):
And I’m nominating for best teacher in a film Jack Black as Dewey Finn playing Mr. Ned Schneebly in the film School of Rock. So why this portrayal? First of all, playing a longterm sub. Those are so hard to find right now. <Audience laughs> Really hard. And then he teaches using class projects. That’s brilliant. Integrated learning. And then love this. He gives students roles and tasks that are differentiated and align to the specific strengths that each student has.

Kid 2 in School of Rock (12:05):
“I can also play clarinet, you know!”

Jack Black in School of Rock (12:06):
“I’ll find something for you when we get back from lunch. I’ll assign the rest of you killer positions.”

Mandy Jansen (12:13):
And the film culminates in a performance of a collaborative song that they all wrote and performed together. And the students experience that collaboration and teamwork and creating something beautiful is much more important than winning first place. And finally, one of the songs that the character sings in the film is “Math is a Wonderful Thing.” Can’t beat that.

Dan Meyer (12:40):
All right. That’s tough. That’s tough. So here’s the deal. What we have right now is just a quick minute—so Bethany, you ranked, we all ranked our own faves here outta the list of eight. And Bethany put Jack Black in School of Rock a bit higher than Tina Fey in Mean Girls.

Bethany Lockhart Johnson (12:54):
Missed the piano part though.

Dan Meyer (12:55):
And Chris, vice versa here. So Bethany, would you start us off and just make a quick case here for Jack Black versus Tina Fey?

Bethany Lockhart Johnson (13:01):
OK. So here’s what I’m thinking. There’s been rumor that maybe they’re putting less than credentialed people into classrooms to fill teaching gaps. I mean, just rumor. And so here’s this guy who is a rocker. He is not a substitute. He has no teaching training. And yet he goes in there and it turns out that he has the ability to see students’ potential and to recognize their unique abilities. And like Mandy said, he really tapped into, like, he saw them and said, “No, more is possible for you than what you think is possible.” And there’s like real sub anxiety. When you walk in, you can either be like, happy there’s a sub, but I was usually really nervous. Right? And he goes in and he makes that classroom into a home.

Dan Meyer (13:53):
Wow.

Chris Nho (13:54):
Wow.

Dan Meyer (13:56):
Chris, speak on it. Tina Fey needs you. Chris.

Chris Nho (13:59):
Tina Fey. Here we go. I’m gonna argue here that—when was that movie made?

Dan Meyer (14:03):
T is for terrific. I is for Interesting.

Chris Nho (14:06):
Decades ago. And I’m gonna argue that Tina Fey was very progressive for her time. OK, let’s talk about social emotional learning. Hello. <Audience laughs> Love that. Right? Stand up if, I mean, she’s getting people to talk about their emotions. And there’s a curriculum. But let’s just pause, because that’s not what’s really happening in the classroom right now. So social emotional learning, I think she’s, she’s got that a lot. And then number two, you know, if you remember the plot of Mean Girls a little bit, she gets her name written in that Burn Book. Like she sees what they say about her. Restorative justice. Let’s go. <Audience laughs>.

Dan Meyer (14:38):
Whom amongst us. Yes.

Chris Nho (14:40):
You write Mr. Nho in the Burn Book?? Well, your grade book is gonna look like a Burn Book! OK? <Audience laughs> Tina Fey, Tina Fey, she was like, “No, you know, know what? I’m actually gonna spend more time with you. You’re gonna become a mathlete.” And Lindsay Lohan discovers—she drops the most iconic line in all of math education. “The limit does not exist.” Thank you, Tina Fey, for that. For that gift.

Dan Meyer (15:04):
Bless. Bless you. Tina Fey. Wow.

Bethany Lockhart Johnson (15:05):
Oh, man. Wow.

Dan Meyer (15:09):
Let’s see what the people say here. I do wanna just add one quick thing about—it’s interesting to me how often in these movies—just kind of go in a little bit, zoom out just a minute—how often it’s a teacher who has no training as a teacher. <Bethany laughs> I am kind of curious why it is. Like, those are the movies that get hot, that get made. Again, these are all kind of a mirror of the taste of the moviegoing public. You know what I’m saying? Like, these, these are not movies—I wanna believe they are made for me and for us as teachers. But they are not. There’s not enough of us to justify, you know, Jack Black’s, you know, M&M budget or whatever he’s got going on in his trailer or whatever. That needs to be for everybody in middle-class America. So what is it about middle-class America that wants to see teaching as something that anybody can do? Just like, you know, just, just run up there in your van and make it happen.

Bethany Lockhart Johnson (15:54):
Magic magically manifests.

Dan Meyer (15:56):
Yeah. Manifest. Yeah. That’s just interesting to me. I just toss that out there as some red meat. Let’s see what the people say here. All right, OK, so you’re ready. Let’s get the bracket going here. The question is Tina Fey versus Jack Black. You had a moment here. Just whisper to someone real fast who you’re going for here real quick. What are you thinking here? <Crowd murmuring> All right. Crowd’s buzzing. Crowd’s buzzing. Would you folks…? All right. Bring it back. Go ahead and make some noise for Tina Fey. <Crowd cheers> OK. OK. Make some noise for Jack Black! <Crowd cheers> Judges say Tina Fey. Tina Fey moves on. All right. All right.

Chris Nho (16:44):
Stunned. I’m stunned. I’m speechless.

Bethany Lockhart Johnson (16:46):
Tina Fey moves on. Wow.

Dan Meyer (16:48):
This has exceeded my expectations in terms of having some fun, but also getting deep, getting deep and real about teaching. I’m into this right here. Yeah. What’s up?

Bethany Lockhart Johnson (16:54):
That’s the goal. That’s the goal. OK. You wanted blood? Oooh, this next matchup might just be where that blood comes forth! OK. Stretch. Warm up. Dan Meyer, who’s up next?

Dan Meyer (17:11):
We’ve got the animated/animatronic round here in the Southeast. And repping the two contestants here, who do we have? We have Allison Hintz, professor, author outta Washington, as one of the two nominators. And the other nominator is one of my heroes, though we’ll find out very wrong about this nomination, Jenna Laib, who’s in the crowd, and I’m trying not to make eye contact here. <Laugh> And here are the two nominations. A couple minutes each. And then we’ll chat about it. And one of us will probably die. But we’ll see how it goes.

Allison Hintz (17:50):
A long, long time ago, in a galaxy far, far away, MTL, we began learning from the Jedi Master of Teaching. With the Socratic and experiential approach. With unparalleled mindfulness, compassion, and humility. The best teacher in TV and film, Yoda is. <Audience laughs> Yoda lives the values we share as teachers and learners. He humbly comes alongside us as we construct new knowledge.

Yoda (18:29):
“You must unlearn what you have learned.”

Allison Hintz (18:32):
Yoda allows us to struggle and sees mistakes as critical to learning.

Yoda (18:39):
“The greatest teacher, failure is.”

Allison Hintz (18:43):
Yoda values curiosity and reminds us of the beauty and joy of teachers learning from children.

Yoda (18:52):
“Truly wonderful, the mind of a child is.”

Allison Hintz (18:59):
MTL! Join the Resistance! Let the force flow through you in declaring, the best teacher in TV and film, Yoda is.

Dan Meyer (19:18):
Give it up for Allison Hintz! All right! <Audience applauds>

Bethany Lockhart Johnson (19:20):
Alison! And to have that on hand too, which Is kind of perfect.

Bethany Lockhart Johnson (19:26):
Just to be clear, the helmet is not a part of a Zoom background.

Dan Meyer (19:29):
You may evaluate the quality of the nomination based on the costumes of the nominator. That is acceptable. That’s acceptable.

Bethany Lockhart Johnson (19:35):
That is a REAL HELMET.

Dan Meyer (19:35):
All right. The next nominator here, this one is from Jenna Laib, math coach, all-around stellar human. Here we go. This is Ms. Frizzle.

Ms. Frizzle (19:42):
“Single file, class. Our rotten field trip has only just begun.”

Jenna Laib (19:47):
And I think that the best teacher from TV or movies is Ms .Valerie Frizzle from The Magic School Bus. First and foremost, Ms. Frizzle believes in her students. She encourages them to take an active role in their learning, and also to advocate for change in their local community. For example, there’s an episode where there is a logger who’s gonna cut down a rotting log that would benefit the local ecosystem. And the students figure out a way to convince him to leave the log so that all of the animals and the plant life can benefit. She orchestrates really challenging situations for these students, and she allows them the space to ask questions and engage in problem-solving and puzzle their way out of these really, really difficult scenarios. Ms. Frizzle has unmatched pedagogy. She’s bold, she’s innovative, and she’s a major proponent of experiential learning. So these students are heading straight into a storm to learn about weather systems. <Audience laughs> These students are heading into the human body to learn about digestion and disease. They literally get baked into a cake to learn about some chemistry and reactions.

Children in The Magic School Bus (20:54):
“What’s happening?” <Audience laughs> “Why is it suddenly getting so hot?” “Maybe it’s because the floor is on fire!” <Audience laughs>

Jenna Laib (21:02):
This pedagogy is all led by her outstanding catchphrase, which is:

Ms. Frizzle (21:06):
“Take chances; make mistakes; get messy!”

Jenna Laib (21:14):
From her pedagogy to the classroom community that she creates, Ms. Frizzle is an inspiration, and that is why I think that she is the best teacher from TV or film. <Audience applauds>

Dan Meyer (21:25):
Right on! Give it up for Jenna. Give it up for Jenna. All right. I’m gonna take first pass at this. Chris knows my argument already, so I’m gonna take this here. I see some of you are feeling how I’m feeling on this one. OK, so I don’t have tons to say in favor of Yoda. I think it was all true what Allison said. I think the costume was banging. It was awesome. So there’s all that, but I have more to say against Ms. Frizzle than for Yoda.

Bethany Lockhart Johnson (21:48):
No, no, no. Wait a second!

Bethany Lockhart Johnson (21:49):
Let’s let it happen. Bethany, I’ve come prepared.

Dan Meyer (21:54):
I may have made a misstep here, I realize.

Bethany Lockhart Johnson (21:56):
I’ve come prepared.

Dan Meyer (21:56):
So I think Jenna is all correct. I think those clips spoke for themselves. I think that what they add up to, to me, is not “great teacher,” but more “someone who should be locked up.” <Audience laughs> Or at the very minimum, “someone who should be kept away from children.” <Audience laughs> Do not let that woman around children. I mean, check it out. Look, I don’t wanna throw down credentials. I’ve been to grad school, though. I know how this works. When your brain is stressed, you get these—all the cortisol happens. Your working memory shrinks up. You cannot learn when you’re stressed. And those kids, like whatever lesson Ms. Frizzle is teaching by sending them into an oven, I repeat, an oven <audience laughs>, like, they’re not gonna learn anything ’cause their brains are freaking out with stress and fear. OK?

Bethany Lockhart Johnson (22:41):
“What’s happening??”

Dan Meyer (22:43):
“What’s happening? Am I on fire? Well…I’m learning lots, though! Sure is magical!” <Audience laughs> It’s like, “No. Get that woman out of a classroom.” That’s my opening and closing argument. Right? There’s all it is.

Chris Nho (23:01):
All right. All right. All right.

Bethany Lockhart Johnson (23:02):
Chris knows.

Chris Nho (23:03):
I’ve got, I’ve got lots to say. First off, I think Dan was in charge of the editing of those video clips. So let’s let that be—you know, let the record stand. <Audience laughs>

Dan Meyer (23:11):
Where’s the lie though? Where’s the lie?

Chris Nho (23:14):
And, you know, second, I think, um—this is the guy up here saying, “I wanna see blood.” You know? And then he has a teacher who literally takes the students into a blood cell and, and you get a little scared! You get a little worried for the students, you know? So I just don’t get it, Dan. This or that. OK? I think Ms. Frizzle—so I actually went to a project-based learning school. I taught at a project-based learning school. And the best thing about it is like, your learning, it doesn’t just stay in this box of math lesson or writing lesson, history lesson. And I think with Ms. Frizzle, like you can’t help but learn things because you are getting baked in a cake. <Audience laughs> Yeah, it is a little scary. And I imagine there’s cortisol and things happening, but guess what? Probably the next episode, they go into their own brains and explore what’s happening. That kind of thing. You know?

Dan Meyer (24:07):
The kids that survived, just be clear. <Audience laughs>

Chris Nho (24:10):
Yeah. OK. Would I want Nora, my three-month-old, to be babysat by Ms. Frizzle? Maybe not. <Audience laughs> But what I have to say about Yoda is Yoda maybe wins the best tutor award. Give it up for Yoda’s Best Tutor Award.

Bethany Lockhart Johnson (24:24):
Oh, yeah…

Chris Nho (24:25):
That ratio’s looking really nice. I could teach the heck outta Luke Skywalker. OK? But 20 little Luke Skywalkers running around. I’m not sure. OK?

Dan Meyer (24:34):
Luke did survive the training, though. <Audience laughs> So that’s awfully nice to say about it. All right, Great words from Chris here. I’m still not convinced. We’ll see how you’re convinced here. Would you whisper to someone where you’re leaning here? Frizzle or Yoda? <Audience buzzing>

Chris Nho (24:47):
I tried. I tried.

Dan Meyer (24:53):
All right. That’s enough of that. Let’s hear it folks. Give it up for Yoda. <Audience cheers> Give it up. Give it up. You. Give. It. Up.

Chris Nho (25:05):
Hey, next. Next.

Dan Meyer (25:06):
All right. All right, all right. <Mutters> Give it up for Ms. Frizzle. <Audience cheers louder> I dunno, it’s pretty close. Call a tie. Maybe Yoda? Yoda by nose? <Audience laughs> All right. All right. Let’s…let me see who’s it. Let’s get the people advancing here. I’ll keep on moving here.

Chris Nho (25:26):
As you’re doing that. Um, Dan ranked Ms. Frizzle last in his personal ranking. And I ranked Ms. Frizzle very high, so we knew this one would be spicy,

Bethany Lockhart Johnson (25:36):
<laugh> Spicy it was. Are you having a good time so far? <Audience cheers> So while we love seeing these images and we love seeing these video clips, at the core, what are these things about how teachers are portrayed? And how accurate is that to our real lives? I mean, besides the cake part, right? That my chemistry class did often feel like I was on fire. I was so stressed in it. Um, we’re ready?

Dan Meyer (26:05):
Yep. Great. We’re ready, we’re up here. So the next two nominees are coming to you folks from Tracy Zager, who is the editor of my book, forthcoming in 2027 at the earliest and 2032 at the latest. And also your very own Zak Champagne from Florida, here in the room. Hey, Zak. Zak, let’s see who the nominations are. I’m gonna skip past that, didn’t work out so well for me. Here it is. This is Marshall Kane from the TV show Community.

Michael K. Williams in Community (26:32):
“You two complete your case to the class and let them decide your grades.”

Joel McHale in Community (26:37):
“Professor, thank you.”

Michael K. Williams in Community (26:40):
“It’s not a favor, Mr. Winger. Man’s gotta have a code.”

Joel McHale in Community (26:44):
“Awesome.”

Zak Champagne (26:46):
This is a pitch for an underdog. This teacher didn’t stand on desks or encourage his students to follow their musical passions. In fact, this teacher was seen only in a few episodes of my favorite TV show of all time, Community, Community has set at Greendale Community College in Colorado. And in season three, we get to meet Dr. Marshall Kane, a biology professor whose story is an inspiration to anyone who just takes the time to look and listen. Dr. Marshall Kane slowly earned his PhD while in prison, serving a sentence of 25 to life. In his classroom, he inspires students to love biology, question why LEGO has become so complicated, and randomly pairs his students for group projects to ensure no one feels left out. His greatest performance comes when a group of students believe their yam project was intentionally sabotaged. Dr. Kane took this as an opportunity for some trans-disciplinary real-world learning. So yes, at community college, he felt that a middle-school mock trial was the best way to determine who killed the yam. So let’s all pick the underdog and vote for Dr. Marshall Kane. After all, man’s gotta have a code. <Audience goes “oh!” and applauds>

Dan Meyer (27:53):
Thank you, Zak.

Bethany Lockhart Johnson (27:54):
I have a code.

Dan Meyer (27:56):
Next up is Tracy Zager, nominating an unusual nomination, not a single person, but an ensemble performance. A bunch of people from a movie called Searching for Bobby Fisher. Here we go.

Rapid-fire movie dialogue (28:11):
“What’s that?” “Schleimann attack.” “Schleimann attack? Where’d you learn that from, a book?” “No, my teacher taught me.” “Aw, your teacher. Well, forget it. Play like you used to, from the gut. Get your pawns rolling on the queen’s side.”

Tracy Zager (28:26):
Hey, Math Teacher Lounge. This is Tracy Zager. I’m excited to share my nominee for the best movie teacher. But I have to admit that when I first got the email, I thought, oh, who am I gonna nominate? Because most movies about teachers are highly problematic. They usually have like a saviorism thing, usually white saviors. And I just felt like I couldn’t suggest any of those. So rather than nominate a movie about a single teacher, I wanted to nominate a movie that taught me something about teaching. And that movie is a deep cut. It’s Searching for Bobby Fischer. It’s a movie about a chess prodigy. And what I love about it is that all of the different adults in the movie are in teacher roles in some way. And the student, Josh, the chess player, is a fully realized character, not an empty pail, who pulls from the strengths of each one of those adults while also dealing with their flaws and humanity. And there’s just beautiful synergy in the way he gets the best out of everybody, but also has to overcome some of the barriers that they put in front of him. So I feel like it’s a much more authentic and humbling, but also inspiring, movie about the power of teaching. So if you haven’t ever seen it, check it out. And I can’t wait to see who the other nominees are. Thanks so much.

Dan Meyer (29:53):
Right on. Thank you, Tracy. Wherever you are. <Applause> We’ll move a little quicker here. I’m curious, Bethany, you put Marshall Kane pretty high. I put Bobby Fischer pretty high. What do you have to say about Marshall Kane for us here?

Bethany Lockhart Johnson (30:04):
Well, I just wanna say two things. One is that, like Zak said, he has this code of conduct that he brings in. And he stays true to it no matter what happens. If you saw him in in Community, you know that he held himself up to such high esteem, but not just himself, his students as well. And he took accountability when he felt he had done wrong, even though, well, that’s controversy. But first—oh, the other thing, rest in peace, Michael K. Williams. Oh my gosh. The actor who plays Marshall K. And the thing that I wanna say most of all about it is that he brings his whole self to the classroom. He was in prison for decades. He brings his whole self and says, “This is who I was. This is who I am today. And this is how we can work together as a community.”

Dan Meyer (30:58):
That’s big. I love your comments about code of conduct too. It makes me wish that Ms. Frizzle had a code of conduct also.

Bethany Lockhart Johnson (31:05):
I knew that was coming back!

Chris Nho (31:06):
Two slides ago, Dan. That was two slides ago.

Dan Meyer (31:08):
Can’t let it go. So yeah, I love what you said there. I have no strong beef here either way. Bobby Fischer’s a movie I have loved dearly and can’t be objective about it. I love that the kid in that movie, more than any other movie here, the kid teaches the adults so much through his innocence and how he challenges them and how they’re treating him. Dig all that so much. Will not, will not begrudge anyone any vote either way here. I do begrudge many of you your vote in previous rounds. <Audience laughs> So let’s just, let’s hear. We’re not gonna ask you folks at all to chitchat. We’re gonna move on this one. So would you folks make some noise here for Marshall Kane in Community? OK. OK. And would you make some noise here for Bobby Fischer, the kid in Bobby Fischer, the ensemble? <Audience cheers, applauds>

Bethany Lockhart Johnson (31:56):
Marshall Kane.

Dan Meyer (31:57):
Marshall Kane takes it. All right. Good job, Marshall Kane! All right. Zak’s feeling good. Moving on to the final four here, Zak, right on. OK. Our last—the Northwest Division here is also the large urban district division here. We have a couple different teachers in sets of large urban schools. They’re nominated, they’re advanced by a couple people here. One is past president of NCTM, Robert Berry. And another is Fawn Nguyen, Southern California phenom. Great teacher and friend of lots of us. Um, let’s see who they nominated here. First from Robert Berry, let’s see, who is it here? Janine Teagues from Abbott Elementary.

Abbott Elementary dialogue (32:37):
“Hey, you know what? I’m probably probably gonna be Kenny’s second-grade teacher. Why don’t you just let him get a head start with me today?” “That’d be great.” “Yeah? OK. Hey, Kenny, would you like to be in my group today?” “Not really.” “That’s the spirit.”

Robert Berry (32:54):
My nomination is gonna be Quinta Brunson, the Emmy Award-winning Quinta Brunson from Abbott Elementary. Janine Teagues is the character. She exemplifies care not only from an affect way, but she also exemplifies care in the things that she does for her students. While the scenes in the show are entertaining, they do represent the challenges that teachers experience when they’re trying to meet the needs of her students. So she goes, goes all out for her students and finding resources. She accesses other people to get resources for her students. But the care shows up in the way that she is mindful of their needs. And so, for me, when I think about teachers and teaching, sometimes we can talk about pedagogy, but sometimes we also can talk about those kind of intangibles that makes a teacher a great teacher. It is apparent from her students that she cares about them, she supports them, and she goes all out 100% for her students. Janine Teagues, Quinta Brunson is, I think, is my choice of the best teacher on television because of the realism and the representation that she brings to this character of what teaching is about. <Applause>

Dan Meyer (34:28):
Right on. Right on. OK. OK. Next up, we’ve got, Fawn Nguyen is nominating Erin Gruwell from Freedom Writers. Here we go.

Hilary Swank in Freedom Writers movie (34:39):
“Look, you can either sit in your seats reading those workbooks or you can play a game. Either way, you’re in here till the bell rings. OK? This is called the Line Game. I’m gonna ask you a question. If that question applies to you, you step onto the line and then step back away for the next question. Easy, right? The first question. How many of you have the new Snoop Dog album? <kids move around> OK, back away. Next question. How many of you have seen Boys in the Hood?”

Fawn Nguyen (35:26):
We all learn about Miss G and her 150 students in the movie Freedom Writers starring Hilary Swank. All great teachers share a common set of traits. They care deeply about their students, have high expectations of them, and always believing wholeheartedly that they will succeed. Great teachers go above and beyond, not because they extraordinary—as Anne Gruwell would always refer to herself as an ordinary teacher—but because extraordinary things happen to people when we believe in them, give them hope, help them write their own story with a different ending. So what stood out for me with Miss G is the scope of her reach, the ever-expanding sphere of her humanity. The red tape she had placed on the classroom floor for the line game shows just how much we all have in common despite our differences. Her students didn’t just learn from her; they learned from one another. If you’d like to be part of this expanding sphere to give voice and hope, please check out Freedom Writers Foundation dot org.

Dan Meyer (36:38):
OK. This right here is a tough one for us. Thank you, Fawn. We collectively ranked—that’s our number one seed and number eight seed, which I hasten to say does not have to do with Erin Gruwell, a person, but the portrayal and the movie. So we don’t have like a whole lot of…there’s not a lot of defense we have to offer here of our eighth seed. And I heard like a kind of a little bit of a murmur over the crowd on Erin Gruwell. So I’m more interested than having a defense back and forth. I’d be curious what you, Bethany, think about what, like, what both movies have to say about like, what teaching is, especially teaching urban schools with black and brown kids and lower-class kids, for instance. They both have, I think, very different things to say about them. Do you have thoughts about that?

Bethany Lockhart Johnson (37:19):
Well, it’s interesting because there is some overlap in the sense that the arguments that both Fawn and Robert Berry put out, they both care deeply about their students, right? We’re not gonna argue that. They care deeply. And something that I would say about Miss Teagues is there’s something about the way that she sees not only her classroom, her students, but she sees all of the students in the school as her students. And her idea of resource generation is really helping the teachers to generate resources from their community themselves, and to also realize that the students see themselves reflected in the teachers. And I think that—you know, again, this is not about the real person—but the movie portrayal, and we often see kind of this, for Freedom Writers, we often see this like, Great Last Hope whisked in and her personal sacrifices are what makes these students, these brown and black students’ transformation possible. Because of her sacrifices. Including her marriage. Including, you know, three jobs. And it’s just portrayed in a way that I think really celebrates her sacrifices rather than what the students have already brought—they already come into the room bringing so much as they are, already, without her intervention.

Dan Meyer (38:38):
I love the portrayal of the teacher as part of a community of teachers. Versus in so many of these movies, it’s the teacher as the only person who gets it, you know, oftentimes coming from outside of the world of teaching and everyone’s against them and wants ’em just to fall in line and do the thing we always do, and they’re the outlier. But in Abbott Elementary, it’s like we all rise and we fall together. And teachers are investing in each other’s success, especially with Gregory the longterm sub. We’re all rooting for his, you know, his flourishing. I love that. And yeah. That’s bigtime.

Chris Nho (39:09):
Yeah, I think one interesting thing is that Freedom Writers, when it came out, I think it was like a commercial success.

Bethany Lockhart Johnson (39:17):
Oh, big time. Yeah. It was.

Chris Nho (39:18):
It probably influenced a lot of people to try teaching out. So I do wonder what it says about us, right? Like that we want teaching to fit this narrative, and we wanna be those people who could go into a classroom and <puts on “cool voice”> “Y’all listen to Snoop Dog?” and just have that question HIT. <laughter> And you know, I’ve taught in a large urban school district, and I’ve been that person and I’ve seen other people try and be that person. And I think stepping away from it a little bit, just—it’s a reflection of what people want out of teaching and what they think better education looks like.

Dan Meyer (39:57):
Yeah, yeah. This idea that, so I’m a middle-class person, let’s say, and like, there’s this idea, like, “I know what I would do if I was going into circumstances of impoverishment.” Like I have—

Bethany Lockhart Johnson (40:06):
“All they really need is…”

Dan Meyer (40:07):
…for me to give ’em some real talk and tell ’em, you know, pull their pants up or whatever, listen to Snoop Dog, that kind of thing. And that will be the key. And that’s not how it is in, you know, in Jack Black in School of Rock or Tina Fey school, which are, you know, coded as largely like upper-class or largely white schools. And in those movies, it’s interesting, like how it’s about students discovering themselves, oftentimes. And the central figures are often students. And the students need to reject an oppressive parent figure or something and find themselves. But no, in Freedom Writers, it’s like, “You need to become more like the middle-class teachers who are coming in here to give you this wisdom.” It’s just interesting. I do find it—a pet peeve of mine is when movies portray teachers as only successful if you endure, for instance, the failure of your marriage, or even in Stand and Deliver, for instance, like Jaime Escalante, they depict him having a heart attack. And, like, the job oughta be…easier. <Audience laughs>

Chris Nho (41:04):
Truth.

Bethany Lockhart Johnson (41:05):
That’s the barometer for how much….

Dan Meyer (41:09):
Like, no heart attacks and no divorces related to the job, that kind of thing. I do love how in Abbott—one last thing and we’ll vote and Abbott will win <audience laughs>—is like how, like there, there is a lot of degradation in Abbott, but it’s not a divorce or a heart attack—it’s the petty indignities of asking a student, “Do you wanna hang with me?” And a student says, “Nah, not really.” And that just spoke to me like how it’s not cinematic, but teaching, successful teaching, is like a collection of developing an immunity to students saying, “You’re not hot.” <Laugh> You know? And so I love that. I do wish that there was more depiction of students in Abbott Elementary. It’s a lot of adult stuff. Whatever. Give it up for Abbott, if you would, please. Let’s just get this done here. All right. That’s plenty. That’s plenty. Not gonna ask folks about Freedom Writers. OK, let’s move on to— all right, let’s hear it for Freedom Writers! Yeah. OK, cool. We go, yep.

Chris Nho (42:05):
Plot twist!

Bethany Lockhart Johnson (42:07):
OK, let’s see our final four. Cut and paste. Real time. Real time.

Audience member (42:12):
Where’s Dolores Umbridge?

Dan Meyer (42:14):
Oh….

Bethany Lockhart Johnson (42:16):
Hey, did you hear that? He said, “Where’s Dolores Umbridge?”

Dan Meyer (42:20):
All right. OK.

Bethany Lockhart Johnson (42:20):
See, we missed so many. We could…

Dan Meyer (42:21):
So coming up here, we’ve got in the Eastern Conference, Tina Fey and Ms. Frizzle. Y’all know how I feel about that one. Let’s just get this one done. OK, let’s give it up for Tina Fey. Let’s hear it. <Audience cheers> OK. All right. Yes! Let’s give it up for menace to children everywhere, the terror, the Ms. Frizzle. <Audience cheers> One more time for Tina Fey. Let’s hear it. <Audience cheers> One more time for Ms. Frizzle. Let’s hear it. <Audience cheers>

Bethany Lockhart Johnson (42:59):
Yeah. OK.

Dan Meyer (43:00):
It took ’em one round, but they made the right call in the end. <Laugh>

Chris Nho (43:04):
All it took was 10 minutes of constant Ms. Frizzle-bashing. <Laugh>

Dan Meyer (43:09):
Persevering and problem-solving, that’s my game. Yes. All right. So, do either of you want to influence the audience one way or the other?

Bethany Lockhart Johnson (43:16):
That’s not how I play, Dan.

Dan Meyer (43:18):
Oh, OK. Yeah, that’s true. That’s true. You’re good. On Abbott versus Marshall Kane, should we just let ’em have it? All right. All right. Give it up For Abbott Elementary. Not bad. And for Marshall Kane. OK. OK. I hear Zak and five other people. All right, cool. <laugh> Right on. All right. We got our, we got our finals,

Bethany Lockhart Johnson (43:45):
We did it. We made it to two. And we know: We left out a lot of people. Right? And honestly, I kind of wish we could poll like everyone. I mean, think you put it on Twitter, right? Like, who would you pick? But I would say we had a pretty solid eight there. I’m excited to see who… Look at the little crown he put, you guys. Come on.

Dan Meyer (44:05):
I worked hard for you. For you. <Laugh> Yeah. I liked that it was a good bunch that had a lot of different kinds of qualities…and lack of qualities in some cases. And it allowed us that—I shouldn’t knock her while she’s down, and she IS down, it’s true. <Laugh> And I appreciate the conversation we’ve had, what they have revealed overall about teaching and what the world wants teaching to be versus what it actually is or actually should be. I appreciate that. So let’s settle this here. Give it up, if you would, for Abbott Elementary. <Audience cheers> And give it up for Tina Fey in Mean Girls. <Audience cheers>

Bethany Lockhart Johnson (44:49):
Wow.

Dan Meyer (44:51):
That was close. I almost give that to Tina Fey.

Audience member (44:55):
Yeah, we do!

Dan Meyer (44:55):
I don’t know. That was a bracket-buster for me right there. Yeah. I lost money in the office pool off that right there. Maybe let’s just find out one more time here. One more time.

Bethany Lockhart Johnson (45:03):
Last time.

Dan Meyer (45:03):
Time to summon up all your conviction on one or the other here. No half-measures right now. All right.

Bethany Lockhart Johnson (45:07):
Emmy Award-winning Quinta Brunson.

Dan Meyer (45:09):
Yeah, you saw Robert Berry on that, right? He was like, “Oh, I got one more card to play. Emmy Award-winning.” That’s admissible. That’s admissible. We’ll take that. All right. So…give it up for Abbott Elementary, one last time. <Audience cheers> OK. All right. All right. And give it up for Tina Fey in Mean Girls. <Audience cheers>

Bethany Lockhart Johnson (45:30):
Drumroll, please!

Chris Nho (45:33):
Best teacher is….

Dan Meyer (45:34):
Tina Fey in Mean Girls! Yeah. Not a bad pick.

Bethany Lockhart Johnson (45:39):
I love it. And I think, too, I think we’re gonna have a little bit of a more reflective lens than we thought we did when we see depictions of teachers in film and television. And, you know, hopefully we’ll see some new tropes come in, right?

Dan Meyer (45:55):
Yep. Yeah. Every dollar we spend on movies with lousy teachers is just encouraging these people to make more lousy teacher movies, you know? Awesome. Thank you for being here for a live taping—

Bethany Lockhart Johnson (46:06):
Thank you for being here.

Dan Meyer (46:06):
—of our podcast, Math Teacher Lounge, in a hot room. Appreciate that. Yeah, it’s been fun for us to have you here. Um, super-important, super-important final remark: Bethany loves Oprah and Oprah occasionally, in the show—

Bethany Lockhart Johnson (46:18):
Is she coming?! Is she here?!

Dan Meyer (46:19):
Not here! Not here! Calm down. Calm down. Um, but we do have in Oprah fashion, not something—

Bethany Lockhart Johnson (46:24):
Oh. Oh, OK. Oh, that’s, that’s OK. Sorry. I got, had really excited for a second. As if the Amplify playing cards, The Amplify t-shirts being chucked at you at high speed—I did try to get a t-shirt cannon, and that was quickly ruled out <laugh>. They didn’t know about my rocket arm, right?

Dan Meyer (46:46):
Yeah, you got a cannon. <Laugh>

Bethany Lockhart Johnson (46:47):
Yeah. Oh, that’s a compliment. Oh, is that a compliment? Thank you, Dan. Thank you. Look under your seat because we have five winners. We wanna thank you for being here in person. We wanna thank the folks who are listening. We wanna thank Amplify. Oh my God. Somebody just pulled off the chair tag. You get to take that chair home with you.

Dan Meyer (47:08):
Does anybody have a prize?

Bethany Lockhart Johnson (47:10):
OK, stand up if you…stand up if you…Yes! Stand up if you have one!

Dan Meyer (47:16):
Free set of classroom dry-erase boards, right here. Congratulations.

Bethany Lockhart Johnson (47:22):
And for you who pulled off the chair tag, I don’t know. We gotta we gotta find something for you.

Dan Meyer (47:27):
Put that in your backpack.

Bethany Lockhart Johnson (47:30):
Thank you again for being here. Thank you. Amplify. Thank you, Desmos. Thank you. Dan Meyer.

Dan Meyer (47:36):
Thank you folks. Chris, thank you buddy.

Bethany Lockhart Johnson (47:38):
Chris! Chris Nho, everybody!

Dan Meyer (47:40):
We will be, we will be at—Bethany and I will be at the booth, if you wanna chit-chat and hang out, sign some stuff. Whatever. You wanna have Bethany sign you, she’ll do that. Um, come on down to the Amplify booth and we’ll—

Bethany Lockhart Johnson (47:50):
We’ll talk to you more about Ms. Frizzle.

Dan Meyer (47:52):
Fun and prizes. I will share with my real thoughts about Ms. Frizzle down there. I’d love to see you. Thanks for being here, folks.

Bethany Lockhart Johnson (47:57):
Thanks for listening. Bye.

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 Dan Meyer says about math teaching

“Teaching, more than other professions, is a generational profession. The kinds of joyful experiences we offer—or don’t offer—now affect the experiences students that haven’t even been born yet will have years later.”

– Dan Meyer

Meet the guests

Dan Meyer

Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is currently the Dean of Research at Desmos, where he explores the future of math, technology, and learning. Dan has worked with teachers internationally and in all 50 United States and was named one of Tech & Learning’s 30 Leaders of the Future.

Bethany Lockhart Johnson

Bethany Lockhart Johnson is an elementary school educator and author. Prior to serving as a multiple-subject teacher, she taught theater and dance and now loves incorporating movement and creative play into her classroom. Bethany is committed to helping students find joy in discovering their identities as mathematicians. In addition to her role as a full-time classroom teacher, Bethany is a Student Achievement Partners California Core Advocate and is active in national and local mathematics organizations. Bethany is a member of the Illustrative Mathematics Elementary Curriculum Steering Committee and serves as a consultant, creating materials to support families during distance learning.

A woman with curly hair and glasses smiles outdoors; a man with short dark hair smiles indoors in front of a blurred math teacher lounge, highlighting valuable math teacher resources.
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!

Families and caregivers, welcome to Amplify Desmos Math California K–5!

Welcome to the Amplify Desmos Math California K–5 Caregiver Hub. We hope your student enjoys exploring math, working with friends to solve problems, and learning new and interesting concepts. And we hope you enjoy the math journey with them! Below are some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math California.

Para la versión en español, haga clic aquí.

Three children are engaging in a math activity with a grid and orange markers. One child holds a "9-3" card. The background includes beach elements and abstract math symbols.

Caregiver Unit Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of key concepts, plus a problem from the lesson practice set you can work through with your student. You’ll find a Caregiver Resource for each unit, in both English and Spanish.

Unit 1: Math in Our World

Unit 2: Numbers 1–10

Unit 3: Flat Shapes All Around Us

Unit 4: Understanding Addition and Subtraction

Unit 5: Make and Break Apart Numbers Within 10

Unit 6: Numbers 0–20

Unit 7: Solid Shapes All Around Us

Unit 1: Adding, Subtracting, and Working With Data

Unit 2: Addition and Subtraction Story Problems

Unit 3: Adding and Subtracting Within 20

Unit 4: Numbers to 99

Unit 5: Adding Within 100

Unit 6: Measuring Lengths of Up to 120 Length Units

Unit 7: Geometry and Time

Unit 1: Working With Data and Solving Comparison Problems

Unit 2: Adding and Subtracting Within 100

Unit 3: Measuring Length

Unit 4: Addition and Subtraction on the Number Line

Unit 5: Numbers to 1,000

Unit 6: Geometry and Time

Unit 7: Adding and Subtracting Within 1,000

Unit 8: Equal Groups

Unit 1: Introducing Multiplication

Unit 2: Area and Multiplication

Unit 3: Wrapping Up Addition and Subtraction Within 1,000

Unit 4: Relating Multiplication to Division

Unit 5: Fractions as Numbers

Unit 6: Measuring Length, Time, Liquid Volume, and Weight

Unit 7: Two-Dimensional Shapes and Perimeter

Unit 1: Factors and Multiples

Unit 2: Fraction Equivalence and Comparison

Unit 3: Extending Operations to Fractions

Unit 4: From Hundredths to Hundred Thousands

Unit 5: Multiplicative Comparison and Measurement

Unit 6: Multiplying and Dividing Multi-Digit Numbers

Unit 7: Angles and Properties of Shapes

Unit 1: Volume

Unit 2: Fractions as Quotients and Fraction Multiplication

Unit 3: Multiplying and Dividing Fractions

Unit 4: Multiplication and Division With Multi-Digit Whole Numbers

Unit 5: Place Value Patterns and Decimal Operations

Unit 6: More Decimal and Fraction Operations

Unit 7: Shapes on the Coordinate Plane

Unit refresh videos

Unit 1

  • Sub-Unit 2 – Answering the Question “Are There Enough?”
  • Sub-Unit 3 – Counting and Cardinality

Unit 2

  • Sub-Unit 1 – Comparing 2 Groups Using the Terms More, Fewer, and Same
  • Sub-Unit 2 – Counting Objects in Different Orders
  • Sub-Unit 3 – Making Groups to Represent Numerals
  • Sub-Unit 4 – Comparing Written Numbers

Unit 3

  • Sub-Unit 1 – Identifying Circles and Triangles in Different Sizes and Orientations
  • Sub-Unit 2 – Using Positional Words to Describe the Location of Shapes

Unit 4

  • Sub-Unit 1 – Adding and Subtracting Within 10
  • Sub-Unit 2 – Representing Addition and Subtraction Story Problems
  • Sub-Unit 3 – Finding the Values of Expressions

Unit 5

Unit 1

  • Sub-Unit 1 – Organizing Data to Count How Many in Each Category
  • Sub-Unit 2 – Counting on to Add and Counting Back to Subtract
  • Sub-Unit 3 – Representing 2 Categories of Data With Addition Equations

Unit 2

  • Sub-Unit 1 – Representing and Solving Add To, Change Unknown Story Problems
  • Sub-Unit 2 – Using Addition or Subtraction to Find an Unknown Part of a Total Amount
  • Sub-Unit 3 – Solving Compare, Difference Unknown Problems
  • Sub-Unit 4 – Making Sense of Story Problems With Different Questions

Unit 3

  • Sub-Unit 1 – Finding a Difference Using the Relationship Between Addition and Subtraction
  • Sub-Unit 2 – Using the Structure of Teen Numbers to Find Missing Addends
  • Sub-Unit 3 – Breaking Apart Addends to Make 10 When Adding
  • Sub-Unit 4 – Subtracting From Teen Numbers in Parts to Get to 10

Unit 4

  • Sub-Unit 1 – Adding a Ten To and Subtracting a Ten From Multiples of 10
  • Sub-Unit 2 – Representing and Writing Two-Digit Numbers
  • Sub-Unit 3 – Comparing Two-Digit Numbers
  • Sub-Unit 4 – Representing the Same Two-Digit Number With Different Amounts of Tens and Ones

Unit 5

  • Sub-Unit 1 – Adding a Number of Tens or Ones to a Two-Digit Number
  • Sub-Unit 2 – Adding a Two-Digit Number and a One-Digit Number When Composing a Ten is Necessary
  • Sub-Unit 3 – Adding a Two-Digit Number and a Two-Digit Number When Composing a Ten is Necessary

Unit 1

  • Sub-Unit 1 – Choosing Strategies to Add Within 20
  • Sub-Unit 2 – Representing Data in a Picture Graph and Bar Graph
  • Sub-Unit 3 – Finding the Difference Between 2 Categories Shown on a Bar Graph

Unit 2

  • Sub-Unit 1 – Strategies to Solve Story Problems Involving Money
  • Sub-Unit 2 – Decomposing a Ten When Subtracting by Place
  • Sub-Unit 3 – Making Sense of Story Problems About Comparing That Use the Word More
  • Sub-Unit 4 – Making Sense of One- and Two-Step Story Problems

Unit 3

  • Sub-Unit 1 – Measuring the Length of an Object in Centimeters Using a Ruler
  • Sub-Unit 2 – Measuring Objects in Inches and Feet
  • Sub-Unit 3 – Representing Measurement Data on a Line Plot

Unit 4

  • Sub-Unit 1 – Locating Numbers on Number Lines
  • Sub-Unit 2 – Representing Addition and Subtraction Strategies on a Number Line

Unit 5

  • Sub-Unit 1 – Composing Hundreds to Represent Three-Digit Numbers
  • Sub-Unit 2 – Comparing Three-Digit Numbers

Unit 1

  • Sub-Unit 1 – Representing Equal-Groups Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing Arrays With Multiplication Equations
  • Sub-Unit 3 – Representing Data Using Scaled Bar Graphs

Unit 2

  • Sub-Unit 1 – Determining the Area of a Rectangle Using Counting and Skip Counting
  • Sub-Unit 2 – Determining the Area of a Rectangle Using Multiplication
  • Sub-Unit 3 – Decomposing to Determine the Area of Rectilinear Figures

Unit 3

  • Sub-Unit 1 – Using the Expanded Form and Partial Sums Algorithms to Add
  • Sub-Unit 2 – Using the Expanded Form Algorithm to Subtract
  • Sub-Unit 3 – Rounding Numbers to the Nearest Hundred and Ten Using Number Lines
  • Sub-Unit 4 – Representing and Solving Two-Step Story Problems Involving Multiplication

Unit 4

  • Sub-Unit 1 – Representing Division Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing an Equal-Groups Problem With a Division and Multiplication Equation
  • Sub-Unit 3 – Using the Distributive Property of Multiplication to Multiply a One-Digit Number by a Teen Number
  • Sub-Unit 4 – Decomposing Dividends to Divide

Unit 5

  • Sub-Unit 1 – Writing Unit and Non-Unit Fractions
  • Sub-Unit 2 – Locating Non-Unit Fractions on the Number Line
  • Sub-Unit 3 – Identifying Equivalent Fractions
  • Sub-Unit 4 – Comparing Fractions With the Same Denominator or Same Numerator

Unit 1

  • Sub-Unit 1 – Using Factor Pairs to Determine All the Possible Side Lengths of a Rectangle With a Given Area
  • Sub-Unit 2 – Finding Multiples and Common Multiples

Unit 2

  • Sub-Unit 1 – Locating Fractions with Different Denominators On the Same Number Line
  • Sub-Unit 2 – Using Multiples or Factors to Determine Equivalent Fractions
  • Sub-Unit 3 – Comparing Fractions Using Equivalent Fractions With Common Denominators

Unit 3

  • Sub-Unit 1 – Adding and Subtracting Fractions with the Same Denominator
  • Sub-Unit 2 – Multiplying Whole Numbers and Fractions
  • Sub-Unit 3 – Adding Fractions with Denominators of 10 and 100

Unit 4

  • Sub-Unit 1 – Writing Fractions With Denominators of 10 and 100 as Decimals
  • Sub-Unit 2 – Relationships Between Place Values in Multi-Digit Whole Numbers
  • Sub-Unit 3 – Comparing Multi-Digit Numbers
  • Sub-Unit 4 – Using the Standard Algorithm to Subtract When Decomposing is Required

Unit 5

  • Sub-Unit 1 – Representing Multiplicative Comparison Situations
  • Sub-Unit 2 – Converting Measurements in the Metric System
  • Sub-Unit 3 – Comparing Measurements

Unit 1

  • Sub-Unit 1 – Using the Layered Structure of a Rectangular Prism to Determine the Volume
  • Sub-Unit 2 – Determining the Volume of a Rectangular Prism
  • Sub-Unit 3 – Determining the Volume of Figures Composed of Rectangular Prisms

Unit 2

  • Sub-Unit 1 – Representing Equal-Sharing Story Problems with Fractional Quotients
  • Sub-Unit 2 – Representing Fractions with Equivalent Multiplication and Division Expressions
  • Sub-Unit 3 – Determining the Area of a Rectangle With a Fractional Side Length

Unit 3

  • Sub-Unit 1 – Representing Multiplication of 2 Unit Fractions with Diagrams
  • Sub-Unit 2 – Dividing Whole Numbers by Unit Fractions

Unit 4

  • Sub-Unit 1 – Multiplying Multi-digit Whole Numbers Using the Partial Products and Standard Algorithms
  • Sub-Unit 2 – Dividing Multi-Digit Whole Numbers Using Partial Quotients
  • Sub-Unit 3 – Representing Multi-Step Story Problems with Equations

Unit 5

  • Sub-Unit 1 – Comparing Decimals
  • Sub-Unit 2 – Using the Standard Algorithms to Add and Subtract Decimals
  • Sub-Unit 3 – Multiplying a Whole Number and a Decimal Using the Distributive Property
  • Sub-Unit 4 – Dividing Whole Numbers by Decimals Less Than 1

Access Amplify Desmos Math California at home.

In addition to a print Student Edition workbook, your student will have digital access to all learning, practice, and assessment materials through the Amplify platform. The digital curriculum can be accessed in school and at home by following these instructions:

  • Click the Amplify Desmos Math California button.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, caregivers can view student work by opening previous assignments.

Learn how to navigate the student home page.

Materials overview

Amplify Desmos Math California address blended learning with supporting print materials and a unique digital experience. All K–5 lessons are available in a write-in Student Edition book. Many of the lessons include hands-on activities with manipulatives, tools that help students understand abstract concepts by making them tangible. Your student will also work with digital devices for an age-appropriate number of lessons.

When students use devices, teachers can monitor their work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Components of a lesson

Students in an Amplify Desmos Math California classroom can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

A typical Amplify Desmos Math California lesson includes:

  • Warm-up: A short, attention-getting problem to pique students’ interest in the lesson.
  • Activities: One to two mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The Show What You Know lesson assessment is optional for kindergarten and grade 1.)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math California offers options for:

  • Differentiation: Mini-Lessons, Centers, Extensions, Boost Personalized Learning, and Fluency Practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask them to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your student follow-up questions to encourage the use of math language as they explain their thinking, such as, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions, such as, “What information do you know here?” or “How could you represent this problem?”

Your student’s teacher may introduce a Center game with students in the lesson or beyond the lesson. These games are aligned to the math of the unit and can be played with students outside of class. Your student’s teacher may introduce a Center game to students during or after completing a lesson, or you may need to teach the game before you play by using easy-to-follow instructions. Sign up for a free account to explore Centers and additional K–5 content in our Featured Collections.

Each unit in Amplify Desmos Math begins with a read-aloud story to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the unit.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a $10 bill. Encourage your student to point out ways that you use math in your daily tasks.

Remind your student that getting stuck is part of the process and a necessary—beneficial, even!—part of learning. Many students (and adults) fear making mistakes. But research shows that making mistakes helps our brains grow. When your student gets stuck on a problem, encourage them to keep trying different strategies, even if they’re not sure if they are right.

Get more information.

Have a question about Amplify Desmos Math California? Visit our help library to search for articles with answers to your program questions. For additional support, please contact your student’s teacher.

Core STEM programs: Strengthen sessions

Professional development sets teachers and leaders up for success, whether they are new to or experienced with a program. Each Strengthen session promotes a deeper understanding of the program through targeted instructional practices.

Explore STEM Strengthen sessions by program below.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

A man works on a laptop at a desk with pencils, next to an illustration of math equations and scales.

About Strengthen sessions

Target specific instructional practices with Strengthen sessions designed for teachers and leaders in year one and beyond.

Ready to schedule? Contact us and an Amplify expert will help identify the session(s) that best support your students’ success.

Each package includes one Strengthen session. Additional sessions can be added as enhancements.

Amplify Math

Amplify Math is a core math curriculum that serves 100% of students in accessing grade-level math every day. The program delivers engaging grade-level math lessons; flexible, social problem-solving experiences both online and off, and insights, data, and reporting that drive performance.

Explore the Amplify Math Strengthen sessions (for grade bands 6–Algebra 1 and Geometry–Algebra 2) for Begin packages and beyond. Click the session title or scroll down to learn more about each session.

Begin packages

  On-site package
(15 hr.)
Hybrid
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid
virtual package

(15 hr.)
Virtual package
(7 hr.)
One Strengthen session per package On-site
3 hr. sessions
On-site
3 hr. sessions
Virtual
1 hr. sessions
Virtual
3 hr. sessions
Virtual
1 hr. sessions
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Enhancing practice for 6–A1 teachers
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Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Unit-level planning for 6–A1 teachers
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Lesson-level planning for 6–A1 teachers
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Increasing engagement with instructional routines for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for grade 6–A1 teachers

On-site or virtual, 3 hours

Prepare to teach Amplify Math lessons effectively by engaging in collaborative backward planning with experts. Work alongside our facilitators to understand how to target key concepts and make successful instructional decisions across a unit, and leave with a completed unit plan for your class.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for grade 6–A1 teachers

On-site or virtual, 3 hours

See the Launch, Monitor, Connect problem-based learning model in action, and practice integrating these practices into your facilitation of lesson activities. Leave with guidelines for using the Launch, Monitor, Connect model that you can implement during your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Learn to use our non-evaluative classroom look-for tool for Amplify Math to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Math.

Audience: Leaders (maximum 30 participants)

Begin: Strengthen Focus: Unit-level planning for grade 6–A1 teachers

Virtual, 1 hour

Dive into unit planning as you learn the story of how your upcoming unit is tied to other units and grade levels, and discover the big ideas you will explore alongside your students in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Lesson-level planning for grade 6–A1 teachers

Virtual, 1 hour

Dive into lesson-level planning as you learn how to create a road map that guides student learning, makes connections across lessons, and measures student understanding of the learning goals in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Increasing engagement with Instructional Routines for grade 6–A1 teachers

Virtual, 1 hour

Explore how to use Instructional Routines such as Notice and Wonder to support and engage students as they make sense of new contexts and mathematical problems in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One Strengthen session per package On-site
3 hr. sessions
On-site
3 hr. sessions
Virtual
1 hr. sessions
Virtual
3 hr. session
Enhancing planning for 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing practice for 6–A1 teachers
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Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Using differentiation supports for 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    A large, light peach-colored checkmark on a transparent background. 
Using data to drive instruction for 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Addressing prerequisite skills for 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Orchestrating math discussions for 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Building language with math routines for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.  
Unit-level planning for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.  
Lesson-level planning for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.  
Increasing engagement with Instructional Routines for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for grade 6–A1 teachers

On-site or virtual, 3 hours

Prepare to effectively teach Amplify Math lessons by engaging in collaborative backward planning with experts. Work alongside our facilitators to understand how to target key concepts and make effective instructional decisions across a unit, and leave with a completed unit plan for your class.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for grade 6–A1 teachers

On-site or virtual, 3 hours

See the Launch, Monitor, Connect problem-based learning model in action, and practice integrating these practices into your facilitation of lesson activities. Leave with guidelines for using the Launch, Monitor, Connect model that you can implement during your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Learn to use our non-evaluative classroom look-for tool for Amplify Math to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Math.

Audience: Leaders (maximum 30 participants)

Practice: Using differentiation supports for grade 6–A1 teachers

On-site or virtual, 3 hours

Learn how to leverage embedded differentiated supports in Amplify Math to ensure that all students can be successful. Walk away with a plan for supporting students in your classroom including multilingual/English learners (ML/ELs), students with disabilities, students who may need extra support, and advanced students.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Using data to drive instruction for grade 6–A1 teachers

On-site or virtual, 3 hours

Grow your proficiency in data analysis. Turn student data gathered within Amplify Math into differentiated instruction targeting specific skills. Walk away ready to use the data provided in the curriculum to align embedded support to your students’ unique needs.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Addressing prerequisite skills for grade 6–A1 teachers

On-site or virtual, 3 hours

Explore Amplify Math’s just-in-time approach to addressing prerequisite skills. Leave with a deeper understanding of how to use embedded curriculum resources to identify and support prerequisite skills essential for your next unit.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Orchestrating math discussions for grade 6–A1 teachers

On-site or virtual, 3 hours

Learn strategies for leading discussions that promote more math talk among all students in your classroom. Walk away with strategies and Amplify Math curriculum tools you can bring back to your classroom to enhance discussion in your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Building language with math routines for grade 6–A1 teachers

Virtual, 1 hour

Explore how Math Language Routines support students as they make sense of new contexts and mathematical problems in Amplify Math. Leave with strategies for using these routines to support students in learning mathematical practices, content, and language in your upcoming lessons.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Unit-level planning for grade 6–A1 teachers

Virtual, 1 hour

Dive into unit planning as you learn the story of how your upcoming unit is tied to other units and grade levels, and discover the big ideas you’ll explore alongside your students in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Lesson-level planning for grade 6–A1 teachers

Virtual, 1 hour

Dive into lesson-level planning as you learn how to create a roadmap for a lesson that guides student learning, makes connections across lessons, and measures student understanding of the learning goals in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Increasing engagement with Instructional Routines for grade 6–A1 teachers

Virtual, 1 hour

Explore how to leverage Instructional Routines such as Notice and Wonder to support students as they make sense of new contexts and mathematical problems in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Amplify Desmos Math

Amplify Desmos Math is a core K–12 program—available in English and Spanish—that applies a problem-based approach to develop deep conceptual understanding, procedural fluency, and application. Using technology inspired by students’ natural curiosity, Amplify Desmos Math connects the classroom and fosters real collaboration, discourse, and perseverance in problem-solving. Captivating activities, powerful teaching tools, and lots of support enable students to develop math proficiency that lasts a lifetime.

Explore the Amplify Desmos Math Strengthen sessions (for grades K–5, 6–A1, and high school) for Begin packages and beyond. Click the session title or scroll down to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One Strengthen session per package On-site,
3 hr.
On-site,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Enhancing planning for
K–5, 6
–A1, or high school teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for
K–5, 6
–A1, or high school teachers
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Enhancing observations for K–5, 6–A1 leaders, or high school leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Unit-level planning for
K–5, 6–A1, or high school teachers
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Begin: Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level-up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Begin: Strengthen: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Begin: Amplify Desmos Math: Enhancing observations for K–5, 6–A1, or high school leaders

High school sessions are available October 2026.

On-site or virtual, 3 hours

Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

New session

Begin: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers

Virtual, 1 hour

Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One Strengthen session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Enhancing observations for K–5, 6–A, or high school leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Assessment in action: Analyzing data, reports, and planning next steps for K–5 or 6–A1 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers     A large, light peach-colored checkmark on a transparent background.  
Amplify Desmos Math: Snapshots in the Teacher Dashboard for
6–A1 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dive into both big-picture and day-to-day planning for Amplify Desmos Math. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Practice: Amplify Desmos Math: Enhancing observations for K–5, 6–A1, or high school leaders

High school sessions are available October 2026.

On-site or virtual, 3 hours

Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

New session

Practice: Amplify Desmos Math: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.

Audience: Teachers, instructional staff (maximum 30 participants)

Available October 2026

Practice: Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Explore how to transform your mathematics classroom into a social and collaborative environment where students deepen their understanding by sharing their mathematical thinking. Learn more about how Amplify Desmos Math provides support for these meaningful mathematical conversations.

Audience: Teachers, instructional staff (maximum 30 participants)

Available October 2026

Practice: Amplify Desmos Math: Assessment in action: Analyzing data, reports, and planning next steps for K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Deepen your understanding of the different types of assessments in Amplify Desmos Math and how they provide evidence of student learning. Analyze sample student work to calibrate on assessment scoring, interpret student thinking, and make a plan for instructional next steps.

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Practice: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers

Virtual, 1 hour

Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers

Virtual, 1 hour

Get ready to facilitate lessons with digital student screens. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Amplify Desmos Math: Snapshots in the Teacher Dashboard for 6–A1 teachers

Virtual, 1 hour

Explore how to use the Snapshots tool in the Teacher Dashboard to create a collaborative classroom that invites and celebrates student thinking. Leave with planning tips and tricks that will get you ready to use Snapshots during your busy math classes.

Audience: Teachers, instructional staff (maximum 30 participants)

Available October 2026

Practice: Strengthen Focus: Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers

Virtual, 1 hour

Explore how to use the instructional routines in Amplify Desmos Math to support and engage students as they make sense of new contexts, develop mathematical language, and solve problems.

Audience: Teachers, instructional staff (maximum 30 participants)

Amplify Science

Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. 

Explore the Amplify Science sessions (for grade bands K–5 and 6–8) for year-one packages and beyond. Select the session title or scroll to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One Strengthen session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Amplify Science: Enhancing planning for K–5 or 6–8 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Enhancing practice
for K–5 or 6–8 teachers

A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Enhancing observations for K–8 leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Planning an Amplify Science lesson for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Supporting all learners: Exploring the resources for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Supporting all learners: Teacher modeling and student discourse
for K–8 teachers

    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Amplify Science: Enhancing planning for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Learn how to use a planning protocol to internalize an upcoming Amplify Science unit. Leave with a plan to support students engaging in three-dimensional learning while also meeting the needs of all students in your classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Begin: Amplify Science: Enhancing practice for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Learn how Amplify Science supports phenomenon-based learning. Experience a sequence of model instruction from the curriculum, and walk away with a plan for how you can enhance the curriculum through your teaching practice to build a powerful culture of figuring out in your science classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Begin: Amplify Science: Enhancing observations for K–8 leaders

On-site or virtual, 3 hours

Learn to use the non-evaluative classroom look-for tool for Amplify Science to promote the use of instructional materials, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Science.

Audience: Leaders grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Amplify Science: Planning an Amplify Science lesson for K–8 teachers

Virtual, 1 hour

Develop structure and routines for planning Amplify Science lessons and leave prepared for an upcoming lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Amplify Science: Supporting all learners: Exploring the resources for K–8 teachers

Virtual, 1 hour

Learn how to use lesson-specific differentiation briefs, embedded assessments, and activity-specific teacher support notes to maximize instruction for all learners with Amplify Science.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Amplify Science: Supporting all learners: Teacher modeling and student discourse for K–8 teachers

Virtual, 1 hour

Explore ways to leverage and build upon two key instructional elements in Amplify Science, and plan how you’ll use these supports to engage all learners in your next lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One Strengthen session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Amplify Science: Enhancing planning for K–5 or 6–8 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Enhancing practice for K–5 or 6–8 teachers
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Amplify Science: Enhancing observations for K–8 leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Supporting all learners with complex texts for K–5 or 6–8 teachers
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Amplify Science: Supporting multilingual/English learners for K–5 or 6–8 teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Writing in science for K–5 or 6–8 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Assessment system for K–5 or 6–8 teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
Amplify Science: Engineering Internships for 6–8 teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Science Seminar for 6–8 teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify Science: Planning an Amplify Science lesson for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Supporting all learners: Exploring the resources for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Supporting all learners: Teacher modeling and student discourse for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Analyzing student work for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Supporting all learners: Multimodal learning and multiple at-bats for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Grading with Amplify Science for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Enhancing the digital experience for K–5 teachers
    A large, light peach-colored checkmark on a transparent background.  
Amplify Science: Planning with the Coherence Flowchart for K–8 teachers
    A large, light peach-colored checkmark on a transparent background.  

Practice: Amplify Science: Enhancing planning for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Learn how to use a planning protocol to internalize an upcoming Amplify Science unit. Walk away with a plan to support students engaging in three-dimensional learning while also meeting the all needs of students in your classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Enhancing practice for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Learn how Amplify Science supports phenomenon-based learning. Experience a sequence of model instruction from the curriculum, and walk away with a plan for how you can enhance the curriculum through your teaching practice to build a powerful culture of “figuring out” in your science classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Enhancing observations for K–5 or 6–8 leaders

On-site or virtual, 3 hours

Learn to use the non-evaluative classroom look-for tool for Amplify Science to promote the use of instructional materials, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Science.

Audience: Leaders grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Supporting all learners with complex texts for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Collaborate to solve common reading challenges alongside other educatorsLearn strategies to support students in grades K–5 or 6–8 in accessing complex texts in Amplify Science units by engaging in a model-reading sequence. Leave with a plan for incorporating effective strategies into your upcoming Amplify Science reading lesson.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Supporting multilingual/English learners for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Explore strategies and engage in model activities to support multilingual/English learners in grades K–5 or 6–8 in developing their abilities to do, talk, read, write, visualize, and construct arguments in Amplify Science. Leave with strategies to support a deeper understanding of the critical role that language and literacy play in developing scientific understanding.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Writing in science for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Develop an understanding of how the Amplify Science writing approach supports students in grades K–5 or 6–8 in engaging in science practices, making sense of science ideas, and growing as writers. Leave with a plan for supporting student writing in your next unit.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Assessment system for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Analyze a sample formative assessment, deepen your understanding of learning progressions in each Amplify Science unit, and participate in discussions to understand the relationships between different types of assessments and your unit’s learning goals. Walk away with strategies for collecting, analyzing, and responding to student assessment data.

Audience: Teachers, instructional staff grades of K–5 or 6–8 (maximum 30 participants)

Practice: Amplify Science: Engineering Internships for 6–8 teachers

On-site or virtual, 3 hours

Plan for the first Amplify Science Engineering Internship course of your grade level (6–8) by exploring the Futura workspace and digital tools students will use during the internship experience. Leave with an understanding of how students will apply science concept knowledge to construct design solutions. This session will feature one of the following Engineering Internships based on your need: Metabolism, Plate Motion, or Force and Motion.

Audience: Teachers, instructional staff grades 6–8 (maximum 30 participants)

Practice: Amplify Science: Science Seminar for 6–8 teachers

On-site or virtual, 3 hours

Experience a Science Seminar sequence of a sample unit from Amplify Science grade 6–8 from the student perspective! Gain an understanding of how students apply science concepts to engage in argumentation about a phenomenon, and leave with a plan for teaching a Science Seminar unit in your own classroom.

Audience: Teachers, instructional staff grades 6–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Planning an Amplify Science lesson for K–8 teachers

Virtual, 1 hour

Develop a structure for planning Amplify Science lessons and leave prepared for an upcoming lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Supporting all learners: Exploring the resources for K–8 teachers

Virtual, 1 hour

Learn how to use lesson-specific differentiation briefs, embedded assessments, and activity-specific teacher support notes to supplement instruction for all learners with Amplify Science.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Supporting all learners: Teacher modeling and student discourse for K–8 teachers

Virtual, 1 hour

Explore ways to leverage and build upon two key instructional elements in Amplify Science and plan for ways to use these supports to engage all learners in your next lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Analyzing student work for K–8 teachers

Virtual, 1 hour

Engage with a protocol to analyze real student work and plan for instructional next steps in Amplify Science. (You are required to bring student formative assessment samples to this session.)

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Supporting all learners: Multimodal learning and multiple at-bats for K–8 teachers

Virtual, 3 hours

Learn strategies to develop an understanding of how Amplify Science’s multimodal approach supports all learners.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Grading with Amplify Science for K–8 teachers

Virtual, 1 hour

Develop an understanding of how to use assessment resources in Amplify Science to grade students three-dimensionally and use practices that align with district/school guidelines.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Enhancing the digital experience for K–5 teachers

Virtual, 1 hour

Learn how to go further with Amplify Science digital experience tools to enhance teaching and learning.

Audience: Teachers, instructional staff grades K–5 (maximum 30 participants)

Practice: Strengthen Focus: Amplify Science: Planning with the Coherence Flowchart for K–8 teachers

Virtual, 1 hour

Practice using the Coherence Flowchart resource to plan an upcoming Amplify Science unit.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Get in touch with a PD expert.

Illustrative Mathematics-NEW

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Grade 6

Unit 1: Area and Surface Area

Illustrative MathematicsAmplify Classroom
Topic A: Reasoning to Find Area 
Lesson 1: Tiling the PlaneUnit 1
Lesson 1: Shapes on a Plane
Lesson 4: Parallelograms
Lesson 5: Bases and Heights of Parallelograms
Lesson 6: Area of Parallelograms
Unit 1
Lesson 3: Exploring Parallelograms
Topic 3: Triangles
Lesson 7: From Parallelograms to TrianglesUnit 1
Lesson 3: Exploring Parallelograms
Topic 5: Surface Area
Lesson 12: What is Surface Area?Unit 1
Lesson 10: Renata’s Stickers

Unit 2: Introducing Ratios

Topic 1: Introducing Ratios
Lesson 1: Introducing Ratios and Ratio LanguageUnit 2
Lesson 1: Pizza Maker
Lesson 2: Representing Ratios with DiagramsUnit 2
Lesson 1: Pizza Maker
Topic 2: Equivalent Ratios
Lesson 3: RecipesUnit 2
Lesson 4: Fruit Lab
Lesson 5: Defining Equivalent RatiosUnit 2
Lesson 1: Pizza Maker
Topic 4: Solving Ratio and Rate Problems
Lesson 11: Representing Ratios with TablesUnit 2
Lesson 10: Disaster Preparation

Unit 3: Rates and Percentages

Topic 2: Unit Conversion
Lesson 2: Anchoring Units of MeasurementUnit 3
Lesson 1: Many Measurements
Topic 3: Rates
Lesson 5: Comparing Speeds and PricesUnit 3
Lesson 6: Soft Serve
Lesson 6: Interpreting Rates
Lesson 7: Equivalent Ratios Have the Same Unit Rates
Unit 3
Lesson 6: Soft Serve
Topic 4: Percentages
Lesson 10: What Are percentagesUnit 3
Lesson 9: Lucky Duckies
Lesson 13: Benchmark percentagesUnit 3
Lesson 9: Lucky Duckies
Topic 5: Let’s Put It to Work 
Lesson 7: Equivalent Ratios Have the Same Unit RatesUnit 3
Lesson 6: Soft Serve

Unit 4: Dividing Fractions

Topic 2: Meanings of Fraction Division
Lesson 4: How Many Groups (Part 1)Unit 4
Lesson 3: Flour Planner 
Lesson 6: Using Diagrams to Find the Number of GroupsUnit 4
Lesson 6: Fill the Gap

Unit 5: Arithmetic in Base Ten

Topic 1: Warming Up to Decimals 
Lesson 1: Using Decimals in a Shopping ContextUnit 5
Lesson 1: Dishing Out Decimals
Topic 5: Let’s Put It to Work
Lesson 14: Using Operations on Decimals to Solve ProblemsUnit 5
Lesson 13: Movie Time

Unit 6: Expressions and Equations

Lesson 1: Tape Diagrams and Equations
Lesson 2: Truth and Equations
Unit 6
Lesson 1: Weight for It
Lesson 3: Staying in BalanceUnit 6
Lesson 1: Weight for It
Topic 2: Equal and Equivalent
Lesson 8: Equal and EquivalentUnit 6
Lesson 1: Weight for It
Topic 9: The Distributive Property, Part 1Unit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 10: The Distributive Property, Part 2
Lesson 11: The Distributive Property, Part 3
Unit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Topic 5: Let’s Put It to Work
Lesson 19: Tables, Equations, and Graphs, Oh My!Unit 6
Lesson 16: Subway Fares
Take Away (coming soon!)

Unit 7: Rational Numbers

Lesson 1: Positive and Negative NumbersUnit 7
Lesson 1: Can You Dig It?
Lesson 3: Comparing Positive and Negative Numbers
Lesson 4: Ordering Rational Numbers
Unit 7
Lesson 4: Order in the Class
Topic 2: Inequalities
Lesson 9: Solutions of Inequalities
Lesson 10: Interpreting Inequalities
Unit 7
Lesson 7: Tunnel Travels
Topic 3: The Coordinate Plane
Lesson 15: Shapes on the Coordinate PlaneUnit 1
Lesson 1: Shapes on a Plane

Unit 8: Data Sets and Distributions

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 8
Lesson 3: Minimum Wage
Lesson 6: Interpreting Histograms
Lesson 7: Using Histograms to Answer Statistical Questions
Lesson 8: Describing Distributions on Histograms
Unit 8
Lesson 5: The Plot Thickens
Topic 4: Median and IQR
Lesson 13: MedianUnit 8
Lesson 11: Toy Cars

Grade 7

Unit 1: Scale Drawings

Illustrative MathematicsAmplify Classroom
Topic 1: Scaled Copies 
Lesson 1: What are Scaled Copies?Unit 1
Lesson 1: Scaling Machines
Topic 2: Scale Drawings 
Lesson 7: Scale DrawingsUnit 1
Lesson 7: Will It Fit?

Unit 2: Introducing Proportional Relationships

Topic 1: Representing Proportional Relationships with Tables
Lesson 1: One of These Things Is Not Like the OthersUnit 2
Lesson 1: Paint 
Topic 2: Representing Proportional Relationships with Equations 
Lesson 4: Proportional Relationships with EquationsUnit 2
Lesson 6: Two and Two
Lesson 5: Two Equations for Each Relationship
Lesson 6: Using Equations to Solve Problems
Unit 2
Lesson 6: Two and Two
Topic 3: Comparing Proportional and Nonproportional Relationships 
Lesson 8: Comparing Relationships with EquationsUnit 2
Lesson 6: Two and Two
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 2
Lesson 8: Dino Pops

Unit 3: Measuring Circles

Topic 1: Circumference of a Circle 
Lesson 1: How Well Can You Measure?Unit 3
Lesson 8: Toothpicks (coming soon!)
Lesson 2: Exploring Circles
Lesson 3: Exploring Circumference
Lesson 4: Applying Circumference
Unit 3
Lesson 3: Measuring Around
Take Away (coming soon!)
Topic 2: Area of a Circle
Lesson 7: Exploring the Area of a Circle
Lesson 8: Relating Area to Circumference
Unit 3
Lesson 9: Area Challenges
Take Away (coming soon!)

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 4
Lesson 1: Mosaics
Topic 2: Percent Increase and Decrease 
Lesson 6: Increasing and DecreasingUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Topic 3: Applying Percentages
Lesson 10: Tax and Tip
Lesson 11: Percentage Contexts
Unit 4
Lesson 12: Posing Percent Problems (coming soon!)
Topic 4: Let’s Put It to Work 
Lesson 16: Posing Percent ProblemsUnit 4
Lesson 12: Posing Percent Problems (coming soon!)

Unit 5: Rational Number Arithmetic

Topic 1: Interpreting Negative Numbers 
Lesson 1: Interpreting Negative NumbersUnit 5
Lesson 1: Floats and Anchors
Topic 2: Adding and Subtracting Rational Numbers
Lesson 2: Changing Temperatures
Lesson 3: Changing Elevation
Unit 5
Lesson 4: Draw Your Own
Lesson 6: Subtracting Rational Numbers
Lesson 7: Adding and Subtracting to Solve Problems
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles

Unit 6: Expressions, Equations, and Inequalities

Topic 1: Representing Situations of the Form px + q and p(+ q) = r 
Lesson 1: Relationships Between QuantitiesUnit 2
Lesson 1: Paint
Unit 4
Lesson 1: Mosaics
Topic 9 Dealing with Negative Numbers 
Lesson 10: Different Options for Solving One EquationUnit 6
Lesson 10: Collect the Squares
Topic 3: Inequalities 
Lesson 13: Reintroducing InequalitiesUnit 6
Lesson 16: Shira the Sheep
Lesson 14: Finding Solutions to Inequalities in Context
Lesson 15: Efficiency Solving Inequalities
Unit 6
Lesson 16: Shira the Sheep
Lesson 16: Interpreting Inequalities
Lesson 17: Modeling with Inequalities
Unit 6
Lesson 16: Shira the Sheep
Topic 4: Writing Equivalent Expressions 
Lesson 18: Subtraction in Equivalent ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 20: Combining Like Terms (Part 1)
Lesson 21: Combining Like Terms (Part 2)
Lesson 22: Combining Like Terms (Part 3)
Unit 6
Lesson 10: Collect the Squares

Unit 7: Angles, Triangles, and Prisms

Lesson 2: Adjacent Angles
Lesson 3: Nonadjacent Angles
Unit 7
Lesson 2: Friendly Angles
Lesson 4: Solving for Unknown AnglesUnit 7
Lesson 2: Friendly Angles
Lesson 5: Using Equations to Solve for Unknown AnglesUnit 7
Lesson 4: Missing Measures
Topic 2: Drawing Polygons with Given Conditions 
Lesson 9: Drawing Triangles (Part 1)
Lesson 10: Drawing Triangles (Part 2)
Unit 7
Lesson 5: Can You Build It?

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?
Lesson 2: Prob-bear-bilities
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 8
Lesson 10: Crab Island
Topic 4: Using Samples
Lesson 15: Estimating Population Measures of Center
Lesson 16: Estimating Population Proportions
Unit 8 
Lesson 10: Crab Island
Lesson 17: More about Sampling Variability
Lesson 18: Comparing Populations Using Samples
Lesson 19: Comparing Populations with Friends
Unit 8
Lesson 10: Crab Island

Grade 8

Unit 1: Rigid Transformations and Congruence

Illustrative MathematicsAmplify Classroom
Topic 1: Rigid Transformations 
Lesson 1: Moving in the PlaneUnit 1
Lesson 1: Transformers
Lesson 2: Naming the MovesUnit 1
Lesson 2: Spinning, Flipping, Sliding
Lesson 3: Grid MovesUnit 1
Lesson 4: Moving Day
Lesson 4: Making the MovesUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Lesson 5: Coordinate MovesUnit 1
Lesson 4: Moving Day
Lesson 6: Describing TransformationsUnit 1
Lesson 6: Connecting the Dots (coming soon!)
Topic 2: Properties of Rigid Transformations 
Lesson 8: Rotation PatternsUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Topic 5: Let’s Put It to Work
Lesson 17: Rotate and TessellateLesson 13: Tessellate

Unit 2: Dilations, Similarity, and Introducing Slope

Topic 1: Dilations
Lesson 1: Projecting and ScalingUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 2: Circular Grid
Lesson 3: Dilations with No Grid
Lesson 4: Dilations on a Square Grid
Lesson 5: More Dilations
Unit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Topic 2: Similarity 
Lesson 6: SimilarityUnit 2
Lesson 6: Social Scavenger Hunt
Topic 3: Slope
Lesson 10: Meet SlopeUnit 3
Lesson 4: Flags

Unit 3: Linear Relationships

Topic 1: Proportional Relationships 
Lesson 1: Understanding Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 2: Graphs of Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 3: Representing Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials 
Topic 2: Representing Linear Relationships
Lesson 5: Introduction to Linear RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 7: Representations of Linear RelationshipsUnit 3
Lesson 4: Flags
Topic 3: Finding Slopes 
Lesson 9: Slopes Don’t Have to be PositiveUnit 3
Lesson 4: Flags
Lesson 11: Equations of All Kinds of LinesUnit 3
Lesson 4: Flags
Topic 4: Linear Equations 
Lesson 13: More Solutions to Linear EquationsUnit 3 
Lesson 4: Flags

Unit 4: Linear Equations and Linear Systems

Topic 2: Linear Equation in One Variable 
Lesson 5: Solving Any Linear EquationUnit 4
Lesson 5: Equation Roundtable
Lesson 6: Strategic SolvingUnit 4
Lesson 5: Equation Roundtable
Topic 3: Systems of Linear Equations
Lesson 11: On Both of the Lines
Lesson 12: Systems of Equations
Lesson 13: Solving Systems of Equations
Unit 4
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Unit 5: Functions and Volume

Topic 1: Inputs and Outputs 
Lesson 1: Inputs and OutputsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 2: Introduction to FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Topic 2: Representing and Interpreting Functions 
Lesson 3: Equations of FunctionsUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Tables, Equations, and Graphs of Functions
Lesson 5: More Graphs of Functions
Unit 5
Lesson 5: The Tortoise and the Hare
Topic 3: Linear Functions and Rates of Change
Lesson 8: Linear FunctionsUnit 3
Lesson 4: Flags
Lesson 9: Linear ModelsUnit 5
Lesson 5: The Tortoise and the Hare
Topic 4: Cylinder and Cones 
Lesson 13: The Volume of a CylinderUnit 5
Lesson 11: Cylinders
Lesson 14: Finding Cylinder DimensionsUnit 5
Lesson 11: Cylinders
Lesson 15: The Volume of a ConeUnit 5
Lesson 13: Cones
Lesson 16: Finding Cone DimensionsUnit 5
Lesson 13: Cones

Unit 6: Associations in Data

Topic 2: Associations in Numerical Data 
Lesson 3: What a Point in a Scatter Plot MeansUnit 6 
Lesson 3: Robots
Lesson 4: Fitting a LineUnit 6 
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Lesson 5: Describing Trends in Scatter PlotsUnit 6 
Lesson 3: Robots
Lesson 7: Observing More patterns in Scatter PlotsUnit 6 
Lesson 3: Robots
Topic 3: Associations in Categorical data 
Lesson 9: Looking for AssociationsUnit 6
Lesson 11: Finding Associations
Lesson 10: Using Data Displays to Find associationsUnit 6
Lesson 11: Finding Associations

Unit 7: Exponents and Scientific Notation

Topic 1: Exponent Review 
Lesson 1: Exponent ReviewUnit 7 
Lesson 1: Circles
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
Topic 3: Scientific Notation 
Lesson 13: Defining Scientific Notation
Lesson 14: Multiplying, Dividing, and Estimating with Scientific Notation
Unit 7 
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale
Lesson 15: Adding and Subtracting with Scientific NotationUnit 7 
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

Unit 8: Pythagorean Theorem and Irrational Numbers

Topic 1: Side Lengths and Areas of Squares
Lesson 5: Reasoning about Square RootsUnit 8
Lesson 4: Root Down
Topic 2: The Pythagorean Theorem
Lesson 6: Finding Side Lengths of TrianglesUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 10: Applications of the Pythagorean TheoremUnit 8
Lesson 10: Taco Truck
Topic 5: Let’s Put It to Work
Lesson 16: When Is the Same Size Not the Same Size?Unit 8
Lesson 10: Taco Truck

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Grade 6

Chapter 1: Use Positive Rational Numbers

enVision MathDesmos Classroom
Lesson 1: Fluently Add, Subtract, and Multiply DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 2: Decimal Diagrams and Algorithms
Lesson 2: Fluently Divide Whole Numbers and DecimalsUnit 5
Lesson 13: Movie Time
Lesson 4: Understand Division with FractionsUnit 4
Lesson 13: Movie Time
Lesson 6: Divide Mixed NumbersUnit 4
Lesson 6 Fill the Gap
Lesson 7: Solve Problems with Rational NumbersUnit 4
Lesson 3: Flour Planner

Chapter 2: Integers and Rational Numbers

Lesson 1: Understand IntegersUnit 7
Lesson 1: Can You Dig It?
Lesson 2: Represent Rational Numbers on the Number LineUnit 7
Lesson 4: Order in the Class

Chapter 3: Numeric and Algebraic Expressions

Lesson 4: Write Algebraic ExpressionsUnit 6
Lesson 8: Products and SumsTake Away (coming soon!)
Lesson 6: Generate Equivalent Expressions Unit 6
Lesson 8: Products and SumsTake Away (coming soon!)

Chapter 4: Represent and Solve Equations and Inequalities

Lesson 1: Understand Equations and SolutionsUnit 6
Lesson 1: Weight for It
Lesson 6: Understand and Write InequalitiesUnit 7
Lesson 7: Tunnel Travels
Lesson 9: Use Patterns to Write and Solve Equations
Lesson 10: Relate Tables, Graphs, and Equations
Unit 6
Lesson 16: Subway FaresTake Away (coming soon!)

Chapter 5: Understand and Use Ratio and Rate

Lesson 1: Understand RatiosUnit 2
Lesson 1: Pizza Maker
Lesson 2: Generate Equivalent RatiosUnit 2
Lesson 4: Fruit Lab
Lesson 4: Represent and Graph RatiosUnit 2
Lesson 10: Disaster Preparation
Lesson 5: Understand Rates and Unit RatesUnit 3
Lesson 6: Soft Serve
Lesson 6: Compare Unit RatesUnit 3
Lesson 6: Soft Serve

Chapter 6: Understand and Use Percent

Lesson 1: Understand PercentUnit 3
Lesson 9: Lucky Duckies

Chapter 7: Solve Area, Surface Area, and Volume Problems

Lesson 1: Find Areas of Parallelograms and RhombusesUnit 1
Lesson 3: Exploring Parallelograms, Part 1
Exploring Parallelograms, Part 2
Lesson 5: Represent Solid Figures Using NetsUnit 1
Lesson 10: Renata’s Stickers

Chapter 8: Display, Describe, and Summarize data

Lesson 2: Summarize data Using Mean, Median, and ModeUnit 8 
Lesson 11: Toy Cars
Lesson 4: Display Data in Frequency Tables and HistogramsUnit 8 
Lesson 5: The Plot Thickens
Lesson 7: Summarize Data DistributionsUnit 8 
Lesson 3: Minimum Wage

Grade 7

Chapter 1: Rational Number Operations

enVision MathDesmos Classroom
Lesson 1: Relate Integers and Their OppositesUnit 5
Lesson 1: Floats and Anchors
Lesson 3: Add Integers
Lesson 4: Subtract Integers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 5: Add and Subtract Rational NumbersUnit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 6: Multiply IntegersUnit 5
Lesson 10: Integer Puzzles
Lesson 7: Multiply Rational NumbersUnit 5
Lesson 10: Integer Puzzles
Lesson 9: Divide Rational NumbersUnit 5
Lesson 10: Integer Puzzles

Chapter 2: Analyze and Use Proportional Relationships

Lesson 3: Understand Proportional Relationships: Equivalent RatiosUnit 2
Lesson 1: Paint
Lesson 4: Describe Proportional Relationships: Constant of ProportionalityUnit 2
Lesson 6: Two and Two
Lesson 5: Graph Proportional RelationshipsUnit 2
Lesson 8: Dino Pops

Chapter 3: Analyze and Solve Percent Problems

Lesson 1: Analyze Percents of Numbers
Lesson 2: Connect Percent and Proportion
Unit 4
Lesson 1: Mosaics
Lesson 4: Solve Percent Change and Percent Error ProblemsUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Lesson 5: Solve Markup and Markdown ProblemsUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)

Chapter 4: Generate Equivalent Expressions

Lesson 3: Simplify ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 4: Expand ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 6: Add Expressions
Lesson 7: Subtract Expressions
Unit 6
Lesson 10: Collect the Squares

Chapter 5: Solve Problems Using Equations and Inequalities

Lesson 4: Solve Inequalities Using Addition or Subtraction
Lesson 5: Solve Inequalities Using Multiplication or Division
Unit 6
Lesson 16: Shira the Sheep
Lesson 6: Solve Two-Step Inequalities
Lesson 7: Solve Multi-Step Problems
Unit 6
Lesson 16: Shira the Sheep

Chapter 6: Use Sampling to Draw Inferences About Populations

Lesson 1: Populations and SamplesUnit 8
Lesson 10: Crab Island
Lesson 2: Draw Inferences from DataUnit 8 
Lesson 10: Crab Island
Lesson 3: Make Comparative Inferences About Populations
Lesson 4: Make More Comparative Inferences About Populations
Unit 8
Lesson 10: Crab Island

Chapter 7: Probability

Lesson 1: Understand Likelihood and ProbabilityUnit 8
Lesson 1: How Likely?
Lesson 2: Prob-bear-bilities

Chapter 8: Solve Problems Involving Geometry

Lesson 1: Solve Problems Involving Scale DrawingsUnit 1 Lesson 1: Scaling Machines Lesson 7: Will It Fit?
Lesson 3: Draw Triangles with Given ConditionsUnit 7
Lesson 5: Can You Build It?
Lesson 4: Solve Problems Using Angle RelationshipsUnit 7
Lesson 2: Friendly Angles
Lesson 4: Missing Measures
Lesson 5: Solve Problems Involving Circumference of a CircleUnit 7
Lesson 3: Measuring Around
Lesson 6: Solve Problems Involving Area of a CircleUnit 3
Lesson 9: Area Challenges

Grade 8

Chapter 1: Real Numbers

enVision MathDesmos Classroom
Lesson 4: Evaluate Square Roots and Cube RootsUnit 8
Lesson 4: Root Down
Lesson 6: Use Properties of Integer ExponentsUnit 7  
Lesson 3: Power Pairs
Lesson 9: Understand Scientific NotationUnit 7  
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

Chapter 2: Analyze and Solve Linear Equations

Lesson 3: Solve Multi-Step EquationsUnit 4
Lesson 5: Equation Roundtable
Lesson 5: Compare Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 6: Connect proportional Relationships and SlopeUnit 3
Lesson 4: Flags
Lesson 8: Understand the y-intercept of a LineUnit 3
Lesson 4: Flags

Chapter 3: Use Functions to Model Relationships

Lesson 1: Understand Relations and FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 2: Connect Representations of FunctionsUnit 5
Lesson 5: The Tortoise and the Hare
Lesson 5: Intervals of Increase and DecreaseUnit 5
Lesson 1: Turtle Crossing

Chapter 4: Investigate Bivariate Data

Lesson 1: Construct and Interpret Scatter PlotsUnit 6  
Lesson 3: Robots
Lesson 2: Analyze Linear AssociationUnit 6  
Lesson 4: Dapper Cats
Lesson 6: Find the Fit
Lesson 5: Interpret Two-Way Relative Frequency TablesUnit 6  
Lesson 11: Finding Associations

Chapter 5: Analyze and Solve Systems of Linear Equations

Lesson 2: Solve Systems by GraphingUnit 4  
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Chapter 6: Congruence and Similarity

Lesson 1: Analyze TranslationsUnit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Lesson 2: Analyze Reflections
Lesson 3: Analyze Rotations
Unit 1
Lesson 1: Transformers
Lesson 2: Spinning, Flipping, Sliding
Lesson 4: Moving Day
Lesson 6: Describe DilationsUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf
Lesson 7: Understand Similar FiguresUnit 2
Lesson 6: Social Scavenger Hunt
Lesson 9: Interior and Exterior Angles of TrianglesUnit 1
Lesson 12: Puzzling It Out

Chapter 7: Understand and Apply the Pythagorean Theorem

Lesson 1: Understand the Pythagorean TheoremUnit 8
Lesson 8: Triangle-Tracing Turtle
Lesson 3: Apply the Pythagorean Theorem to Solve ProblemsUnit 8
Lesson 10: Taco Truck

Chapter 8: Solve Problems Involving Surface Area and Volume

Lesson 2: Find Volume of CylindersUnit 5
Lesson 11: Cylinders
Lesson 3: Find Volume of ConesUnit 5
Lesson 13: Cones

Algebra 1

Topic 1: Solving Equations and Inequalities

Lesson 1-2: Solving Linear EquationsWorking Backwards
Lesson 1-3: Solving Equations with Variables on Both SidesSolving Strategies
Same Position
Lesson 1-4: Literal Equations and FormulasSubway Seats
Various Variables
Lesson 1-5: Solving Inequalities in One VariablePizza Delivery

Topic 2: Linear Functions

Lessons 2-1 to 2-3 Forms of Linear EquationsSubway Seats
Five Representations

Topic 3: Linear Functions

Topic 4: Systems of Linear Equations and Inequalities

Lesson 4-1: Solving Systems of Equations by GraphingLizard Lines
Lesson 4-2: Solving Systems of Equations by SubstitutionShape It Up
Lesson 4-5: Systems of Linear InequalitiesQuilts
Seeking Solutions

Topic 5: Piecewise Functions

Lesson 5-2: Piecewise-Defined FunctionsPumpkin Prices

Topic 6: Exponents and Exponential Functions

Lesson 6-2: Exponential FunctionsCarlos’s Fish
Revisiting Visual Patterns, Part 1
Lesson 6-4: Geometric SequencesSequence Carnival
More Visual Patterns

Topic 8: Quadratic Functions

Lesson 8-1: Key Features of a Quadratic FunctionQuadratic Visual Patterns
Lesson 8-2: Quadratic Functions in Vertex FormOn the Fence
Plenty of Parabolas
Lesson 8-5: Linear, Exponential and Quadratic ModelsDetroit’s Population, Part 1
Detroit’s Population, Part 2
Sorting Relationships
Lesson 8-3: Quadratic Functions in Standard FormRobot Launch
Lesson 8-4: Modeling with Quadratic FunctionsStomp Rockets

Topic 9: Solving Quadratic Equations

Lesson 9-2: Solving Quadratic Equations by FactoringTwo for One
Parabola Zapper
Shooting Stars
Lesson 9-5: Completing the SquareSquare Tactic
Lesson 9-6: The Quadratic Formula and the DiscriminantStomp Rockets in Space

Topic 10: Working with Functions

Lesson 10-1: The Square Root functionPlane, Train, and Automobile
Lesson 10-3: Analyzing Functions GraphicallyCraft-a-Graph
Lesson 10-7: Inverse FunctionsChip the Robot

Topic 11: Statistics

Lesson 11-4: Standard DeviationFinding Desmo

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Algebra 1

Chapter 1: Solving Linear Equations

Lesson 1.2: Solving Multi-Step EquationsWorking Backwards
Lesson 1.4: Solving Equations with Variables on Both SidesSolving Strategies
Same Position
Lesson 1.6: Rewriting Equations and FormulasSubway Seats
Various Variables

Chapter 2: Solving Linear Inequalities

Lesson 2.1: Writing and Graphing InequalitiesPizza Delivery

Chapter 3: Graphing Linear Functions

Lesson 3.2: Characteristics of FunctionsCraft-a-Graph
Lesson 3.5: Graphing Linear Equations in Standard FormShelley the Snail
Five Representations

Chapter 4: Writing Linear Functions

Lesson 4.4: Scatter Plots and Lines of FitCorrelation Coefficient
How Hot Is It?
City Slopes
Residual Fruit
Penguin Populations
Lesson 4.5: Analyzing Lines of FitBehind the Headlines
City Data
Lesson 4.6: Arithmetic SequencesSequence Carnival
More Visual Patterns
Lesson 4.7: Piecewise Defined FunctionsPumpkin Prices

Chapter 5: Solving Systems of Linear Equations

Lesson 5.1: Solve Systems of Linear Equations by GraphingLizard Lines
Lesson 5.2: Solving Systems of Linear Equations by SubstitutionShape It Up
Lesson 5.4: Solving Special Systems of Linear EquationsLizard Lines
Lesson 5.6: Graphing Linear Inequalities in Two VariablesQuilts
Lesson 5.7: Systems of Linear InequalitiesSeeking Solutions

Chapter 6: Exponential Functions and Sequences

Lesson 6.3: Exponential FunctionsCarlos’s Fish
Lesson 6.6 Geometric SequencesSequence Carnival
More Visual Patterns

Chapter 6 Performance Task

Chapter 8: Graphing Quadratic Functions

Lesson 8.1: Graphing f(x)=Ax^2Revisiting Visual Patterns, Part 1
Quadratic Visual Patterns
On the Fence
Lesson 8.2: Graphing f(x)=Ax^2+CPlenty of Parabolas
Lesson 8.3: Graphing f(x)=Ax^2+Bx+CStomp Rockets
Lesson 8.4: Graphing f(x)=A(x-h)^2+kRobot Launch
Lesson 8.5: Using Intercept FormTwo for One
Parabola Zapper
Shooting Stars
Lesson 8.6: Comparing Linear, Exponential, and Quadratic FunctionsPlane, Train, and Automobile
Sorting Relationships

Chapter 9: Solving Quadratic Equations

Lesson 9.4: Solving Quadratic Equations by Completing the SquareSquare Tactic
Lesson 9.5: Solving Quadratic Equations using the Quadratic FormulaStomp Rockets in Space

Chapter 10: Radical Functions and Equations

Lesson 10.4: Inverse of a FunctionChip the Robot

Chapter 11: Data Analysis and Displays

Chapter 11: Data Analysis and DisplaysFinding Desmo

Disclaimer

This document is for informational purposes only; references to third-party programs do not imply endorsement or affiliation, and all trademarks are the property of their respective owners.

Alert: Progress in early literacy is slowing.

The latest middle-of-school-year data from Amplify show that throughout the spring and fall of 2023, schools across the country made some progress increasing the number of K–2 students on track for learning to read. But that progress is slowing.

Between 2021–2022 and 2022–2023, the number of K–2 students on track for learning to read increased by four to five percent across all grades; however, between 2022–2023 and 2023–2024, the increase was only two percent in each grade. Yet this is not the time for slow progress, because literacy rates in the United States are already a concern. Only half of K–2 students are on track for learning to read, and three in ten students are far behind.

To address slowing gains, schools and districts need to act now to accelerate literacy outcomes.

Early reading: Why we need to act now

The decline is especially urgent for students in kindergarten through the second grade. That’s because of what comes next: third grade, known to be the make-or-break year for reading and future academic success. To put it bluntly, students who are not proficient in reading before entering fourth grade are much more likely than their peers to struggle in school, and they are much more likely to drop out.

“The data is clear—literacy rates at the earliest and most critical time for student development are slowing. Changing this course requires schools and districts to act now and review their approaches in all grades,” says Susan Lambert, chief academic officer of elementary humanities at Amplify. “Schools that deliver strong outcomes focus on building a solid foundation at the start and intervening quickly when students need extra support, rather than trying to play catch up later, when it can be more difficult.”

The good news: We know what to do.

When students receive science-based reading instructionliteracy outcomes improve.

Changing these outcomes requires that districts and schools review the processes and practices they have in place at all levels. Schools that deliver strong outcomes focus on getting students on track—and often ahead—in the earliest grades, because it’s easier to get students ahead from the beginning than to catch them up later.

Districts should:

  • Administer universal screening assessments three times per year to monitor levels of risk for reading difficulties.
  • Allocate staff to support students who are at risk, spending additional time in literacy instruction beyond grade-level instruction.
  • Regularly monitor progress for students who are at risk, making adjustments as needed.
  • Ensure that instructional staff gain knowledge about science-based reading instruction and implement high-quality core curriculum with fidelity.
  • Instill a love of reading and books during all school-based programs, with the support of caregivers and the community.

“The good news is that when students receive science-based reading instruction, outcomes improve,” Lambert continues. “And, when that instruction takes place in the earliest possible grades, research shows that most students can be taught to read at or approaching grade level.”

Read the full report.

More to explore

Welcome, Minnesota educators!

Thank you for taking the time to review Amplify’s CKLA resources for K–5.

Amplify Core Knowledge Language Arts® (CKLA) is an effective core literacy resource for students in grades K–5. CKLA was developed in partnership with the Core Knowledge Foundation and was specifically designed to help teachers implement proven evidence-based instructional practices. CKLA is all green on EdReports- read the full review on EdReports.org.

Click here for correlations to the Minnesota Learning Standards.

Illustration featuring diverse cultural and historical elements like an african woman, an egyptian sphinx, a space rocket, and urban and natural landscapes under a starry sky.

Virtual presentations

Amplify CKLA for Grades K–2

Amplify CKLA for Grades 3–5

About CKLA

Amplify CKLA is a core ELA program for grades K–5 that delivers:

  • A combination of explicit foundational skills with meaningful knowledge-building.
  • Embedded support and differentiation that get all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while celebrating each others’ unique identities and experiences.
  • Authentic Spanish language arts instruction with Amplify Caminos.

How it Works

Amplify CKLA teaches both foundational skills and background knowledge in grades K–2 and combines them in 3–5.

  • In grades K–2, students complete one full lesson that builds foundational reading skills and one full lesson that builds background knowledge.
  • In grades 3–5, students complete one integrated lesson combining skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing

What students Explore

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year to year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.

What students read

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

A comprehensive approach to literacy instruction requires students to have a wide range of text experiences, including reading, listening, discussing, and writing. Check out our text complexity guide to learn more by clicking here. Most questions, tasks, and assignments in CKLA materials are text-dependent. See how we use questioning and analysis skills to help students understand text in CKLA here.

More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include the following:

  • Authentic books
  • Authentic text passages
  • Student Readers
  • Novel Guides (grades 3–5)

Download a list of K-5 student texts.

Six children's book covers arranged in two rows, featuring colorful illustrations of animals, people, and nature. Titles include "Rain Player," "A More Perfect Union," and "The Busy Body Book.

Supports LETRS

Amplify CKLA aligns with the instructional principles recommended by LETRS.

  • Structured: Concepts are taught through consistent routines.
  • Sequential: Concepts are taught in a logical, well-planned sequence.
  • Systematic: Phonemes are taught from simplest to most complex.
  • Explicit: Decoding and encoding concepts are taught directly and explicitly.
  • Multi-sensory: Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways.
  • Cumulative: Concepts are applied in decodable, connected texts with constant review and reinforcement.

A comprehensive and cohesive solution

A strong literacy program is more than a reading program or an assessment tool: it combines curriculum, instruction, regular practice, intervention, and assessments.

Amplify has brought these components together in our early literacy curriculum suite to ensure you have what you need for multi-tiered support.

Infographic describing a cycle of K–5 literacy solutions: mCLASS screening, Amplify CKLA instruction, digital and staff-led interventions, and professional development within an early literacy suite grounded in the science of reading.

Trial Access

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore CKLA’s digital site:

Go to my.amplify.com
Select Log in with Amplify
Teacher login: t1.mde-mn@demo.tryamplify.net
Password: Amplify1-mde-mn
Select the CKLA icon and your desired grade level

Screenshot of the CKLA curriculum webpage displaying a list of materials, including Activity Book, Teacher Guide, Answer Key, and other educational resources.

Additional Resources

Check out the information below to learn more about Amplify CKLA and see how Amplify CKLA is impacting classrooms all over the country.

S3-01: Science as the underdog, and the research behind it

A graphic with the text "Science Connections" and "Amplify" features colorful circles and curved lines on a dark gray background.

Get ready for season 3 of Science Connections: The Podcast!

In our first episode, we unpack the research around our season theme of science as the underdog with Horizon Research, Inc. Vice President Eric R. Banilower and  Senior Researcher Courtney Plumley. Eric and Courtney dive into the research they’ve found and their experiences as former educators to show how science is often overlooked in K–12 classrooms. We discuss how the science classroom compares to other subjects in terms of time and resources, how schools are a reflection of society, and what’s needed to change science and its impact on a larger scale.

We hope you enjoy this episode and explore more from Science Connections by visiting our main page!

DOWNLOAD TRANSCRIPT

Courtney Plumley (00:00):

We asked teachers how much science, professional development, they’ve had in the last three years, and nearly half of elementary teachers said none.

Eric Cross (00:10):

Welcome to Science Connections. I’m your host, Eric Cross. I am super-excited to be kicking off the third season with the show. This entire season will be exploring the theme of science as the underdog. And we’re gonna make the case for science, by showing how and why it can be used more effectively. In the coming episodes, we’re gonna talk about how science can be better integrated into other content areas like literacy and math, and explore some of the benefits that you might not be thinking about good science instruction. But first, science as the underdog. I bet some of you out there feel like science is the underdog in your community at school. I know I have at times. To kick off this season, I’m gonna talk to two people who really studied this question by looking at the state of science instruction across the US. Eric Banilower is Vice President of Horizon Research and Courtney Plumley is Senior Researcher at Horizon Research. Eric was the principal investigator and Courtney an author of the latest in a series of studies called “The National Survey of Science and Mathematics Education.” We’re gonna dive into the findings of their most recent report to see what the data’s showing us. Please enjoy my discussion with Eric Banilower and Courtney Plumley. Courtney, hello. And thank you so much for joining us.

Courtney Plumley (01:25):

Hi Eric. It’s nice to be here.

Eric Cross (01:26):

And Eric, welcome.

Eric R. Banilower (01:27):

We’re thrilled to be here, so thank you for having us.

Eric Cross (01:30):

I was reading through the report. Four hundred…a very thorough report, 471 pages, I think, as I got it?

Eric R. Banilower (01:37):

And that’s only one of the many reports from that study.

Eric Cross (01:40):

Yeah. You all have done your work, so I’m really excited to to talk to you about this. And on this season of the show, we’re exploring the theme of science as the underdog. And I think a lot of our listeners, we feel like science is an underdog either in their school or in their district. But you’ve actually done some research on this, in a 2018 study, “The National Survey of Science and Mathematics Education.” So I wanna talk about this report. But first I was hoping you can kind of set the stage. How did you come to work on this report, and then, big picture, what were you hoping to find out?

Eric R. Banilower (02:10):

So the 2018 study that you just mentioned was actually the sixth iteration of a series of studies dating back to 1977. And we collect data every decade or so—you know, plus or minus a few years. And really, what we’re trying to do is get a snapshot of what the science and math education system looks like in in the nation. So my role grew. I started working at Horizon in about 1998, after teaching high school for five years in California. And then going to graduate school. And right about that time, the company was doing the 2000 iteration of the survey. And I worked on it with the team here at Horizon. And then we did it again in 2012. And I had a much more prominent role in that study, and became the kind of leader of the study. And in 2018, the most recent version, we just did it again. So the goal of this study is really to kind of examine key aspects of the K–12 STEM education system. And the main audience of the work has traditionally been policy makers, researchers, and practitioners who work at the federal, state, and district level.

Eric Cross (03:30):

So this study, you took kind of a sample size, but it’s reflective of trends that we tend to see across the nation as a whole. Would that be fair to say?

Eric R. Banilower (03:38):

Yes, definitely it is. It is a random sample of schools in the country. So we start with a list of all the public and private schools in the nation, and then do a random sample of those schools, and then work really, really hard to recruit schools to agree to be in the study. And that has gotten harder every time we’ve done the study, for many understandable reasons. And then once we have schools on board, we sample teachers within schools. So we don’t even survey every teacher in a school. It’s really a sub-sample. So that we can make inferences about the nation as a whole.

Eric Cross (04:14):

Makes sense. And so Courtney, what did you find out about the time spent on science instruction in US schools?

Courtney Plumley (04:22):

So, I’m gonna talk about elementary teachers to begin with.

Eric Cross (04:26):

Because that was your past life, right?

Courtney Plumley (04:28):

I am a former elementary teacher, yeah. So that’s kind of where my head is. And that’s relatable for me. Right? So we asked teachers, like, how many days of the week or weeks of the year that they teach elementary school. And fewer than 20% teach science every day of the school year. They kind of do one or two things, for the most part. They teach a couple days a week or they teach every day of the week, but only for, like, maybe six weeks, and then they swap with social studies and they kind of do that across the school year. Which is really different from, like, math, right? We also asked elementary teachers, how often do they teach math, and it’s every day of the year. Then we also asked them how many minutes they teach when they’re teaching, and we kind of did the math to figure out, all right, if they taught science every day of the school year, how many minutes would it be in a single day, so that we could make a more comparable comparison with math and ELA. If you were to work it out, how many minutes of science an elementary teacher teaches across the year, and break it down to per day, it’s like 18 minutes for the lower elementary grades, 27 for the upper elementary grades. Which is not a lot. But it’s pretty much an hour a day in math, and 80 plus minutes in ELA. So, a lot less. And then, you know, when I was teaching, the first thing to go was always science, right? If there was an assembly, if there was early release or whatever, that was the first thing to go. So those numbers might even be higher. Just because they aren’t factoring that kind of thing in, too.

Eric Cross (06:05):

So, now I’m curious. That is something that I’ve seen just anecdotally, science being the first thing to go. I feel like I’ve seen that almost…it’s almost become a meme, that I’ve heard that so often. Just in your experience, why do you think that is that huge disparity between the two?

Courtney Plumley (06:26):

Well, I mean, when I was teaching, I was teaching third grade. I had an end-of-grade test in math and ELA for my kids. I didn’t have one in science. So the administration said, “Hey, if you’re gonna drop something, drop something that’s not tested.”

Eric Cross (06:41):

Simple as that. And Eric, you, past life: physics teacher. High school. What did you see? ‘Cause our listeners run the gamut from elementary all the way up to high school. What did you see, as far as relative science instruction in the secondary level?

Eric R. Banilower (07:00):

Sure. You know, secondary is just a whole different situation than elementary. Rght? Because you have departmentalization. I taught science. I didn’t have to teach other subjects. And students had periods, and they still do, sorry, they still have periods, even though it’s been a long time since I taught. And you know, they rotate from one class to another. So all the classes were essentially the same length. So, you know, when I was teaching, it was about 50-minute periods. So in terms of minutes of a class or minutes on a subject, it’s not really different. But what is different is what students are required to take in order to graduate high school. One of the things we asked schools about in this study was how many years of a subject do students have to take in order to graduate? And what we saw was in mathematics, over half the schools in the nation require students to take four years of mathematics to graduate. OK? And the vast majority of the rest, about 44%, require three years in science. Most schools require three years. Very few require four years. And many, or a fair number, still only require two years to graduate. So the expectation of what students are taking is lower in science than it is in mathematics.

Eric Cross (08:20):

So you were seeing the same trend in secondary, essentially.

Eric R. Banilower (08:24):

Yes.

Eric Cross (08:24):

The amount of time devoted to the instruction of science…we’re kind of seeing it mirrored just across K–12 across the board.

Eric R. Banilower (08:33):

That’s correct.

Eric Cross (08:34):

And that’s across the country. ‘Cause the sample size represents teachers from Alaska, Hawaii, the South, SoCal, everywhere. So what’s been the reaction to that number? Like 18 to 20 minutes is…I mean, it’s, it’s half of my lunch at our school. What’s been the reaction to that number since this data has been published?

Eric R. Banilower (08:58):

I don’t know, Courtney, if you want to take that…

Courtney Plumley (09:00):

It’s a lot of what you just did. Like, what??? Like, how is it possible to teach all the things you need to teach in such a little amount of time?

Eric R. Banilower (09:08):

What’s really kind of surprising to me, though — though now that I’ve worked on three iterations of the study, it no longer surprises me, but it did at first — is that these numbers really aren’t changing since we’ve started doing this study. You know, people thought maybe with No Child Left Behind and the increase in accountability, time on science might actually go down, because there was more testing in math and English Language Arts. It didn’t happen. It was pretty much constant, that this has been kind of the state of science education for a long time.

Eric Cross (09:44):

So Eric, if I’m hearing you right: The past studies, we’re not seeing an increase or a decline. This has been this way for how many years, roughly, would you say? Since it’s been studied?

Eric R. Banilower (09:54):

You know, I’d have to go back to the 1977 report to get the numbers, but I’m gonna say since then, it has not changed much, if at all.

Eric Cross (10:03):

So this has kind of been entrenched. This has been the norm for almost for the career of a teacher, almost generationally. We’re looking at anyone who’s been in the highest levels of leadership to someone just entering the classroom, this has been the way it’s always been. This is kind of for many people what they’ve only known.

Eric R. Banilower (10:20):

Right.

Eric Cross (10:21):

Kind of become the norm.

Courtney Plumley (10:21):

We didn’t even have science when I was in elementary school. We had science on a cart that came by, you know, every other week.

Eric Cross (10:28):

Was that like a food truck, but like the science version of it? It shows up and does quick science and takes off?

Courtney Plumley (10:35):

And New York was, I mean — we always watched Voyage of the Mimi. I don’t know if you ever watched that. But that’s what we watched every single time the Science on the Cart came. So it’s like a marine biology show. Ben Affleck was on it when he was a kid.

Eric Cross (10:48):

<laugh> Really? For me it was, Mr. Wizard. For some of my students, even now, Bill Nye. You know, the Bill Nye show or something would come on. So what happens when you look at less wealthy districts? Is there a relationship between community resources and science instruction, or is it pretty much equal no matter what the district resources are, the school’s resources are? Did you see any data there?

Eric R. Banilower (11:12):

Yes. We actually did a lot of disaggregating the data by community type, student demographics in the schools, to look to see whether there were areas of inequities across the country. And, you know, one of the factors we looked at was kind of a measure of socioeconomic status. You know, wealth in the community. By looking at percentage of students eligible for free or reduced-price lunch. And interestingly, in terms of time on science instruction, there is actually not a relationship between income level and how much time is spent at the elementary level on science, which actually surprised us.

Eric Cross (11:54):

Because you might have expected it to be the other way now. And granted, it’s 18 to 20 minutes, there isn’t much more to shave off off of that. But were there other differences, like when you compared those communities? Maybe it wasn’t the amount of science instruction, but was there anything else, like teacher preparedness, resources? Were there anything else that you did see discrepancies in? Or was it equal across the board?

Eric R. Banilower (12:13):

No, unfortunately there, there have been, and still are, a number of areas where community resources are related to pretty substantial differences in educational opportunities that students have. So, you know, we’re talking about the high school science requirements. One of the things that we saw was that high schools in less wealthy communities tend to offer less rigorous science courses than high schools in better-off-financially communities. So they may not be AP courses or second year advanced courses to the same extent that there are in the wealthier communities. That’s one big difference that we saw. Another one was what you were just saying about, sort of, the teachers who teach in these communities. You know, I think that for many years people have had a feeling that the best teachers go to the better off schools because it’s easier to teach there. Well, we see that the schools with the most poverty, they tend to have the newer teachers, who are just starting their career. They tend to have teachers who are less well prepared to teach their subject. And there’s a host of other differences we found. And you know, you mentioned the report being 400 pages. This other report that looks at these differences is also quite long, and, you know, identified a number of areas where there are these disparities in the system.

Eric Cross (13:43):

Well, we appreciate you synthesizing this for us, because this is super-important. And you’ve fleshed out a lot of things. And the fact that it’s driven by data, we as science teachers, we as scientists, being objective, really, really value that. Because this is actually validating a lot of the things that our listeners and myself, we experience anecdotally. But you don’t have a lot of things to network you. And sometimes, when you see this, you wonder if it’s just you, or is are other people experiencing this? And so as you start talking about this data, realizing, oh wow, this is not something in isolation. This is systemic. This is something that’s impacted. And then Eric, what you said about schools that were lower-income, that were under-resourced, and didn’t offer those advanced classes, what are some of the impacts of that, maybe downstream, of doing that? Not having those AP classes? I just kind of wanted to put that out there and ask you.

Eric R. Banilower (14:31):

You know, this is a really…this is a current debate right now, about what the goals of schooling K–12 should be. You know, are all kids meant to go to college? Should there be alternative paths? And you know, I know when I was teaching, I would have students say, “Why do I need to know this? I’m not gonna go into science. I’m not gonna study physics. Why do I need to take this?” And, you know, the answer I used to give them was, “You never know where your life is gonna end up and what opportunities you’ll have. And by having these educational experiences, you have more opportunities available to you. Whether or not you choose to go down those paths, you have opportunities. And when you don’t take this kind of coursework, you know, even if you don’t want to go to college, you limit your potential careers. Because so many careers nowadays require some technical knowledge, some knowledge of science, even if it’s not explicitly a science job. It is embedded in our society now. We are a technological and science-based society.”

Eric Cross (15:37):

It reminds me of something that I’ve told my students, that if you become a scientist, that’s awesome. I love that. But if you don’t, and you want to be a dancer or an actor or a lawyer or anything that may not be directly related to STEM, I want you to choose it because it was a choice, and not a lack of options. So as long as you’re choosing not to go in STEM, and you don’t make that decision because you can’t, or because you weren’t given the opportunity. So that’s how I’ve always had this mindset as a teacher. And I’ve explained it to my students. So if you say, “Cross, you know what I want to do, I wanna be an awesome chef,” which, you know, low-key that’s science, right? <laugh> Molecular gastronomy, we know that. But like, you be the best chef. But as long as you’re being a chef because you choose that, and you’re like, “I love science, but I don’t wanna go that direction,” we’re good.

Eric R. Banilower (16:26):

Right. And if you think about, a lot of social justice issues with pollution and climate change, and you look at which communities are more affected by some of these larger environmental problems and challenges, it tends to be the lower socioeconomic communities, the more poverty-stricken communities have worse water, have worse air quality. And so if, if people from these communities are going to make informed decisions about who they’re gonna vote for, about what policies they’re gonna support, those are science topics that you have to have some understanding in order to make informed decisions in your life.

Eric Cross (17:09):

Courtney, you were one of the Swiss Army Knife teachers. This is how I perceive it for elementary. You had to teach everything. And shout out to all of my elementary school teachers that have to be mathematicians and grammar whizzes and scientists and PE instructors and social emotional, all of those different things. you also looked at teacher preparedness. How did teachers feel about teaching science compared to other subjects like language arts and math? Did you see anything there?

Courtney Plumley (17:39):

We did, we did. And I’m glad you said, “How did they feel about it?” Because one thing that, you know, in a survey you can’t really do is capture how someone actually…how good someone actually…the quality of someone’s instruction. But you can ask them how prepared they feel. And you can even ask them like stats, like, “What did you major in in college?” You know. But you really are going on based on what what they say. So we ask them how prepared they feel to teach all the core subjects. And two-thirds of elementary teachers felt very well prepared to teach reading. They felt very well prepared to teach math. But when it comes to science, it’s less than a third felt very well prepared. And you know, like you said, when you’re teaching elementary school, you’re teaching all the subjects. But also in science, there’s usually four main instructional units in a school year. And they’re all from different science disciplines. So not only are you going on, like, “Maybe in college took a lot of bio classes, but I didn’t take any physics classes, and now I have to teach physics to my kids and I have no experience there.” So, you know, we also ask them how well-prepared they felt in these different disciplines. And the numbers are even smaller, you know. Fewer than a quarter felt very well-prepared in life science. And like 13% felt very well-prepared in physical science. So there’s definitely a big difference between how much teachers feel prepared for ELA and math versus science.

Eric Cross (19:08):

And just from a human perspective, when we don’t feel prepared for something, we’re not really gonna probably lean into it as much as we are into our strengths. Like, that’s just kind of how we are across the board.

Courtney Plumley (19:18):

Yeah.

Eric Cross (19:18):

I’m even like that with my own chores in the house. Or when I have things I need to get done, and I might not be as good at doing those things—it’s gonna be a heavy cognitive load; I’m gonna have to do some background research—I tend to find other areas to excel in. Like, I’m gonna be productive in this other area. I’m gonna really crush it here. But this other thing gets put to the back burner.

Courtney Plumley (19:36):

Totally. And the same reason I might skip science today, <laugh> ’cause it’s scary.

Eric Cross (19:41):

Yeah, exactly. But I love this book. <Laugh> Or we could do this math, and let’s really, really dive deep into it. Now, did you also look at professional development and instructional resources that are being provided?

Courtney Plumley (19:53):

We did.

Eric Cross (19:54):

And on the whole, how was the amount—and I’m seeing a trend here, so I’m kind of feeling like I know where this might go—but I wanted to ask it, did the amount of professional development and resources for science, was there much of a difference between that and other subjects?

Eric R. Banilower (20:10):

Well, I’ll start on this, and Courtney, feel free to jump in. You know, one of the things that we asked was how much kind of discretionary funding do schools devote to science and how much to mathematics? So, for consumables or equipment and supplies or computer software for teachers to use in the classroom. And it’s hard to compare, I think, across subjects because the demands for this kind of supplies, et cetera, is very different, I think, in science than it is in mathematics. Right? We have a lot of, you know, equipment for doing investigations, consumable supplies in science. And those things need to be replenished on a regular basis. It turns out, when we look at the data for school discretionary spending on this kind of stuff, the median school spends less than $2 per student at the elementary level on science, compared to over $6 for mathematics. At the high school level, it’s kind of reversed. Schools spend more money on high school science than they do on high school math. but even still, at the high school, it’s less than $7 per student. Which is not a lot of money being devoted to thinking about all the materials, supplies, chemicals, et cetera, that you need to teach science well, at the high school level. More disturbing is the fact that, you know, we were talking about inequities before, schools that serve less well-off communities spend less than schools that serve wealthier communities, by quite a big amount.

Eric Cross (21:46):

So essentially the per-student thing just kind of popped out to me: So, like, an expensive Starbucks drink is what we’re spending on science per student.

Eric R. Banilower (21:57):

At the high school level. Yes.

Eric Cross (21:58):

At the high school level. And I get those catalogs in the mail, from all of those big science companies. You can’t get much for seven bucks. At least, nothing high-level. And I know I do a lot of 99-cent store science. I go down the street, go to the 99-cent store. Thankfully we could do a lot of awesome science with just, you know, cheap things. But a lot of the higher level experiences, they’re pricey. But the experiences are so rich! And $7 at the high school level is nothing. It’s not much at all.

Eric R. Banilower (22:28):

Yeah. It is definitely, you know, kind of shocking to think about what we’re investing in our children’s future.

Eric Cross (22:37):

Now, just to put you both on the spot, ’cause I feel like that we’ve identified some…we’re seeing a trend here, we’re seeing a pattern. We’re talking about, you know, being science teachers. There’s a pattern going on here. Do you think it’s fair to characterize science as the underdog?

Courtney Plumley (22:52):

I think in elementary school, it is a fair statement. Because, like we said before, I mean they’re gonna preference math and ELA almost all the time. I mean, the other thing you’d asked a little bit ago was about professional development, too. And we do have some data on that. And we ask teachers, you know, how much science professional development they’ve had in the last three years. And nearly half of elementary teachers said none. And I know I didn’t have any science professional development. If I was gonna pick from among the catalog, I was picking one that I needed more, like math. Math and ELA. I keep making that statement, but just over and over, it’s the truth.

Eric Cross (23:31):

And going back to what you said earlier, because that’s where the accountability was, right? And that kind of came top-down.

Courtney Plumley (23:38):

Yes.

Eric Cross (23:38):

And influenced everything else.

Eric R. Banilower (23:40):

Yeah. Now, really interesting thing that we did, a year or so ago, ’cause someone asked us, you know, “Hey, could you look at this?” is we compared elementary science instructional time among states where science counted towards accountability versus states where science doesn’t count towards accountability. And at the upper elementary grades, more time was spent on science in schools in states where they had science accountability. Now I’m not arguing for adding science to accountability systems. But that’s a pretty telling piece of data.

Eric Cross (24:19):

What gets measured gets done.

Eric R. Banilower (24:20):

Yeah.

Eric Cross (24:20):

Or what was getting evaluated was getting done. And that raises, that opens up a myriad of other questions about testing, and what that reveals, and all of those different things. But at the end of the day, what you’re finding is that the things that were getting tested were the things that were getting the priority.

Eric R. Banilower (24:36):

That’s right.

Eric Cross (24:37):

How did we get to this point? And Eric, you said it goes back at least to ’77, but we look at society and we’re…I wanna say we’re post-pandemic, but we’re we’re not. but we’re trying to, we’re trying to get past that. But we’re looking at…we had innovations in biology, we have innovations right now in green energy and electric cars and all of these things that are STEM-based. We know that these are things that have moved humanity forward. And we look at the pipeline of people who are in STEM and we, we see the disparities and things like that. Why was science given less of a priority? I’m just curious. Maybe, Courtney, we could start with you, if you have any ideas. Or Eric. Either one. But how did we get here?

Eric R. Banilower (25:22):

<laugh> I think Courtney wants me to take that one. I’m older so I’ve seen more <laugh>. So, you know, I have the gray hair. She doesn’t. I think it’s complicated. And I know this sounds cliche, but but schools are a reflection of society, right? And, and so science education, you know, if you think back when Sputnik was launched, there became this great demand in America to improve and produce more scientists and engineers in response to this Cold War threat. Right? And then in the ’80s there was rising, oh, the gathering storm was an economic argument that we needed to increase science and math, you know, education and people going into those fields in order to compete economically against the global competitors. And I think that America has always produced a fair number, a large number, of high-quality scientists and engineers, you know. And we still lead the world in many ways. But where we’ve identified as a problem is who has those opportunities to go into those fields. You know, it used to be a very select, a very male-dominated, white male-dominated field. Right? And other people didn’t have the opportunity, or they were shown the way out pretty early. And we, I think, have come to realize as a country that, you know, the, the greater the diversity of thought that we can get into these discussions, the more innovative we can be and the more productive as a society we can be. And so I think we’ve had this shift in the country to, instead of thinking about just the quality for the select few, but to be thinking about the quality for everyone. And so that makes it seem like some of these challenges are greater than they used to be. And I think they’re different challenges, right? We’ve evolved as a society and I think schools have evolved.

Eric Cross (27:40):

There is a conversation I was in on a plane with a person who was a materials manager for a company that made the adhesive for sandpaper. And we were flying…I was flying to Denmark and he was flying to some other Scandinavian country. And we were just talking about it. And he came from another industry, and somehow the conversation led to science. I don’t know how that happened. But somehow I just started talking about science and I asked him about, Eric, kind of what you said about the US kind of leading the way in science innovation versus the rest of the world. And I asked him why. And he said one of the reasons why is because the heterogeneous thought. The different groups of people that are coming to a problem actually create more innovative and novel solutions. Versus when it’s more homogeneous. And everyone’s either culturally or just for whatever reason, kind of thinks a certain way. While they might have a more efficient way, the variety of solutions are not as varied and not as novel. I was reminded of that story based on what you just said. So it’s really interesting. So it seems to be that it benefits if we have more heterogeneous groups, more folks who are contributing to STEM, because that’s gonna be solving the next problem more efficiently. Or I guess maybe in my head it seems like the next we need…we do really well when we have a dragon to slay. I mean, it seems like we come together when that’s the case, right? Like, I dunno.

Eric R. Banilower (29:06):

No, I think that’s…I think that’s accurate.

Eric Cross (29:09):

Later on the season of the podcast, we’re gonna explore ways to better integrate science with other subjects like literacy and math. Were you able to study at all any more integrated approaches to science instruction? Does any of your research support that approach?

Courtney Plumley (29:25):

Not on the national survey, we didn’t study that. And it’s something that we’ve talked about before, because it’s difficult to get teachers to…we were talking about instructional time. It’s hard for teachers to put a number on it when they’re integrating, because, you know, it’s not like I have my science block from 3 to 3:30 anymore. Now it’s kind of scattered about. But it’s something that has been in the ether. We’ve been looking at it in a couple of projects. So there’s some evidence that it can be effective, especially for getting more, you know…the idea is you can get more time for science if you are integrating with other subjects. But one thing to kind of caution is like, students need to have opportunities to learn each discipline when they’re doing integrated instruction. So you don’t wanna just have, like, math in your science. Kids already know to just, like, support it. Then it’s hard to take time from math to put it into science when they’re not actually learning anything new. That’s the easy thing to do, though, is say, “Oh, my kids already know how to measure. We did that in a previous unit. So now we’ll we’ll do it as part of our science instruction.” So it’s a lot of work to make it so they’re learning something new, mathematics and science, at the same time. And it’s not really something that we think that teachers should be having to do on their own, with all the other things that teachers have to do. The last thing they need to do is be creating their own, you know, curriculum. Something that’s already…you know, it’s not straightforward. So we’ve been talking about it, we think it’s really something that instructional materials maybe need to be focusing on instead of teachers having to do that on their own,

Eric Cross (31:01):

Teachers would implement it, but asking them to create it is a whole different thing, and it’s a huge ask.

Courtney Plumley (31:08):

Yes.

Eric Cross (31:08):

Yeah. And, did I hear you right? So the ideal situation would’ve been the students learning a newer math concept, but embedded in a science kind of context? Or was that the better way? Versus, “I’m gonna take a math concept they already know and then just put it into the science setting?”

Courtney Plumley (31:26):

Well, if the idea is that you can get more science time if you’re, you know, integrating things, so you can maybe take time away from a specific math block by putting it with science, or whatever, then if the math is something that the kids already know, now you’re just taking away. I think that that has to be new in both cases, in order to justify having more time.

Eric Cross (31:49):

Right. Eric, in the secondary level, any thoughts on that? On integrating these disciplines together?

Eric R. Banilower (31:56):

I think, you know, just like at the elementary level, it can be challenging to do it well. When I taught, I taught my last couple years in a kind of school-within-a-school kind of situation, where our goal was to try to integrate science, mathematics, and language arts. And it’s hard to do that in a meaningful way. And we did not have curriculum materials given to us to help us do this. We were trying to figure out how to do this on our own, while we were teaching 200 kids a day in our subjects. Right? And five preparations. And you know, it’s a big ask of any teacher. And there are teachers who thrive on this and are great at this. And, you know, that’s one thing I wanna, make clear: our data is about the system, and we are former teachers. Almost everyone who works at Horizon is a former teacher. We have the greatest respect for teachers and what they do. And what our data is showing is are kind of like areas where the system isn’t providing teachers and their students the opportunities to do great things. I think at the high school level, there has been this idea of project-based learning where students are bringing together different skills, different ideas from across disciplines. And I think there’s, again, a lot of potential in doing that. But trying to develop those experiences so that they are doing service to the different subjects, so students are learning what they’re supposed to learn in English Language Arts, that they’re learning, important mathematics, and that this is in a science context, where they are getting to do and understand what science is and how science, as a discipline, operates…that’s just a really hard thing to develop.

Eric Cross (33:53):

So what I’m hearing—and I really appreciate the nuance in this, because it’s not a simple “Yes. Integrated is better,”—I’m hearing “Yes. Quality control.” “Yes. It needs to be written not by teachers; they’re the practitioners.” It’s “Yes. And,” not just simply binary. Which…it’s so easy to wanna chunk things and say yes or no on things. But this one seems a much more nuanced approach. And in a future episode, you mentioned project-based learning, we’re gonna try and talk to people who have thoughts on this. And I really appreciate that you talked about project-based learning, because also, how do you evaluate that? How do you evaluate whether or not it is high quality? Is this is something I see? You know, high-quality standards, highest quality science teaching, highly qualified teachers. It’s something that I see often. Now, based on all your research, this is kind of the 30,000-foot view. What advice might you have for people who are thinking about changing the way science is taught in this country? Which hasn’t changed since 1977, at least since we’ve been measuring it. Any advice for people who do want to act? Another way to ask, it might be, if you were given a magic wand, <laugh>, you have all power, what might you do if you can control the entire vertical system?

Eric R. Banilower (35:07):

Yeah, so a clarification, I do think science instruction has changed. It has evolved. I think there’s a lot of really good things going on in different pockets of the country. One of the challenges is bringing those good ideas and good practices to scale. Right? There are approximately 1.2 million teachers of science K–12 in this country. That’s a lot of people. And about 80% of those are elementary teachers who are responsible for teaching other subjects as well. So my thinking is often about, “How do we take what we know and that we’ve learned through decades of research is effective, and impact a large number of teachers, and therefore a large number of students?” And you know, Courtney I think has hinted at this already. And you’ve mentioned it too, Eric, is that teaching is a profession, right? And it’s a craft. But in no other profession do practitioners have the expectation that they’re developing their own tools and methods for their work. I know when I was in my teacher preparation program, and it’s still extremely common, one of the assignments perspective teachers are given is to develop a unit and develop a lesson, right? You don’t have doctors being asked to develop new treatments and new tests to use. Their job is to get to know their patient, assess what’s going on, and then using research-based methods to develop a plan of action, right? And I think that analogy works really well in education and is a way that we could have a scalable approach for kind of raising the floor across the country for the quality of science education. Giving teachers research-based materials, high-quality instructional materials, that they can then use and adapt to meet the needs of their students, would allow them to focus on getting to know their students, seeing what their strengths are, seeing where they have room for growth, and using the materials they’re given to help those students progress. And I think that is definitely a way where we could have a big impact at a large scale.

Eric Cross (37:39):

Courtney, same question: Magic wand, all power. You can change systems from the elementary perspective. What would you do? I’m assuming part of it’s gonna be changing that 18 to 20 minute time. But even for that to happen, what would you do? What would you change?

Courtney Plumley (37:57):

Well, I don’t know. Like, for it to change, I don’t know the answer to that. But yes, increasing the time would be great. And like Eric was saying, giving teachers— ’cause again, I’m coming in, not enough probably background in science—and then, you know, when I was, when I was teaching, we had one set of textbooks for the entire grade. Six classes, right? Like, share them. But third graders aren’t gonna read textbooks anyway, right? So instead I’m going to the teacher store. I’m pulling things off the shelf. And like, “OK, yeah, sure, I’ll use this.” And nowadays, teachers are going to Teachers Pay Teachers or whatever. Because I didn’t have anything good to use. So like Eric is saying, if I had instructional materials that were good instructional materials that were gonna teach my kids, that they were gonna be engaged, that they weren’t sitting and listening to science, but they were doing science, you know, and I had professional development to actually help me do it? That’s what I think we need to have. And I mean, I know there are some people out there that are working on that, but it’s not a lot. I mean, if you look at Ed Reports, they rate how well-aligned science curriculum are to standards. And there are two right now that have Ed Reports green lights. There’s Amplify and there’s OpenSciEd. You know, so there’s not much out there for teachers to use. And, so it’s hard. It’s hard. Where am I gonna go and get this stuff if it doesn’t exist? And so I’m making it up by myself. Which we already said is not the best use of teachers’ time, when they’ve got so many other demands on their time.

Eric Cross (39:27):

Eric and Courtney, listening to both of your responses, it created a visual in my mind. And Eric, I loved your analogy of…I started thinking of a chef, a welder, and a farmer. And I thought about the chef saying like, “You’re a great chef! Now, can you go farm, and make your own food, so that you can cook it?” Or the welder who has to make his own welding tools and go smelting. You know, making the different rods. I’m not a welder. But you know, all those different parts. Or the farmer who has to build his own tractor and innovate all that stuff. You’re absolutely right, the way you articulated that. And then Courtney, you essentially said, “Give them the tools and then teach them how to use it so they can go and actually be effective with it, because you’re in front of kids doing so many different things.” There’s only so much time in the day, and teachers want to do these things; they want to, but you end up having to triage when you’re asked to. Going back to Eric’s analogy, if you’re in the ER, but you’re also creating the vaccines and you’re also doing the research on which types of vaccines are gonna be the most effective, that’s, that’s a lot to ask. And so, I appreciate both your responses on that. Now, last question, what are you both working on now? This report came out in 2018. What’s, what’s next on the horizon? Actually literally, that’s no pun intended. <laugh> What’s next? <laugh> What’s next for, for you both? What are you working on?

Eric R. Banilower (40:42):

Well, you know, we would love to do another national survey, in a few years. We have to get funding to do it. And you know, that’s always something that takes effort and isn’t a guarantee. We’ve written grants to do these studies in the past, and there’s also the dealing with the reality of the situation. I think a lot of schools, still coming off the tail end of dealing with Covid, are overwhelmed. And we’ve had a hard time, I mentioned before, recruiting schools, and it gets harder every time, just ’cause they have so much on their plate. And I couldn’t see going to a school now and saying, “Hey, one more thing. Do you mind?” So I think we have to kind of wait a little bit for things to settle down before we can do another one of these studies. It just doesn’t seem feasible right now. But we’d love to in the not-too-distant future. Other than that, Courtney and I actually work on some projects together and some projects not together. One of the things that we’re working on together is a study of a fifth grade science curriculum that was developed by Okhee Lee at NYU and her colleagues, that is both aligned with the NGSS and purposely designed to support multilingual learners in developing both their science knowledge and skills as well as their language skills. And we’ve been working with the crew at NYU to study this curriculum and try to figure out, how well it’s working and under what circumstances. So that’s been a really interesting project that’s going on right now.

Courtney Plumley (42:26):

I recently worked on a report with the Carnegie Corporation in New York that actually I think, compliments what we’ve been talking about a lot. It’s about the status of K–12 education in the US—or science education in the US! <Laugh>—and so as part of that report we interviewed like 50 science education experts across the country. We surveyed teachers, people in the university settings, researchers, and everything to kind of get a little bit more update of the state of science education right now. And so a lot of the things we’ve been talking about, we still are talking about with the people in this report four years later. So, work in progress. <Laugh>

Eric Cross (43:09):

And again, going back to 1977, based on what Eric was saying earlier, we’re looking at these large systems, these systemic changes don’t happen overnight.

Eric R. Banilower (43:20):

That’s right.

Eric Cross (43:21):

It’s very slow-moving.

Eric R. Banilower (43:22):

That’s right. I would say there is progress. I think we’ve learned a lot. We are getting better. Are we there yet? No, we’re not happy with where we are. But I think, you know, I think it’s important to be hopeful about the direction things are going in.

Eric Cross (43:37):

Well-said. I agree. Courtney. Eric, thank you so much for unpacking that report that speaks to, that validates what so many teachers across the country are experiencing. And thank you for your advocacy for high-quality science education and your passion for supporting teachers and being that voice from a data-driven perspective of what teachers experience and then advocating for solutions for them. It’s super-encouraging for me, and I know it’s gonna be really encouraging for a lot of our listeners. So thank you.

Eric R. Banilower (44:10):

Thank you for having us.

Courtney Plumley (44:12):

Yeah. Thank you, Eric.

Eric Cross (44:15):

Thanks so much for listening to my conversation with Eric Banilower, Vice President of Horizon Research, and Courtney Plumley, Senior Researcher at Horizon Research. For much more, check out the show notes for a link to the 2018 National Survey of Science and Mathematics Education. And please remember to subscribe to Science Connections wherever you get podcasts, so that you’re not missing any of the upcoming episodes in Season three. Next time on the show, we’re gonna start laying out the road map for using science more effectively. And we’ll start by looking at the how and the why of integrating literacy instruction.

Susan Gomez Zwiep (44:49):

When we look at Science First and build language development around it, the experience tends to be more authentic and organic.

Eric Cross (44:58):

That’s next time on Science Connections: The Podcast. Thanks so much for listening.

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What Eric R. Banilower says about science

“Our data is showing us places where the system needs to provide teachers and their students the opportunities to do great things.”

– Eric R. Banilower

Vice President of Horizon Research, Inc.

Meet the guests

Eric R. Banilower is a Vice President at Horizon Research, Inc. (HRI), and has worked in education for over 30 years. Eric was previously a high school physics and physical science teacher before he joined HRI in 1997, where he has worked on a number of research and evaluation projects. Most recently, he has been the Principal Investigator of the 2012 and 2018 iterations of the National Survey of Science and Mathematics Education, a nationally representative survey focusing on the status of the K–12 STEM education system.

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Courtney Plumley is a Senior Researcher at Horizon Research, Inc. She began her career in education as an elementary school teacher before starting at HRI in 2009. In her time at HRI she has worked on many K-12 STEM research and evaluation projects. Most recently, Ms. Plumley has worked with Carnegie Corporation of New York on mapping the landscape of K-12 science education in the US and is managing the field test for the OpenSciEd elementary materials.

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A laptop screen displays the “Science Connections: The Community” private group page, with science-themed icons decorating the background and edges.

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. 

S1-01: The journey from student to SpaceX engineer: Juan Vivas

Illustration of Earth with text about a podcast episode featuring Juan Vivas, discussing the journey from student to SpaceX engineer. Includes a photo of a smiling person in a suit.

In this episode, we join Eric Cross as he talks to supply chain engineer Juan Vivas of SpaceX about his experiences growing up as a Latino in STEM. Juan shares his story of moving to the United States to study engineering and becoming successful in his career as a scientist. Juan openly discusses the experiences that made a difference in his life and the teachers that inspired him along the way. He also shares his experience as an engineer in different fields, as well as what it’s like to work in the supply chain during COVID.

Explore more from Science Connections by visiting our main page.

Download Transcript

Juan Vivas (00:00):

But to me, based on my experience so far, I think the best way to put it: An engineer is a technical problem-solver.

Eric Cross (00:28):

Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Juan Vivas. Juan is a supply chain engineer for SpaceX. His career in STEM has pivoted from chemical engineering to working on foods like Cinnamon Toast Crunch to his current role at SpaceX, where he’s responsible for his work on Starlink, a technology that uses low-orbit satellites to provide internet access across the world. In this episode, Juan shares his story of how he became an engineer and how a thoughtful teacher used robotics to inspire him. I hope you enjoy this great conversation with Juan Vivas. Juan, thanks for being here.

Juan Vivas (01:14):

Yeah, yeah, of course! Super-excited to be here.

Eric Cross (01:19):

Hey, and starting off, I kind of like to ask your origin story. We were talking earlier about Marvel, and your journey of one working for…what I consider the closest thing that we have to SHIELD in the Marvel stories is SpaceX. Like with my own students, we talk about SpaceX like it’s a fictional thing, and we watch the rocket launches together and we watch the recovery and it’s so cool.

Juan Vivas (01:45):

Yeah.

Eric Cross (01:46):

And so when I knew that we were gonna be able to talk to you, I was excited. Like, I felt like I was a kid.

Juan Vivas (01:51):

<Laugh>

Eric Cross (01:51):

So I’d love to hear your origin story of you ultimately landing at SpaceX. And begin wherever kind of seems most natural to you.

Juan Vivas (01:59):

Yeah, yeah, of course. You know, I wasn’t one of those kids at from a young age I said “Oh, I’m gonna be an engineer.” Right? “I want to go and build all these things.” Where I grew up, and the social circle that I had, a lot of people were like doctors or lawyers. Just figured, you know, I’ll go to med school and go down the same path that 90% of like everyone else was gonna take. But in high school, I actually got into robotics. And, kind of like I mentioned, I wanted to do med school, that is what I figured I would end up doing. And then I got into robotics in high school. And I think that was what really kind of like changed my perspective of what I wanted to do, because basically these competitions were just—it was full-on driven by students. So we designed, programmed, and manufactured, like, the entire robot itself. And so through that I ended up doing a summer engineering program at the University of Maryland, the summer before going into my senior year in high school. And there we worked on a competition with underwater robots. And so we spent the entire summer, kind of similar scenario, designing a robot, manufacturing it, programming it. And then in the end it was like a competition in the buoyancy tank with different teams. And, you know, I think one thing that was really neat about that experience is that I got to hear Dr. John C. Mathers, who is a Nobel Prize physicist, speak to us in a room with, like, only 10 high school students. And just hearing his experience of where he started and the accomplishment that he’s been able to do, down in the STEM path, was really neat. And that summer was my final decision that I’m “OK, I know I want to be an engineer.” What’s interesting is I ended up choosing chemical engineering, instead of mechanical, which a lot of people, you know, based on all the experience that led me up to be an engineer, they asked me why I didn’t choose mechanical engineering. And I think one of the reasons why I chose chemical engineering is it’s very process-based. So one thing needs to happen, and there’s different inputs to that one step, and that step has an end-to-end reaction to it, right? So certain things need to happen in step one in order for step two to occur. And however the inputs happen in step one, it’s gonna affect the rest of the process. Honestly, very different than what I thought it was really gonna be. But what’s neat about chemical engineering is that it’s one of the most versatile engineering majors that you can have. Chemical engineering, because you work with a lot of process bases. Everything has a process, right? Everything needs to start with step one, and with, you know, step 10, whatever. And it’s all about optimization and improvement along those processes. So you can really take chemical engineering principles and apply ’em to different areas of a career, which is essentially the experience that I had in college. I had three internships with Dow Chemical where I did environmental health and safety, production, and supply-chain improvement. I then did research and development with Clorox. And then I did manufacturing engineering with General Mills. So really different job roles, different aspects, but same methodology applied.

Eric Cross (05:36):

I feel like there’s so much that you just said, <laugh> and I was trying to always, “I wanna ask him about that!” And in there, what I heard was there was a real pivotable, pivot moment in your life. Was the club…or was it a club, the robotics program? Or was that a class?

Juan Vivas (05:53):

You know, it was actually…it was VEX Robotics, specifically.

Eric Cross (05:56):

It was VEX! OK. Yeah, yeah. Really popular. And they still have it; I think we actually have some downstairs. So it was a club, and not necessarily a formal environment, where you were able to build. And it’s both collaborative and competitive, right? Like, there’s both aspects.

Juan Vivas (06:11):

Yep. Yep.

Eric Cross (06:11):

And, and then you had access to one of the only two facilities in the country that have these…were they buoyancy tanks?

Juan Vivas (06:20):

Buoyancy tanks, yep.

Eric Cross (06:21):

And there’s this book, Malcolm Gladwell’s Outliers, and then another similar book called Balance. It talks about how some of these innovators, like Steve Jobs and, and Bill Gates, they had access to things that other people didn’t. So, like, Bill Gates, I think at the University of Washington, had a computer that, you know, no one else did. And Jobs had one at, like, Hewlett-Packard. So it gave you this awesome headstart, where you’re able to test things in a real-life environment that kind of transfers into real-world skills. And then a few internships, so like, internships and mentors. So you had these people in the industry or people who were front-runners that were able to pour into you and give you these opportunities. And so it’s really neat to see how a program that starts as a club, kind of a competitive thing that introduced you to it and hooked you, then led to unfolding all of these opportunities that ultimately led you up to being here. And there’s one part—in looking at your LinkedIn profile, there’s a couple of really cool things that stand out. There’s a lot of cool things, but there’s two that really stood out. So one, working at SpaceX, and we’ll talk more about that, but I wanna go to General Mills and Cinnamon Toast Crunch. Because Cinnamon Toast Crunch is amazing.

Juan Vivas (07:39):

Yeah.

Eric Cross (07:39):

And you were part of the supply chain for that. In my head, I’m thinking, OK, like, what is he like responsible for? Like, getting the cinnamon and sugar?

Juan Vivas (07:51):

<Laugh>

Eric Cross (07:51):

What was, what did your job entail, when you were running that?

Juan Vivas (07:55):

There, I didn’t even know what I was gonna be doing until my first day. It was just, whatever the business need is, that’s where you’re gonna be put. So this was actually a high-priority plan for General Mills. And the production line that made Cinnamon Toast Crunch was split up into processes. So you have, they call it the process-process side, which is like literally raw materials, like making the cereal from scratch, baking it, adding the sugar, and then sending it to be packaged. And then you have the packaging-process side. so I was then placed as a packaging process lead, for the packaging side of that production line. So I was accountable for two packaging lines that packed out Cinnamon Toast Crunch. And that is where—that was actually my first real, you know, call it “real job,” like graduated college, going straight into the industry. I was a process lead for the packaging side of Cinnamon Toast Crunch.

Eric Cross (08:54):

So you went from cereal to rockets, <laugh>, which which is an amazing trajectory to have.

Juan Vivas (09:03):

Yeah. Yeah.

Eric Cross (09:04):

And when you kind of mentioned, back in your story about medical school, and, you know, it’s kinda like, what you see people doing, and you’re “OK, this is what I think I wanna do.” And then we have a perception in our mind about what a certain job’s gonna be like. And then reality hits. I think a lot of—when I ask my students, “What do you wanna do?” They think, like, “lawyer!” and when they think “lawyer!” they’re like, “I’m good at arguing!” Right? And until they find—until they talk to some lawyers and they find out like what that career can look like.

Juan Vivas (09:28):

Yeah.

Eric Cross (09:28):

You’re not just in the courtroom showing off your arguing skills. But, like, an engineer, when I talk to my students about what does it mean to be an engineer, often it’s very linear. It’s “I build bridges,” or, you know, maybe cars, but you’re a supply chain engineer. And, and that’s something that I think, now more than ever, it’s probably an incredibly critical role, especially considering that all of these supply constraints. Can you—what is a supply chain engineer? And what does it look like in your day-to-day? How is engineering rolled into that?

Juan Vivas (10:03):

Yeah, yeah. I think that’s an excellent question. I, too, once thought that engineering was just “I’m gonna be actually making something physical,” and like being super engineer-y about it. But, to me, based on my experience so far, I think the best way to put it: An engineer is a technical problem solver. As a supply chain engineer, specifically right now in my role at SpaceX…you know, as you can guess, the supply chain in the entire world is crazy. There’s no raw materials anywhere, and nothing can ever get on time. And so what I work on is I help our suppliers develop processes to meet the design criteria that we set up for like a specific part. As my job as a supply chain engineer, it’s “Can I take this design and make it manufacturable?” Right? “Can I go to any supplier and can they actually make this to the tolerance that the design engineer set them to be?” Nine out of 10 cases, the answer is no, essentially, is the best high-level way to put it.

Eric Cross (11:10):

When you’re solving these problems, is it this iterative process of going back and forth? Or is it just this aha-moment when you finally figure things out? ‘Cause I imagine they’re coming up with a design; you’re going back and saying, “Can this be manufactured?” or “Can it be done?” They’re saying no 90% of the time. And then are you the one responsible for kind of iterating on this, or changing it and then going back to them and telling them, asking them, until you get a yes? Is that—

Juan Vivas (11:33):

Yep. Yep, yep. Exactly. So we go through a process called Design for Manufacturing, DFMing. And where I essentially take, you know, the design engineer’s proposal, and then I have conversations with the suppliers, and then, that’s where the iteration begins. Where we go back and forth, back and forth, until we kind of meet in the middle to have something that can be manufacturable. Most of the times, in my experience, suppliers will always tell you no, just because they always want something that is manufactured really easily. And so you just gotta learn through experience. Like, when are they actually telling you something that’s a fact, versus when they’re just trying to you know, get out of a tolerance, or that “all right, all right, they mentioned that would just like make their jobs a little bit more difficult.”

Eric Cross (12:17):

So I’m hearing like there’s soft skills that are woven into the technical skills that you also need to be able to have.

Juan Vivas (12:23):

Oh, yes, absolutely. Yeah. I think, you know, as an engineer—and this is something, again, that I feel like you can only learn through experience—you’re gonna see that it’s not just you working to solve this one problem. Especially for a supply chain engineer. You’re talking with marketing; you’re talking with an industrial design team; you’re talking with logistics; you’re talking with procurement, materials management—just a whole set of people that don’t necessarily have technical background. Right? So sometimes, depending on the audience that I’m targeting, I’m always very, very peculiar on what is my target audience, right? How can I—how deep in my technical knowledge do I need to go? Because if I just, you know, talk straight Engineer, they either don’t care or they’re gonna be really confused about what I’m saying. So there is a stronghold of soft skills that definitely go into engineering, which I think are really important to communicate, you know, to, let’s say, students that are really interested in engineering. So you can be extremely smart and intelligent and really good at problem-solving, but if you don’t have those soft skills that you apply in the real world—’cause in the real world, you’re never only gonna be working with engineers, no matter like where you’re at—so having those soft skills to be able to manage with different backgrounds and different sort of people and different ways of thinking, it’s, I feel, really critical, for, for an engineer in the real world.

Eric Cross (13:50):

No, I think that’s a great point. It reminds me of teaching! And so many other professions where your ultimate goal is to really pour into this person in front of you and help develop them and create a sense of inquiry and wonder and personal growth and inspiration. But you’re also working within constraints and people and relationships. You know, you have your other teachers, you have parents, you have administrators, you have a district, you have communities, stakeholders. You have all of these different dynamics that you have to kind of navigate in order to ultimately help this child thrive. Versus just, like, being in the classroom: “OK, I just got <laugh>, the hundred or 200 students, just you and me. That’s it.” But that’s not the real world. And there’s this report that came out, I think Google ran it, Project Oxygen and Project Aristotle, and they asked the question, “What are the most effective traits of a good team and a manager?” And the top seven skills were all soft skills. So it is like exactly what you’re saying, where, yeah, it’s great that you have this technical aptitude, but if you’re not able to work with other people, problem-solve together, work with people of different backgrounds and perspectives, then you’re gonna run into some roadblocks. And that kind of dovetails, like, looking at things like if you looked at education from the perspective of an engineer. So you’re all about optimizing, right? Optimizing, working with what you got. When you look at education, are there any things that you would optimize to help improve the experience of students? Like, looking back, that you would fine-tune, that you think could provide better outcomes in the classroom?

Juan Vivas (15:28):

You know, I feel…I don’t know. Obviously I’m not a teacher. And I’m sure teachers just have so much stuff going on. But I think just like, finding…giving a chance to those students that you see a lot of potential in and really taking the time to mold them. You know, I did have a teacher who was able to mold me and give me that kind of one-on-one personal experience, right? I think honestly to me it just comes down to mentorship, and motivating students on what, you know, they’re passionate for. Like, putting them in front of engineers, right? Like finding engineers to come volunteer and explain to them. I genuinely believe it just takes one spark to really get a student on a trajectory where they can make an impact in the future. So to me, it comes down to, really, exposure. How much are you really exposing your students to…you know what, something I’ve learned, when I joined SpaceX, is that Elon doesn’t believe—well, you know, there there’s a lot of things that Elon believes and not believes in; there’s a whole different type of conversation!—but he doesn’t think that you can just take a curriculum, let’s say, and just apply it massively to everyone and expect like everyone to be it. That’s just naturally not how it works, right? Students learn at different paces; they have different sort of interests. This is actually why he created his own school for his kids in LA, called Ad Astra. You know, if you take that mentality, what that school is doing is that they’re working at the students’ pace and at the student’s interests, right? And I actually have a coworker who has his kids in that school. And I mean, these are one of the most brilliant kids I’ve ever known. Like, they are taking differential equations in the eighth grade. And I didn’t know what differential equations was until I was in college already and they told me, “This is a class you have to take.” <Laugh>. But it’s finding that crossway where, where is the curiosity of the student? What are they really interested in? and exposing them to that.

Eric Cross (17:51):

Yeah. And what I’m hearing of that is, in teacher-speak, a lot of personalized learning. Like you were talking about…is it Ad Astra?

Juan Vivas (17:59):

Ad Astra? Yep.

Eric Cross (18:01):

Ad Astra. You know, every student learns in their own way and they develop knowledge in their own way. And being able to personalize learning according to the students’ abilities and needs, and then accelerate or slow down, really produces some amazing effects. I know this is something that we as teachers try to do with the classroom. Scaling it is the challenge. But it’s great because even with people who are in charge of policy or people who have decision-making ability, hearing people from the top down saying, “Hey, look, this is what worked for me. This is how I was able to become successful. I had a teacher that was able to be a mentor to me because they knew me, they had a relationship with me, they were able to tap into my passions and use those passions to drive me to do or put me in programs that I might not have known about because they, they knew who I was.” And it’s not one-size-fits-all for everyone. So having—maybe it’s curriculum or learning experiences that are kind of modular, where students are able to maybe try on different things and get that exposure, I’m a big, big believer, like you are, in mentorship. That was a huge, huge thing in my life. Having mentors. It’s the reason why I became a science teacher. In seventh grade, I had a mentor who had us doing college-level science, you know, at UC San Diego. And it completely changed the trajectory of my life, in a direction that I wouldn’t have had without him. So I think that’s great. And it’s something that we as teachers would appreciate hearing. Going back to what you said…earlier you said your wife is a supply chain engineer as well. And so that means that there’s two people who are process-minded in the household. And this is kind of a lighter question, but I gotta wonder, do you have the most optimized flow for grocery shopping? <Laugh> Because…

Juan Vivas (19:49):

Yeah, I think we don’t spend more than like 20 minutes at a grocery store. Mind you, we only shop at Trader Joe’s and we have a very specific list before going in. And if you ever shop at Trader Joe’s, you just know where everything is ’cause it’s always there and it’s small, right? But yeah, like we’re, we’re in and out in like 15, 20 minutes. It’s great.

Eric Cross (20:11):

I love it. I love it. I feel like I’m that way by design. I go in with a purpose and this is exactly what I want. I know where the cookie butter is, <laugh>, I know where my coffee is, and then, OK, I’m in and out. Apple Pay or whatever I’m using. And then we’re good to go. Do you think…so as someone listening to this or some people even just becoming aware of supply chain engineering, what advice would you give someone that’s interested in pursuing this career path? If you maybe reverse-engineered your process, knowing what you know now, you were gonna give advice, you were that mentor, what are just some kind of tips or ideas or thoughts or trajectories that you’d think that they should aim for? I’m assuming like robotics….

Juan Vivas (20:56):

Yeah. You know, I think I would say definitely finding some sort of program that exposes you to a lot of things that you won’t be exposed to, like on a day-to-day basis, or something that you just can’t be exposed to naturally at school. And mentorship, honestly. I was born in Colombia and my parents were both—they’re still both professionals, but they were both professionals in Colombia. And when we moved to this country, this was like December of 1999. My parents started from scratch, and so they didn’t really grow up in the States, right? So when it was my time to go to college and do all of this stuff, it was just like me on my own figuring this stuff out. And, you know, they definitely made some mistakes when it came to college applications and whatnot. But once I was in college, I knew that the best way for my success was gonna be through mentorship. And that’s when I joined the, Society of Hispanic Professional Engineers, which is a nationwide organization. And each college, well, most college campuses, have their own chapter. In joining that, I was exposed to resume workshops, mock interviews—basically how do you even talk to a recruiter? Which is so critical, right? And personally that that organization was really what molded my actual professional career.

Eric Cross (22:19):

There’s this theme that I’m hearing, kind of weaving through this. And in addition to—as we’re talking about STEM and technical skills, in addition to that, there’s this thread that I’m receiving of…being able to form relationships with other people, for our students, is an important skill to teach and should be taught explicitly. Which isn’t…it’s not really a curriculum, right? Like, you don’t get tested on your ability to….conflict resolution or how to write an email or how to develop a relationship. And then the other part in I think what you just said is the aspect of community. Through this organization, you learned kind of some of these hidden rules, maybe I would call it.

Juan Vivas (23:04):

Yep.

Eric Cross (23:04):

It’s not that you didn’t have the…you had the aptitude. You had the drive. But there were these kind of hidden rules, and from moving to the US, you needed a community to be able to show you, so that you can kind of go through the proper steps.

Juan Vivas (23:16):

Exactly.

Eric Cross (23:17):

And so that created a lot of value for you.

Juan Vivas (23:19):

Yep.

Eric Cross (23:20):

Well, the last question that I have is, is just kind of a wondering. You have this awesome story, and the story continues to unfold. I gotta say, <laugh> I’m gonna be following your LinkedIn profile, because I think you just have kind of the coolest trajectory of going from, you know, General Mills, working in chemical engineering, and then ultimately it’s SpaceX. And every time I see the rocket taking off and landing, I’m gonna be thinking, thinking about you. So cool!

Juan Vivas (23:47):

Yeah. Yeah.

Eric Cross (23:49):

And personally, I have a hope that one day, one of my students will be at a company, you know, like SpaceX or Tesla or wherever, and one day I get to interview them and talk to them and see what they say. But the last question I want to ask is, is there, is there a teacher who inspired you, or a memorable experience that you have that made an impact on you?

Juan Vivas (24:16):

Yeah, yeah, of course. It was kind of you know, middle school going into high school. The way my school worked, everything was divided from pre-kindergarten, whatever, first to sixth grade, and then seventh grade to 12th grade. So I had a high school science teacher, Ms. Brown, Ms. Velda Brown, who, came from a small little island town on the east coast of Canada. Somehow landed, in the high school that I went to, to teach science. Going back to the beginning of the story where I mentioned that I figured whatever, I’ll go to med school. I played soccer, basketball, and, you know, I said, “I’ll figure it out once I graduate.” It might have been like life science in the eighth grade or something like that. But then she went on to teach me chemistry and physics as well. And when I was in the 10th grade, she approached me and she asked me if I wanted to join the robotics club. And I remember saying robotics? I don’t know. You know, naturally, in school, it’s different sorts of crowds: people that play sports and people that are like in like STEM clubs or whatever. And I was, “Ah, I don’t know; I don’t know how I feel about robotics; not really my thing….” But somehow she convinced me to join robotics. It’s me, coming into this group of kids that already knew each other, and they were all working on robotics. And I’m, “Yeah, I mean, I guess I’m just here to try this thing out.” It was a thing where we met every single Saturday at like seven in the morning. And there were times where I literally had to choose, “Do I go to like a soccer game or do I go to you help my team with robotics?” And I completely loved it. Like, I fell in love with the aspect of building something from scratch, and just making it operative. And she ended up just being a huge mentor for me in high school, actually. With her, with the help of her, I ended up opening the robotics club at my school. And before I left, we opened it up to middle schoolers. And then, you know, later, years later down the road when I was in college, I found out that it was now a whole-school thing. So there was an elementary robotics club at the school, the middle school one, and then the high school one were still a thing like years after I left. And that was like just so amazing to hear. But yeah, it was Ms. Velda Brown, my high school science teacher, that really took her time to mold me and get me into robotics, and really mentor me. And honestly, I’m sure you as teachers, you guys probably hear about it a lot, but you can have a lot of power in shaping a kid by just telling—believing in them, right? She believed in me so much that I would go on to be a successful engineer. And I’m. “OK, yeah, yeah, you’re just saying it.” But she spoke life into her students up to this day. I still speak about it with my wife, and when I’m in conversations about this, that if it wasn’t for my high school science teacher, I would not—well, no, I would probably not be an engineer right now.

Eric Cross (27:38):

Wow. Shout out to Ms. Velda Brown <laugh>. Would you say she spoke…I think one thing that just resonated with me is when you said she “spoke life” into you.

Juan Vivas (27:46):

Yeah.

Eric Cross (27:46):

That was really powerful. And I think we as teachers have that power and we don’t realize it. Because, you know, we get so we’re so familiar and living day-to-day, but we do have the power of life, speaking life, into our young people. And, yeah, that was—

Juan Vivas (28:03):

Absolutely, yeah. You know, I think obviously people grew up with different backgrounds, different communities, life situations, right? So imagine having like a student that is similar in that environment and then they just hear someone at their school, like, “Hey, you’re really good at this. why don’t you consider doing this?” And that’s when I feel teachers have that power. Where like they don’t necessarily know the background, but they can make that opportunity, or make that decision in the moment, to really shape a student’s life.

Eric Cross (28:37):

And we need to hear that. And I think, I hope that other teachers listening to this will be reminded that many times we don’t get to reap the harvest. We don’t get to see the <laugh> Juan Vivases at SpaceX. They just kind of go, and they disappear, and we hope for the best, and we get a new group. But every once in a while they come back, and we get to see what our watering or seed-planting was able to produce. And so, just know that you sharing your story for educators, and for definitely Ms. Brown, makes a huge difference and is a huge encouragement. So.

Juan Vivas (29:11):

You know, I think we touched on earlier, you know, how do I end up going from cereal to rockets, right? And I think it ties along with what I mentioned earlier of just taking—as an engineer, you’re really a critical problem solver, right? And you think that methodology. And if you find a way, you can apply it to different sectors. When I was doing a lot of like the packaging process stuff at General Mills, being a lead on a high-volume manufacturing line, what I do for SpaceX specifically, right now, I’m actually on the Starlink project. So if you’re up to date with Starlink, it’s, it’s essentially high reliable, fast internet that we’re providing to areas where usually people don’t have access to internet, right? Or maybe they do, but it’s extremely expensive. Because to an internet provider company, the benefit is not there, if they extend an entire internet fiber line out to their place because it’s only directed to them, right? So that’s, that’s essentially what Starlink is trying to solve. And this is the first time that SpaceX is facing a consumer packaging scenario. Before it was just rockets. And now they’re selling a product to consumers. They had never done that before, especially in a high-volume manufacturing setting. And so I am the supplier development engineer for all the consumer-facing packaging for the Starlink product itself. And that’s essentially how all those thoughts connected, where I had this experience coming from General Mills and packaging high-volume manufacturing. And then when Starlink started, they’re all, “Right, well, who knows anything about packaging?” Right? “We know so much about rockets, we need someone with this technical background.” And that’s essentially how I bridge over to SpaceX.

Eric Cross (31:11):

And so while you’re working at SpaceX, you’re working on Starlink, which I know you mentioned that—you said that it’s providing internet globally, which in and of itself, we—especially those of us that live in major cities—we kind of take for granted. Internet is like a utility. But we don’t maybe realize that in many parts of the world, internet is not reliable or even accessible.

Juan Vivas (31:33):

Right. Right.

Eric Cross (31:34):

I see every once in a while, I think, the StarlinK satellites sometimes are visible?

Juan Vivas (31:38):

Yep.

Eric Cross (31:39):

Low orbit?

Juan Vivas (31:39):

Yeah. Yeah. You can go—they’ll kind of be like a little train of bright stars that move along together. Yep.

Eric Cross (31:46):

And that must—that must feel…I mean, we all have jobs and we’re all doing different things, but you’re working on a project and you’re engineering something that actually can provide a lot of opportunities or close a gap in some parts of the world where they don’t have access to internet. They’re gonna be able to have access and be connected all over. I dunno, the word would be “existential.” Existential value. Like, what you’re doing is actually providing a service for people. Humanity. Like, addressing a critical need in many, many places around the world.

Juan Vivas (32:26):

Yeah. We’ve had stories where we have sent Starlink kids to a small school in a village in rural Chile, right in South America. And for the first time ever, they’ve had internet. We have supported disaster relief in Europe. I think this past summer, Europe had really bad floods. We sent Starlink kits out there. You know, the vision of working at an Elon Musk company and SpaceX and Starlink—this is all stuff that is being done for the first time in history. We have never, ever done anything like this before until now. And to be able to provide those that don’t have the access to—to your point, it’s kind of wild, right? Like we, we just take it for granted. “Oh yeah, I just have internet. Let me log on.” There are people on Earth right now that have never been on the internet. Or don’t even know what the internet is. And that’s essentially the, the gap that Startlink is starting to close.

Eric Cross (33:26):

Yeah. We think about that while my students are doing TikTok dances. <Laugh> And there are people who, you know, never, never been connected. And, it kind of makes me more like, just inside, if I can ask: What’s it like working at SpaceX? I showed my students what it’s like working at some of the Silicon Valley companies. ‘Cause just to show them there’s slides and food and, you know, they kind developed this ecosystem inside so that it’s really kind of homey to kind of keep you there, you know. When you’re working and there’s bikes and things like that. And that’s a very Silicon Valley type of thing. But, you know, in listening to you talk about SpaceX and Elon, you know, you’re with a really visionary kind of company, and when I hear you talk about it, there’s I can hear this passion, this, “we’re doing something.” Is that culture, like, pervasive everywhere? Are you around folks that kind of are on that same wavelength? Because I definitely get it from you as you talk about what you do.

Juan Vivas (34:28):

Yeah, yeah. Definitely. I think, as an engineer, you know, going to SpaceX and working at SpaceX, it’s essentially—personally, I believe right now in the US it’s like the mecca of engineering, right? Like, it is where engineering in this most, you know, shape and manner, it’s being applied. I think what’s really interesting is that the way that Elon looks at it is just iterate, and iterate fast, right? Like, fail and fail fast. I think as an engineer, you always want to have things perfect, right? And so you spend a lot of time in making a decision or investigating something or whatever. And working at SpaceX is the complete opposite. It’s just you know, “Assume, state your assumptions—like, what are you assuming right now? What are the risk at it? And just make a decision and then see what the result is.” You know, so it’s an environment where you learn, really quick.

Eric Cross (35:28):

You said something that I think was powerful and I hope, I think <laugh>, this is definitely, I’m gonna get a clip of this <laugh> of you saying it. Because it speaks directly to, I think, what a lot of students struggle with in the classroom, is there’s this competition or feeling that you always need to be right. And you need to be right the first try, on the first time. And a lot of times it’s because students will compare themselves to each other, or there’s a tremendous amount of pressure to be successful. But you said, “Fail and fail fast, iterate, state your assumptions.” And it sounds like this critical part of being an engineer or in what you do, like there’s no room for ego or attaching your identity or your sense of value or worth or ability to whether you’re able to solve a problem in the first try.

Juan Vivas (36:13):

Yep.

Eric Cross (36:14):

Like, you have to be OK with the cycle, is kind of what I’m hearing from you. Is that, is that right?

Juan Vivas (36:19):

Yep. Exactly. It only took six months to develop the product from scratch and launch it to the public, which is insane. Nowhere in the world will any company ever iterate that fast and come up with a brand-new project. But it’s because of that mentality—like you’re saying, it’s not about like just trying to make it perfect and have all this information. And I think Elon has learned this personally, you know, through Tesla and the beginning of SpaceX. It’s, “I can wait to have all this information, and most likely I’m still gonna be wrong after I make the decision.” So it’s, “Might as well take the risk, do the decision, and then just see where you learn from it, right?” And then you keep applying that, applying that. So it’s like you iterate, iterate, iterate, iterate until you get what you want.

Eric Cross (37:00):

I think this is even, like, great advice. I’m taking this personally because I get paralysis by analysis <laugh>.

Juan Vivas (37:06):

Yep.

Eric Cross (37:07):

You know, I’ll research something to death but then not actually execute. Like, I need to make a decision and do it and then course-correct along the way. Somebody once told me it’s a lot easier to turn a moving car than it is a car that’s sitting still. And so as you’re kind of flowing, you’re just making these adjustments along the way until you end up on the path that you want to be. So I think that there’s so many gems in the things that you’re saying right now. What I’m thinking through the lens of my seventh graders that want to work in any STEM field—I mean, really, any field in general, but especially engineering, especially the STEM fields—knowing that, pick it, make a decision, move forward, and then course-correct along the way. That’s what science looks like in the real world.

Juan Vivas (37:49):

Yep. Exactly. Yep. And definitely most important—and I feel like this is sometimes where, not necessarily education in general, but it’s just, we want students to, “OK, you need to get it right the perfect time, right?” But it’s like, every student is gonna think differently. A student is gonna take a different assumption based on their background and experiences. And I mean, you know, we can go a lot deeper in that, but the way a student is shaped, they’re gonna take certain assumptions. So that’s where it gets interesting. OK, why are you assuming that? Where’s your thought process in this?

Eric Cross (38:25):

And we all come from different backgrounds and mindsets and filters and biases that cause us to look at something a certain way. And it’s not just like calling it out, just going, “Hey look, this is what it is.” Like autopsy without blame, this is what I’m working with. Let’s discuss it openly. Right? And if we started that process earlier, you know, younger, in classrooms, we can de-stigmatize the right answer being the best answer more, as opposed to focusing on process as opposed to outcome. And then you kinda get used to wanting to go through the process. I look at it like video games and I talk to my students. I say, “You know, you don’t pick up a video game that’s brand-new and then play it and then you die once and you’re ‘Ah, I’m never gonna play this game again.’ You know, it just doesn’t work that way. You’re going through this iterative process, and no matter what you play, you’re trying things differently. You’re data collecting. And then you’re making new decisions based on the data that you collected.” And for some of my kids, they’ll just raise their hands, say, “No, I just get mad and throw the controller across the room.” <Laugh> But I go, “Yeah, and then you’ll try it again.”

Juan Vivas (39:33):

The best way to know how not to do something is to fail. And so you already…I mean, what is that famous quote? I think that’s why Thomas Edison’s, “Oh, I, did not fail 99 times. Right? I only found 99 times…” I mean, that is that is true. And I feel like at work in a SpaceX, that is something that probably the core of it comes from there. It’s you know, any failure, quote unquote, that you may take it as a failure, it’s really not. You’re just “OK, we, we tried that. It didn’t work. Like what are we gonna do next?” So it’s just like taking that learning and like moving off with it quickly.

Eric Cross (40:09):

I heard a couple of teachers say, “Things fail: First Attempt In Learning: F A I L.” And then another teacher, one of my mentor teachers, she said, “There’s no such thing as failure, just data, in science.”

Juan Vivas (40:20):

Mm-hmm. <affirmative>. Exactly. Yep.

Eric Cross (40:23):

And so I’ve always taken that to heart. And I share that with my own students, just, “A ‘no,’ a lot of times, will tell you more information than a ‘yes.’” ‘Cause if something works in the first try, you may not exactly know why it worked. It just did.

Juan Vivas (40:34):

Yeah. Yep.

Eric Cross (40:37):

So yeah. Well, I went on your time, brother. Dude. <laugh>. The time flew. It was…

Juan Vivas (40:46):

Yeah.

Eric Cross (40:47):

There were so many things I was trying to write out as you were talking, that I just felt like, “This guy is sharing so many gems!” But yeah, I want to thank you for taking time outta your day and for sharing that information for your passion for what you do. And, I don’t know, I think that students and teachers that listen to this will get an insight from a perspective that really matters. ‘Cause ultimately we’re, we’re trying to really prepare our students for real life. Maybe I’ll email you privately if I order a Tesla, if you can move me higher up the Cybertruck line. <laugh>

Juan Vivas (41:22):

Yeah. No promises.

Eric Cross (41:24):

<laugh>

Juan Vivas (41:25):

Yeah. No, I appreciate you guys having me, having me here, and be able to speak on my experience. And hopefully it sparks a couple, one, even if it’s just one teacher that will spark another student, that is already success there. So.

Eric Cross (41:42):

Well I know, I know what you said resonates with me and it fills my cup. And I’m excited. So I’m already thinking of some ideas of things that I can do, just because of this conversation, and I know other people will as well. And, again, this is Juan Vivas, who’s a supply development engineer at SpaceX. He’s worked at some amazing places. And someone who believes deeply in not only the power of the technical skills, but the heart skills, and how community makes a huge impact in his life. It made a huge impact in him ultimately becoming a scientist, and now working on a project at SpaceX, Starlink, that is going to provide access to the world, to the web. And that’ll ultimately help us solve more problems and innovate and create some solutions that will benefit everybody. Thank you, sir. Appreciate you.

Juan Vivas (42:30):

Yeah, thank you. Thank you so much, Eric. Appreciate it.

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What Juan Vivas says about engineering

“Based on my experience so far, I think the best way to put it… an engineer is a technical problem solver.”

– Juan Vivas

Supplier development engineer, SpaceX

Meet the guest

Juan Vivas is a chemical engineer currently working as a Supplier Development Engineer at SpaceX. Juan got his start at the University of Florida, where he led the Society of Hispanic Engineers (SHPE) as vice president. He’s worked for companies like Clorox, Dow Chemical, and General Mills. Juan lives in Los Angeles, California with his wife and two dogs.

Man in a suit and tie smiling at the camera with a blurred green background.

About Science Connections: The podcast

Welcome to Science Connections: The Podcast! 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.

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, 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
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Careers

We’re looking for innovators and optimists to join us in developing next-generation curriculum and assessment programs for K–12 schools.

Who we are

Remote first. Brooklyn based. In person sometimes. Amplify is powered by a collaborative team of education, technology, and creative professionals who develop next-generation programs that inspire teachers and students to do their best work.  Apply for one of our open positions.

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People and culture

Amplify is a purpose-driven community where cross-functional teams work together to create high-quality programs.

Share our view.

With headquarters in Brooklyn’s DUMBO neighborhood, we’re at the center of New York’s thriving tech and creative community.

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Get inspired.

We take an agile approach that enables us to adapt our programs to the needs of teachers and students. Collaboration helps us stay innovative.

Meet the team.

Our common purpose drives us to work across disciplines to develop next-generation solutions for the classroom. Meet some of our team members.

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Leadership

Amplify’s leadership includes executives and board members from the fields of education, technology, design, business, and media.

Hiring practices

We hire and develop people with the broadest range of talents, life stories, and experiences, and together we build a cohesive team. We follow fair hiring practices and create an environment where team members feel valued, empowered, and heard.

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Amplify workplace awards

What we offer

Amplify employees report feeling engaged and eager to come to work every day. They’re motivated by our mission of improving the lives of teachers and students. And learning isn’t just for the students we serve—we are dedicated to providing our employees opportunities for ongoing growth. Explore our benefits in detail.

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Full benefits

Our health insurance options include health, dental, and vision coverage for spouses, domestic partners, and children—effective on your date of hire. We make a generous contribution to all employee HSA plans, which can be used to cover eligible health expenses. We offer unlimited paid time off, a 401(k) plan with an employer match, long- and short-term disability, and employer-sponsored employee life insurance. We offer paid parental leave, backup childcare and backup eldercare. On top of all that, we also provide our full-time employees with a robust voluntary benefits program that includes coverage options for everyone in the family, including pets.

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Opportunities for inspiration

Amplify believes in the importance of supporting charitable nonprofits in the communities where we live and work. We encourage employees to support organizations that promote the welfare of children and families in the areas of education, health, and social services. One way for employees to give back is through our Volunteer Time Off program, which allows employees to take 16 hours each year to contribute to an eligible charitable or nonprofit organization.

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Tuition reimbursement

Full-time employees who are enrolled in an accredited college or university course related to their areas of work are eligible to receive tuition reimbursement.

We’re hiring.

Want to use your talents to make a real difference—and have fun doing it? Come join us.

View open positions

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Welcome to Amplify CKLA!

Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, features proven evidence-based instructional practices, and was specifically designed to help teachers implement Science of Reading principles.

Note: We’re continually adding information to this site, including specific details regarding our alignment with your non-negotiables. Keep checking back with us between now and April 20, 2023.

Getting Started

On this site, you’ll find a variety of resources designed to support your review and evaluation of the program. Before you dive in, watch the Orientation Overview and Program Overview videos below to learn about CKLA’s alignment to CCSD’s ELA adoption requirements, as well as where to find key program resources.

[Video] Orientation Overview

[Video] Program Overview

In the video below, learn about CKLA’s structure and materials, as well the research behind the curriculum.

Evidence-Based

[Video] Pedagogical Overview with Simple View of Reading

In the video below, Amplify’s Chief Academic Officer Susan Lambert shares the big picture of CKLA, and explains why it was created and the impact it’s making across the country. Below are a few portions of the video that you may find particularly helpful as you conduct your review.

  • 0-1:00 Why CKLA?
  • 1:00-4:40 How CKLA was built on the Simple View of Reading
  • 4:40-8:00 How to review the CKLA Components
  • 8:00-end Teacher Testimonial

[Features] Supporting the Simple View of Reading

Built out of the latest research in the Science of Reading, Amplify CKLA delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.

Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

See our Science of Reading solutions in action! Click here to see a real example of how one Ohio district is implementing and educating their K–8 community on the Science of Reading as a response to Ohio’s Plan to Raise Literacy Achievement Initiative.

Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

  • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
  • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
  • An engaging sound library with fun songs and videos that develop phonological awareness.
  • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

Students build grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves. Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive Read-Alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
  • Social and emotional learning paired with lessons in civic responsibility.

Easy-to-Use Materials

Amplify CKLA offers a number of digital and multimedia resources to support instruction and enhance the teacher and student experience.

  • Amplify CKLA Digital Experience Site: All teacher and student materials are posted on this site for planning and information purposes, including Teacher Guides, Readers, Activity Books, Ancillary Materials, videos, additional resources, and links to other useful sites, such as the Professional Learning site.
  • The Professional Learning Site: This site includes training materials, best practices, and other resources to develop program expertise. Access professional development anywhere, anytime.
  • Intervention Toolkit: The Intervention Toolkit provides easy-to use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.
  • The Science of Reading: The Podcast: Hosted by Susan Lambert, The Podcast delivers the latest insights from researchers and practitioners in early reading. Each episode takes a conversational approach and explores a timely topic related to the Science of Reading.

In addition to the videos below, our CKLA Components Guide can be a helpful tool as you explore the materials provided within your sample tubs.

[Video] Physical Materials Walkthrough

As you explore your physical samples, the material walkthrough video below can be a helpful resource. In particular, we suggest watching the following portions of the video.

  • 0-4:38 CKLA components for K–2
  • 4:38-7:00 CKLA components for 3–5
  • 7-7:30 CKLA Program Guide
  • 10:12-13:20 CKLA’s Teacher Resource Site

Note: The below video covers both our K-5 program (Amplify CKLA) as well as our 6-8 program (Amplify ELA).

[Video] Digital Materials Walkthrough

In the video below, learn about CKLA’s digital tools for teachers and students across both classroom and asynchronous environments.

As you prepare to explore our digital platform, be sure to watch and refer to the video below.

Diverse Texts

In Amplify CKLA, texts serve a variety of purposes, from building background knowledge, vocabulary, and comprehension to building decoding and fluency skills.

In grades K–2, instruction is segmented between two strands: Knowledge and Skills.

  • Reading within the Knowledge Strand is centered around authentic read-alouds and trade books that are intentionally sequenced to build content knowledge and vocabulary in specific domain topics around literature, history, science, and the arts. Because research shows that students’ listening comprehension outpaces their reading comprehension until their early teens, Amplify CKLA strategically uses read-aloud text in this strand, allowing students to focus their cognitive energy on gaining meaning from the words and better understanding from the images.
  • Reading within the Skills Strand centers around carefully crafted Student Readers that teach students how to read. Structured as chapter books, these readers are 100% decodable and were developed to align with Amplify CKLA’s scope and sequence for phonics, directly connecting instruction to student practice in connected texts. Students use the Readers to practice decoding, fluency, and comprehension during shared reading lessons, targeted close reading sessions, in small groups, and independently.

In grades 3–5, integrated units bring the Skills and Knowledge strands together as students become increasingly automatic and strategic in their word recognition and language comprehension skills. Student reading and comprehension activities involve a variety of reading materials:

  • Authentic Read-Alouds and trade books ensure students encounter a variety of perspectives as they use these complex text to increase their knowledge while practicing vocabulary and listening comprehension skills.
  • Student Readers connect to each theme and are designed to increase in complexity over time, providing a continual challenge as students’ reading and listening comprehension skills develop and strengthen throughout the year.
  • Novel Guides provide teachers a flexible option for extending authentic reading and text-based activities in the classroom using award-winning and acclaimed novels.
  • ReadWorks articles give students access to additional high-quality texts aligned to both Amplify CKLA knowledge topics and the topics outlined in the Common Core State Standards.

Decodable Readers at Grades K–2

Our Decodable Readers are designed to progress in skills, mirroring the scope and sequence of instruction, which allows students to immediately apply what they are learning to 100% decodable text. More specifically, our decodables:

  • Are uniquely designed to provide intensive practice with the CKLA code while students read compelling and engaging stories and informational texts for the first time.
  • Gradually introduce students to “tricky” spelling concepts, such as different sounds that use the same letter code.
  • Increase in text complexity (i.e., content, length, and vocabulary) as students progress through the grades.
  • Include fiction and nonfiction text.
  • Are available as ebooks and audiobooks.

Below, you can see how students grow from year-to-year across grades K–2.

Student Readers at Grades 3–5

By grades 3–5, students have mastered the basics of decoding and are hungry to use what they’ve learned to reach out to the world. Although Read-Alouds remain an important part of lessons, students are also encouraged to practice independent reading starting in grade 3 with the support of carefully crafted Student Readers. These readers are chock-full of various text types, cultural stories, and a blend of fiction and nonfiction texts that are tied to and support the overarching theme of the unit.

Read-alouds

Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.

Trade books

Our optional Trade Book Collection (and suggested list of additional trade books) align with our grade-level topics, and extend the knowledge students are learning through an authentic text.

Novel Guides

Novel Guides bring students beyond the CKLA curriculum. We provide fifteen full days of instruction on contemporary trade books, as well as writing prompts that help students navigate the authentic literature they love.

ReadWorks

Amplify CKLA and ReadWorks® have partnered to deliver high-quality texts curated to support the Amplify CKLA Knowledge Sequence and to extend student learning. Texts include high-interest nonfiction articles in topics in social studies, science, literature, and the arts. These texts are accompanied by vocabulary supports and standards-aligned formative assessment opportunities. Teachers can monitor their students’ progress using the ReadWorks reporting features.

Reading resources

The following resources may be helpful as you explore our approach to reading and the role that diverse texts play in the program.

Writing

CKLA is rich with opportunities for students to develop, practice, and hone their writing skills. While the shape of writing instruction looks slightly different at each grade level, a commonality across all grades K–5 is that writing isn’t taught in isolation. Rather, it’s embedded within the context of each unit, and is connected to what students read.

At Grades K–2, writing takes place in both the Skills and Knowledge strands.

  • Explicit instruction in writing skills (such as sentence structure) and handwriting takes place in the Skills Strand, and is tied to the decodable readers used within each unit.
  • Extended writing and writing process activities take place in the Knowledge Strand.

At Grades 3–5, writing is embedded through the integrated units.

  • Across each unit, students work on smaller, more discrete writing skills alongside their Student Reader. These skills eventually culminate at the end of each unit in the form of a writing project.
  • In 4th and 5th grades, we expand writing even further with the addition of Poetry units.

Writing and text-dependent questions

The overwhelming majority of questions, tasks, and assignments in CKLA materials are text-dependent. Every CKLA unit and domain is based around key texts that are either read aloud, with a peer, or independently. These readings are followed by class discussions where students are expected to refer to these texts when answering literal, inferential, and evaluative questions, both orally during class discussions and through written responses.

  • Literal questions assess students’ recall of key details from the text. These are text-dependent questions that require students to paraphrase and/or refer back to the portion of the text where the specific answer is provided.
  • Inferential questions ask students to infer information from the text and to think critically. These text-dependent questions require students to summarize and/or reference the portions of the text that lead to and support the inference they are making.
  • Evaluative questions ask students to build on what they have learned from the text using analytical and application skills, often to form an opinion or make a judgment. These questions require students to paraphrase and/or cite the textual evidence that substantiates their argument or opinion.

In addition, students are often asked to generate additional questions based on the texts. Students further demonstrate understanding in writing by applying what they have learned and providing evidence from the text to back up their answers and opinions. For example, Grade 3 students learning about sea exploration write a paragraph from the perspective of a sailor on John Cabot’s ship, stating their opinion of whether the hardships they experienced are worth the adventure or glory and citing examples from the text to support their response. Grade 5 students studying the Adventures of Don Quixote write a four-paragraph persuasive essay arguing whether they believe Don Quixote’s good intentions justify his often calamitous actions, using reasons and evidence from the text to support their claims.

Writing with authentic literature

Novel Guides are designed around authentic texts students love. They not only help students foster a love for reading, they also present authentic opportunities for students to express themselves through writing. Novel Guides provide daily text-based writing and discussion through five activity types:

  • Ask contains questions for discussion, reflection, or brief written responses. These questions cover information all students should understand as they read the text.
  • Explore prompts offer brief research opportunities centered around items mentioned in the text.
  • Imagine activities promote creativity and further reflection.
  • Observe items ask students to take notes or make other kinds of observations about what they have read.
  • Understand questions push students to explore connections to the text.

Writing and enrichment

Writing tasks throughout the program provide almost limitless opportunities for extension. Feedback from the teacher, peers, and self-reflection provide students opportunities to strengthen their writing. For example, advanced students can be encouraged to:

  • Use more complex and unusual descriptive vocabulary.
  • Incorporate figurative language into their writing.
  • Write multi-clause sentences with more complex joining words.
  • Create longer or richer opinion, explanatory, and narrative pieces.
  • Evaluate the use of informational textual characteristics and use in their own writing (e.g., headers, bullets).

Writing resources

The following resources may be helpful as you explore our approach to writing and how writing develops across the program.

Access the program

Explore as a teacher

Before logging in, watch this brief video on navigating the CKLA Teacher Resource Site.

Ready to explore as a teacher? Follow these instructions:

  • Click the CKLA Teacher Resource Site button below.
  • Select Log in with Amplify.
  • Enter the username: t1.ccsd-k5-ckla@demo.tryamplify.net
  • Enter the password: Amplify1-ccsd-k5-ckla
  • Click the CKLA Teacher Resource icon
  • Select a grade level

Explore as a student

Before logging in, watch this brief video on navigating the CKLA Student Hub.

Ready to explore as a student? Follow these instructions:

  • Click the CKLA Teacher Resource Site button below.
  • Select Log in with Amplify.
  • Enter the username: s1.ccsd-k5-ckla@demo.tryamplify.net
  • Enter the password: Amplify1-ccsd-k5-ckla
  • Click the CKLA Teacher Resource icon
  • Select a grade level

Check out these additional resources

Nevada submission resources:

CKLA review resources:

Amplify professional development: coaching and tutoring

Amplify provides consistent, job-embedded coaching services to deepen teacher capacity in planning data-driven instruction. Amplify’s high-impact tutoring extends teachers’ reach to all students through data-driven small group instruction.

We have a wide suite of tutoring and coaching services that will help meet your unique needs this school year. Find out more below!

Coaching Overview

Grade(s) Coaching Program Audience Modality
K–2 Start Strong Virtual Coaching Kindergarten, First Grade, and Second Grade teacher teams and school leaders using DIBELS Next OR DIBELS 8th Edition Remote
K–12 Data Coaching Teacher teams and school leaders Remote or Onsite

Download the overview as a PDF.

Coaching Sessions

Start Strong Virtual Coaching, K–2

Amplify provides virtual coaching to schools and districts using DIBELS to ensure that all K–2 students receive high-quality early literacy instruction that will put them on the pathway for future success.

Start Strong is a consistent, year-long, and job-embedded program where coaches meet virtually with school leaders and K–2 teacher teams in order to build their capacity in planning whole group and small group data-driven instruction based on DIBELS error patterns. School leaders will also receive support on how to lead data and planning meetings and optimize their school schedules.

Through an increased understanding of early literacy development and data-driven instruction, teachers and school leaders in the Start Strong program will be better positioned to increase K–2 student reading achievement as measured by DIBELS.

Audience: K–2 teacher teams and school leaders
Modality: Remote, maximum 8 participants per grade level team

To learn more about launching Start Strong in your school or district, please click here: Start Strong Overview

Data Coaching

Amplify’s data coaching program provides educators throughout a school, district and/or state with ongoing support to take action with their data, make changes to their teaching practices and realize significant gains in student achievement.

The data coaching program is offered in remote and/or onsite sessions and tailored to a school, district or state’s specific needs around intensity and frequency.

Teachers and school leaders work closely with their Amplify data coach to understand, analyze, and develop instructional plans using current student data sources in a collaborative learning environment. Through their participation in the data coaching program, teachers and leaders will be able to create a stronger data-driven culture and increase investment in realizing both short and long term goals in student achievement.

Audience: Teachers and school leaders
Modality: Remote or Onsite

To learn more about launching data coaching in your school or district, please click here: Data Coaching Overview

Tutoring Overview

Title Audience Modality
Comprehensive Virtual Reading Tutoring Program Kindergarten through Fifth Grade students Remote
Training for District Tutors Tutors hired at the district/school level Remote

Tutoring Sessions

Comprehensive Virtual Reading Tutoring Program

Amplify will support schools, districts, and states in ensuring all K–5 students have a strong foundation in early literacy skills by providing tutors who develop trusting relationships with students and meet their data-based needs.

In this program, tutors meet with students for 30 minutes, three days each week and use research-based, high-quality instructional materials to close literacy gaps and develop stronger social-emotional learning. While Amplify collaborates with school leaders to determine scheduling and identify participating students, Amplify will manage all other aspects of the program, thus reducing the burden for school leaders to launch this program independently. Amplify services will include, but not be limited to: creating homogeneous student groups, progress monitoring students on a consistent schedule, and hiring, training and managing tutors.

Through targeted, data-driven virtual reading tutoring, participating schools increase their capacity to provide high-quality instruction with caring adults in a small group setting to the students most in need.

Audience: K–5 students
Modality: Remote

To learn more about launching Comprehensive Virtual Tutoring in your school or district, please click the link below: Virtual Tutoring Overview

Training for District Tutors

Amplify will provide guidance and support to schools, districts, and states that are interested in developing systems and structures for launching a tutoring program focused on increasing early literacy skills for K–5 students.

At the start of the planning process, Amplify will support program managers in understanding the necessary systems, structures, and action steps required to implement the program (e.g., hiring and managing tutors). Amplify will help create a tailored training plan for tutors using the Amplify products of either mCLASS Intervention and/or Amplify Reading. The training plan for tutors will include initial product training and best practices for tutoring. Ongoing training will focus on topics such as, but not limited to: data analysis needed for flexible small groups, underlying theories for early literacy development, and strategies for engaging all students. Amplify will also provide ongoing individual support through observation/ feedback cycles for tutors.

Through their participation in the training for district tutors, districts and schools will be able to strategically launch high-quality tutoring programs and support tutors through initial and ongoing training.

Audience: District tutors
Modality: Remote

Contact

We are happy to discuss how to scale any of our coaching and tutoring services to meet the needs of a school or district’s budget or scheduling realities.

If you would like to discuss any of our coaching or tutoring services, please call Dr. Lindsay Sullivan, Ed.D. at (800) 823-1969 or email lsullivan@amplify.com.

Core literacy programs: Strengthen sessions

Professional development sets teachers and leaders up for success, whether they are new to or experienced with a program. Each Strengthen session promotes a deeper understanding of the program through targeted instructional practices.

Explore literacy Strengthen sessions by program below.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

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About Strengthen sessions

Support your Amplify implementation with sessions that target specific instructional practices for teachers and leaders who are in year one and beyond. When you’re ready to schedule your Strengthen session, contact us. An Amplify expert will work with you to identify the session(s) that will best support your students’ success.

Each package includes one Strengthen session. Additional sessions can be added as enhancements.

Amplify CKLA and Amplify Caminos

Built on the Science of Reading, Amplify Core Knowledge Language Arts (CKLA) 2nd Edition (PreK–5) and 3rd Edition (K–5) combine deep content instruction with research-based foundational skills, empowering all students with rich background knowledge.

Amplify Caminos 1st Edition serves as the Spanish language arts partner to Amplify CKLA 2nd Edition (K–5), while Amplify Caminos 3rd Edition is partnered with Amplify CKLA 3rd Edition. These aligned programs support our biliteracy principles and teaching models.

Explore Amplify CKLA and Amplify Caminos Strengthen sessions by package below.

Begin packages

  On-site package
(15 hr.)
Hybrid on-site package (15 hr.) Hybrid 10 package
(10 hr.)
Hybrid virtual package
(15 hr.)
Virtual  package
(7 hr.)
One Strengthen session per package On-site,   3 hr. sessions On-site,   3 hr. sessions Virtual,     1 hr. session Virtual,    3 hr. sessions Virtual,     1 hr. session
Enhancing planning for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing observations for leaders
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Language Studio Companion training for K–2 or 3–5 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Supporting all learners for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Student engagement for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Amplify CKLA 2nd–3rd Edition transition training for teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your understanding of your next unit by engaging in a step-by-step unit- and lesson-planning protocol. Leave prepared to implement your next unit with a completed unit plan and internalized lessons for your particular biliteracy model.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: PreK (Amplify CKLA), K–2, or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Begin: Enhancing practice for teachers

On-site or virtual, 3 hours

Practice implementing key lesson routines to strengthen your instruction. Leave with guidelines for routines you can implement in your biliteracy classroom tomorrow.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Sharpen your program knowledge to support educators with effective program implementation. Observe a lesson in action and practice providing high-leverage feedback. Walk away prepared to provide educators with actionable feedback during your next classroom observation.

Session options: Amplify CKLA (2nd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA (2nd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Prerequisite: Participants must complete the program overview for leaders before attending this session.

Audience: Leaders (maximum 30 participants)

Language: This session is facilitated in English.

Begin: Language Studio companion training for teachers

On-site and virtual, 3 hours

Participants will be able to summarize the key features of Language Studio. During this session, they will connect key segments of Language Studio to ELD instructional best practices, identify the segments of Language Studio, and plan and practice a Language Studio lesson.

Session options: Amplify CKLA 2nd or 3rd Edition (Grade K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Supporting all learners for teachers

Virtual, 1 hour

Dig into embedded supports offered in the Amplify curriculum and prepare to support all learners in your next lesson.

Session options: Amplify CKLA (2nd or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Begin: Strengthen Focus: Pacing for teachers

Virtual, 1 hour

Learn five specific strategies to support pacing in your next lesson.

Session options: Amplify CKLA (2nd or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Begin: Strengthen Focus: Student engagement for teachers

Virtual, 1 hour

Explore engagement strategies that cultivate a student-centered classroom. Leave with a plan to incorporate these strategies in an upcoming lesson.

Session options: Amplify CKLA (2nd or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Begin: Strengthen Focus: Amplify CKLA 2nd–3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify CKLA 2nd and 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15 package
(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One Strengthen session per package On-site,   
3 hr. session
Virtual,     
3 hr. session
Virtual, 1 hr. session Virtual, 3 hr. session
Enhancing planning for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing practice for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Maximizing impact: Data-informed remediation with the ARG/DERG for teachers
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Writing for teachers
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NEW: mCLASS DIBELS 8 + CKLA 3rd Edition data-driven instruction for K–5 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Supporting all learners for teachers
    A large, light peach-colored checkmark on a transparent background.  
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.  
Student engagement for teachers     A large, light peach-colored checkmark on a transparent background.  
NEW: Amplify Caminos 1st–3rd Ed. transition training for teachers     A large, light peach-colored checkmark on a transparent background.  
NEW: Amplify CKLA 2nd Ed./Caminos 1st Ed. to Amplify CKLA 3rd Ed./Caminos 3rd Ed. transition training for teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your understanding of your next unit by engaging in a step-by-step unit- and lesson-planning protocol. Leave prepared to implement your next unit with a completed unit plan and internalized lessons for your particular biliteracy model.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: PreK (Amplify CKLA), K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Practice: Enhancing practice for teachers

On-site or virtual, 3 hours

Practice implementing key lesson routines to strengthen your instruction. Leave with guidelines for routines you can implement in your biliteracy classroom tomorrow.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Sharpen your program knowledge to support educators with effective program implementation. Observe a lesson in action and practice providing high-leverage feedback. Walk away prepared to provide educators with actionable feedback during your next classroom observation.

Session options: Amplify CKLA (2nd Edition), Amplify Caminos (1st or 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, or Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy

Prerequisite: Participants must complete the program overview for leaders before attending this session.

Audience: Leaders (maximum 30 participants)

Language: This session is facilitated in English.

Practice: Maximizing impact: Data-informed remediation with the ARG/DERG for teachers

On-site or virtual, 3 hours

Walk away with a deeper understanding of the Assessment and Remediation Guide (K–3) and Decoding and Encoding Remediation Supplement (4–5), as well as a clear instructional plan for your intervention groups. Please note that for Grades K–2, this would only apply if you are using both strands or the Skills Strand only.

Session options: Amplify CKLA 2nd Edition (Amplify CKLA 3rd Edition is available July 2026.)

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: This session is facilitated in English.

Practice: Writing for teachers

On-site or virtual, 3 hours

Deepen your understanding of how to support students as they build writing skills. Leave this session prepared to teach an upcoming writing lesson based on your student work analysis. Bring samples of your students’ writing responses from your Amplify programs to this session.

Session options: Amplify CKLA (2nd or 3rd Edition), Amplify Caminos 1st Edition, or Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy

Audience: PreK, K–2, or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Available October 2026

Practice: mCLASS DIBELS 8th Edition + Amplify CKLA 3rd Edition data-driven instruction for K–5 teachers

On-site or virtual, 3 hours

Dive deep into mCLASS DIBELS 8th Edition reports and instructional recommendations to drive instructional decisions in Amplify CKLA and stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust Multi-Tiered System of Supports program, with Amplify CKLA as your core instruction.

Session options: Only for educators using both Amplify CKLA (2nd or 3rd Edition) with mCLASS DIBELS 8th Edition

Audience: PreK–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: This session is facilitated in English.

Practice: Strengthen Focus: Supporting all learners for teachers

Virtual, 1 hour

Dig into the many embedded supports offered in the curriculum and prepare for specific ways to bolster all learners in your next lesson.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos 1st Edition, or Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Practice: Strengthen Focus: Pacing for teachers

Virtual, 1 hour

Learn five specific strategies to support pacing in your next lesson.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos 1st Edition, or Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Practice: Strengthen Focus: Student engagement

Virtual, 1 hour

Explore engagement strategies that cultivate a student-centered classroom. Leave with a plan to incorporate these strategies in an upcoming lesson.

Session options: Amplify CKLA (2nd Edition or 3rd Edition), Amplify Caminos 1st Edition, or Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy

Audience: K–2 and/or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify CKLA session is facilitated in English. The Amplify Caminos session is facilitated in Spanish. The Amplify CKLA/Caminos biliteracy session is facilitated in English and Spanish.

Available July 2026

Suggested enhancement: Launch substitution: Amplify Caminos 1st–3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition/Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Amplify ELA

Amplify ELA 2nd Edition is a blended English language arts curriculum designed specifically to support students in grades 6–8 and prepare them for high school and beyond. With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves. The table below lists Amplify ELA 2nd Edition Strengthen sessions for Begin and beyond by package.

Click the session title or scroll down to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One Strengthen session per package On-site,
3 hr. session
On-site,
3 hr. session
Virtual,
1 hr. session
Virtual,
3 hr. session
Virtual,
1 hr. session
Enhancing planning for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Teaching with print and digital for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Lesson planning for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your program knowledge by unpacking learning outcomes, key assessment moments, and student engagement opportunities from an Amplify ELA 2nd Edition unit. Use backward planning to create a detailed plan for a unit of your choice and leave ready to begin the unit with your students.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for teachers

On-site or virtual, 3 hours

Experience a close-reading lesson to increase your understanding of how close reading is taught in Amplify ELA 2nd Edition. Uncover which teacher moves will support students in tackling complex texts. Leave with a strong understanding of how to facilitate a close reading lesson that encourages student collaboration, drives analysis, and deepens understanding.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Elevate your program knowledge to support colleagues with effective Amplify ELA 2nd Edition implementation. Leave prepared to identify key instructional elements in an Amplify ELA lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

Begin: Strengthen Focus: Teaching with print and digital

Virtual, 1 hour

Learn how to administer Amplify ELA 2nd Edition lessons in your classroom using both digital and print curricula.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Lesson planning

Virtual, 1 hour

Deepen your understanding of the lessons in your next Amplify ELA 2nd Edition unit by engaging in a step-by-step lesson-planning protocol.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Pacing

Virtual, 1 hour

Learn how to identify and use essential activities, timing guidance, and knowledge of your students’ strengths and needs to determine pacing for individual activities and lessons within Amplify ELA 2nd Edition.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site 
package
(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One Strengthen session per package On-site,
3 hr. sessions
Virtual,
3 hr. sessions
Virtual,
1 hr. session
Virtual,
3 hr. sessions
Enhancing planning for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Writing: Improving through feedback for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Supporting all learners for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Data-informed instruction for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Teaching with print and digital for teachers
    A large, light peach-colored checkmark on a transparent background.  
Lesson planning for teachers
    A large, light peach-colored checkmark on a transparent background.  
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.  
Increasing student engagement for teachers
    A large, light peach-colored checkmark on a transparent background.  
Grading and assessment for teachers
    A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your program knowledge by unpacking learning outcomes, key assessment moments, and student engagement opportunities from an Amplify ELA 2nd Edition unit. Use backward planning to create a detailed plan for a unit of your choice and leave ready to begin the unit with your students.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for teachers

On-site or virtual, 3 hours

Experience a close reading lesson to increase your understanding of how close reading is taught in Amplify ELA 2nd Edition. Uncover which teacher moves will support students in tackling complex texts. Leave with a strong understanding of how to facilitate a close reading lesson that encourages collaboration, drives analysis, and deepens understanding.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Elevate your program knowledge to support colleagues with effective Amplify ELA 2nd Edition implementation. Leave prepared to identify key instructional elements in an Amplify ELA lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

Practice: Writing: Improving through feedback for teachers

On-site or virtual, 3 hours

Deepen your understanding of how to support students as they build writing skills in Amplify ELA 2nd Edition. Leave this session prepared to provide targeted feedback that supports student growth in writing. Bring samples of your students’ writing responses from Amplify ELA to this session.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Supporting all learners

On-site or virtual, 3 hours

Learn how to effectively use embedded differentiated supports in Amplify ELA 2nd Edition and the Classwork app to support all students—including multilingual/English learners, students with learning disabilities, struggling readers and writers, and advanced students. Walk away with a plan for supporting specific students within your classroom.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Data-informed instruction for teachers

On-site or virtual, 3 hours

Analyze your own student data and learn to turn Amplify ELA 2nd Edition data into differentiated and targeted instruction. Walk away ready to use the data provided in the Reporting and Classwork apps to align embedded support to your specific student needs. This session requires educators to analyze student data, so please bring 4–6 weeks of student data from Amplify ELA’s Reporting app to this session.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Teaching with print and digital

Virtual, 1 hour

Learn how to administer Amplify ELA 2nd Edition lessons in your classroom using both digital and print curricula.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Lesson planning

Virtual, 1 hour

Deepen your understanding of the lessons in your next Amplify ELA 2nd Edition unit by engaging in a step-by-step lesson-planning protocol.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Pacing

Virtual, 1 hour

Learn how to identify and use essential activities, timing guidance, and knowledge of your students’ strengths and needs to determine pacing for individual activities and lessons within Amplify ELA 2nd Edition.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Increasing student engagement

Virtual, 1 hour

Identify features within Amplify ELA 2nd Edition that increase student engagement, and determine ways to incorporate additional engagement strategies into lessons.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Grading and assessment

Virtual, 1 hour

Learn how to use key formative and summative assessments within Amplify ELA 2nd Edition to develop a plan for grading based on the specific requirements of your school or district.

Audience: Teachers, instructional staff (maximum 30 participants)

Get in touch with a PD expert.

GO Math!-NEW

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Big Ideas

Grade 6

Chapter 2: Fractions and Decimals

Big IdeasDesmos Classroom
Lesson 2: Dividing FractionsUnit 4
Lesson 3: Flour Planner
Lesson 4: Adding and Subtracting DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 2: Decimal Diagrams and Algorithms
Lesson 5: Multiplying DecimalsUnit 5
Lesson 1: Dishing Out Decimals
Lesson 6: Dividing Whole NumbersUnit 5
Lesson 13: Movie Time
Lesson 7: Dividing DecimalsUnit 5
Lesson 13: Movie Time

Chapter 3: Ratios and Rates

Lesson 1: RatiosUnit 2
Lesson 1: Pizza Maker
Lesson 4: Fruit Lab
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 3: Using Ratio TablesUnit 2
Lesson 10: Disaster Preparation
Lesson 4: Graphing Ratio RelationshipsUnit 2
Lesson 10: Disaster Preparation
Lesson 5: Rates and Unit RatesUnit 3
Lesson 6: Soft Serve
Lesson 6: Converting MeasuresUnit 3
Lesson 1: Many Measurements

Chapter 4: Percents

Lesson 1: Percent and FractionsUnit 3
Lesson 9: Lucky Duckies
Lesson 2: Percent and DecimalsUnit 5
Lesson 2: Decimal Diagrams and Algorithms

Chapter 5: Algebraic Expressions and Properties

Lesson 2: Writing ExpressionsUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 3: Properties of Addition and MultiplicationUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)
Lesson 4: The Distributive PropertyUnit 6
Lesson 8: Products and Sums
Take Away (coming soon!)

Chapter 6: Equations

Lesson 1: Writing Equations in One VariableUnit 6
Lesson 1: Weight for It

Chapter 7: Area, Surface Area, and Volume

Lesson 1: Areas of ParallelogramsUnit 1
Lesson 3: Exploring Parallelograms
Exploring Parallelograms, Part 2
Lesson 5: Surface Area of prismsUnit 1
Lesson 10: Renata’s Stickers

Chapter 8: Integers, Number Lines, and the Coordinate Plane

Lesson 1: IntegersUnit 7
Lesson 1: Can You Dig It?
Lesson 2: Comparing and Ordering IntegersUnit 7
Lesson 4: Order in the Class
Lesson 3: Rational NumbersUnit 7
Lesson 4: Order in the Class
Lesson 7: Writing and Graphing InequalitiesUnit 7
Lesson 7: Tunnel Travels

Chapter 9: Statistical Measures

Lesson 1: Introduction to StatisticsUnit 8
Lesson 3: Minimum Wage
Lesson 2: MeanUnit 8
Lesson 11: Toy Cars
Lesson 3: Measures of CenterUnit 8
Lesson 11: Toy Cars
Lesson 4: Measures of VariationUnit 8
Lesson 11: Toy Cars

Chapter 10: Data Displays

Lesson 2: HistogramsUnit 8
Lesson 5: The Plot Thickens
Lesson 4: Choosing Appropriate MeasuresUnit 8
Lesson 3: Minimum Wage
Lesson 11: Toy Cars

Grade 7

Chapter 1: Adding and Subtracting Rational Numbers

Big IdeasDesmos Classroom
Lesson 1: Rational NumbersUnit 5
Lesson 1: Floats and Anchors
Lesson 2: Adding Integers
Lesson 4: Subtracting Integers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles
Lesson 3: Adding Rational Numbers
Lesson 5: Subtracting Rational Numbers
Unit 5
Lesson 4: Draw Your Own
Lesson 10: Integer Puzzles

Chapter 2: Multiplying and Dividing Rational Numbers

Lesson 1: Multiplying IntegersUnit 5
Lesson 10: Integer Puzzles

Chapter 3: Expressions

Lesson 1: Algebraic ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 2: Adding and Subtracting Linear ExpressionsUnit 6
Lesson 10: Collect the Squares
Lesson 3: The Distributive PropertyUnit 6
Lesson 10: Collect the Squares

Chapter 4: Equations and Inequalities

Lesson 1: Solving Equations Using Addition or Subtraction
Lesson 2: Solving Equations Using Multiplication or Division
Unit 6
Lesson 16: Shira the Sheep
Lesson 4: Writing and Graphing InequalitiesUnit 6
Lesson 16: Shira the Sheep
Lesson 5: Solving Inequalities Using Addition or Subtraction
Lesson 6: Solving Inequalities Using Multiplication or Division
Unit 6
Lesson 16: Shira the Sheep
Lesson 7: Solving Two-Step InequalitiesUnit 6
Lesson 16: Shira the Sheep

Chapter 5: Ratios and Proportions

Lesson 1: Ratio and Ratio TablesUnit 2
Lesson 1: Paint
Lesson 3: Identifying Proportional RelationshipsUnit 2
Lesson 6: Two and Two
Lesson 3: Measuring Around
Lesson 5: Graphs of Proportional RelationshipsUnit 2
Lesson 8: Dino Pops

Chapter 6: Percents

Lesson 1: Fraction, Decimals, and PercentsUnit 4
Lesson 1: Mosaics
 
Lesson 4: Percents of Increase and DecreaseUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)
Lesson 5: Discounts and MarkupsUnit 4
Lesson 5: Percent Machines
Lesson 12: Posing Percent Problems (coming soon!)

Chapter 7: Probability

Chapter 8: Statistics

Lesson 1: Samples and PopulationsUnit 8
Lesson 10: Crab Island
Lesson 2: Using Random Samples to Describe populationsUnit 8 
Lesson 10: Crab Island
Lesson 3: Comparing Populations
Lesson 4: Using Random Samples to Compare Populations
Unit 8
Lesson 10: Crab Island

Chapter 9: Geometric Shapes and Angles

Lesson 1: Circle and CircumferenceUnit 3
Lesson 3: Measuring Around
Lesson 2: Areas of CirclesUnit 3
Lesson 9: Area Challenges
Lesson 5: Finding Unknown Angle MeasuresUnit 7
Lesson 4: Missing Measures

Grade 8

Chapter 1: Equations

Big ideasDesmos Classroom
Lesson 2: Solving Multi-Step EquationsUnit 4
Lesson 5: Equation Roundtable
Lesson 3: Solving Equations with Variables on Both SidesUnit 4
Lesson 5: Equation Roundtable

Chapter 2: Transformations

Chapter 3: Angles and Triangles

Lesson 2: Angles and TrianglesUnit 1
Lesson 12: Puzzling It Out
Lesson 4: Using Similar TrianglesUnit 2
Lesson 1: Sketchy Dilations
Lesson 2: Dilation Mini Golf

Chapter 4: Graphing and Writing Linear Equations

Lesson 1: Graphing Linear EquationsUnit 3 Lesson 4: Flags
Lesson 2: Slope of a LineUnit 3 Lesson 4: Flags
Lesson 3: Graphing Proportional RelationshipsUnit 3
Lesson 1: Turtle Time Trials
Lesson 4: Graphing Linear Equations in Slope-Intercept FormUnit 3
Lesson 4: Flags

Chapter 5: Systems of Linear Equations

Lesson 1: Solving Systems of Linear Equations by GraphingUnit 4
Lesson 11: Make Them Balance
Lesson 12: Line Zapper

Chapter 6: Data Analysis and Displays

Lesson 1: Scatter PlotsUnit 6
Lesson 3: Robots
Lesson 2: Lines of FitUnit 6
Lesson 4: Dapper Cats
Lesson 3: Two-Way TablesUnit 6
Lesson 11: Finding Associations

Chapter 7: Functions

Lesson 1: Relations and FunctionsUnit 5
Lesson 1: Turtle Crossing
Lesson 2: Guess My Rule
Lesson 2: Representations of FunctionsUnit 5
Lesson 5: The Tortoise and the Hare

Chapter 8: Exponents and Scientific Notation

Lesson 1: ExponentsUnit 7
Lesson 3: Power Pairs
Lesson 2: Products of Powers PropertyUnit 7
Lesson 3: Power Pairs
Lesson 6: Scientific Notation
Lesson 7: Operations in Scientific Notation
Unit 7
Lesson 9: Specific and Scientific
Lesson 11: Balance the Scale

Chapter 9: Real Numbers and the Pythagorean Theorem

Lesson 1: Finding Square RootsUnit 8
Lesson 4: Root Down
Lesson 3: Finding Cube RootsUnit 8
Lesson 4: Root Down

Chapter 10: Volume and Similar Solids

Lesson 1: Volumes of CylindersUnit 5
Lesson 11: Cylinders
Lesson 2: Volumes of ConesUnit 5
Lesson 13: Cones

Core literacy programs: Strengthen sessions

Professional development sets teachers and leaders up for success, whether they are new to or experienced with a program. Each Strengthen session promotes a deeper understanding of the program through targeted instructional practices.

Explore literacy Strengthen sessions by program below.

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

A woman sits reading a book to two young children on a couch in a colorful library setting.

About Strengthen sessions

Support Amplify implementation with sessions that target specific instructional practices for teachers and leaders who are in year one and beyond. When you’re ready to schedule your Strengthen session, contact us. An Amplify expert will support you in selecting the session that best fits your needs in order to push student results forward.

Each package includes one Strengthen session. Additional sessions can be added as enhancements.

Amplify ELAR and Amplify SLAR K–5

Built on the Science of Reading, Amplify Texas English Language Arts and Reading (ELAR) sequences deep content knowledge with research-based foundational skills. Amplify ELAR is a PreK–5 literacy curriculum that inspires curiosity and drives results, empowering all students with rich background knowledge.

Amplify SLAR is the perfect Spanish language arts partner to Amplify ELAR for grades K–5. Following biliteracy principles and supporting multiple teaching models, the aligned programs combine rich content knowledge with systematic foundational skills instruction grounded in the Science of Reading.

The table below lists Amplify ELAR and Amplify SLAR Strengthen sessions by package for Begin and beyond. Click the session title or scroll down to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid on-site package (15 hr.) Hybrid 10 package
(10 hr.)
Hybrid virtual package
(15 hr.)
Virtual  package
(7 hr.)
One session per package On-site,   3 hr. sessions On-site,   3 hr. sessions Virtual,     1 hr. session Virtual,    3 hr. sessions Virtual,     1 hr. session
Enhancing planning for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing observations for leaders
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Supporting all learners for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Student engagement for teachers
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your understanding of your next unit by engaging in a step-by-step unit- and lesson-planning protocol. Leave prepared to implement your next unit with a completed unit plan and internalized lessons for your particular biliteracy model.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Begin: Enhancing practice for teachers

On-site or virtual, 3 hours

Practice implementing key lesson routines to strengthen your instruction. Leave with guidelines for routines you can implement in your biliteracy classroom tomorrow.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Sharpen your program knowledge to support educators with effective program implementation. Observe a lesson in action and practice providing high-leverage feedback. Walk away prepared to provide educators with actionable feedback during your next classroom observation.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Prerequisite: Participants must complete the Program overview for leaders before attending this session.

Audience: Leaders (maximum 30 participants)

Language: This session is facilitated in English.

Begin: Strengthen Focus: Supporting all learners for teachers

Virtual, 1 hour

Dig into embedded supports offered in the Amplify curriculum and prepare to support all learners in your next lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Begin: Strengthen Focus: Pacing for teachers

Virtual, 1 hour

Learn five specific strategies to support pacing in your next lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Begin: Strengthen Focus: Student engagement for teachers

Virtual, 1 hour

Explore engagement strategies that cultivate a student-centered classroom. Leave with a plan to incorporate these strategies in an upcoming lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15 package
(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One session per package On-site,      3 hr. session Virtual,      3 hr. session Virtual, 1 hr. session Virtual, 3 hr. session
Enhancing planning for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing practice for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Writing for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Supporting all learners for teachers
    A large, light peach-colored checkmark on a transparent background.  
Pacing for teachers
    A large, light peach-colored checkmark on a transparent background.  
Student engagement for teachers     A large, light peach-colored checkmark on a transparent background.  
Amplify ELAR 2nd Edition Grade 3 Skills supplement for teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your understanding of your next unit by engaging in a step-by-step unit- and lesson-planning protocol. Leave prepared to implement your next unit with a completed unit plan and internalized lessons for your particular biliteracy model.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Practice: Enhancing practice for teachers

On-site or virtual, 3 hours

Practice implementing key lesson routines to strengthen your instruction. Leave with guidelines for routines you can implement in your biliteracy classroom tomorrow.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Sharpen your program knowledge to support educators with effective program implementation. Observe a lesson in action and practice providing high-leverage feedback. Walk away prepared to provide educators with actionable feedback during your next classroom observation.

Session options: Amplify ELAR K–5

Prerequisite: Participants must complete the Program overview for leaders before attending this session.

Audience: Leaders (maximum 30 participants)

Language: This session is facilitated in English.

Practice: Writing for teachers

On-site or virtual, 3 hours

Deepen your understanding of how to support students as they build writing skills. Leave this session prepared to teach an upcoming writing lesson based on your student work analysis. Bring samples of your students’ writing responses from your Amplify programs to this session.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Practice: Strengthen Focus: Supporting all learners for teachers

Virtual, 1 hour

Dig into the many embedded supports offered in the curriculum and prepare for specific ways to bolster all learners in your next lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR K–5 session is facilitated in English. The Amplify SLAR K–5 session is facilitated in Spanish. The Amplify ELAR K–5/SLAR K–5 biliteracy session is facilitated in English and Spanish.

Practice: Strengthen Focus: Pacing for teachers

Virtual, 1 hour

Learn five specific strategies to support pacing in your next lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

Practice: Strengthen Focus: Student engagement for teachers

Virtual, 1 hour

Explore engagement strategies that cultivate a student-centered classroom. Leave with a plan to incorporate these strategies in an upcoming lesson.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy

Audience: K–5 teachers, instructional staff (maximum 30 participants)

Language: The Amplify ELAR session is facilitated in English. The Amplify SLAR session is facilitated in Spanish. The Amplify ELAR/SLAR biliteracy session is facilitated in English and Spanish.

New

Begin: Strengthen Focus: Amplify ELAR 2nd Edition Grade 3 Skills supplement for teachers

Virtual, 1 hour

Participants will get an overview of how to implement Amplify ELAR 2nd Edition Grade 3 Skills in their classrooms! Learn the foundational elements of Amplify ELAR 2nd Edition Grade 3 Skills, including becoming familiar with materials and key lesson components.

Session options: Amplify ELAR 2nd Edition

Audience: Grade 3 teachers, instructional staff (maximum 30 participants)

Amplify ELAR 6–8

Amplify ELAR 6–8 is a blended English language arts curriculum designed specifically to support students in grades 6–8 and prepare them for high school and beyond. With Amplify ELAR 6–8, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves. The table below lists Amplify ELAR 6–8 Strengthen sessions for Begin and beyond by package.

Click the session title or scroll down to learn more about each session.

Begin packages

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One session per package On-site,
3 hr. session
On-site,
3 hr. session
Virtual,
1 hr. session
Virtual,
3 hr. session
Virtual,
1 hr. session
Enhancing planning for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Teaching with print and digital
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Lesson-planning
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Pacing
    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your program knowledge by unpacking learning outcomes, key assessment moments, and student engagement opportunities from an Amplify ELAR 6–8 unit. Use backward planning to create a detailed plan for a unit of your choice and leave ready to begin the unit with your students.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for teachers

On-site or virtual, 3 hours

Experience a close reading lesson to increase your understanding of how close reading is taught in Amplify ELAR 6–8. Uncover which teacher moves will support students in tackling complex texts. Leave with a strong understanding of how to facilitate a close reading lesson that encourages student collaboration, drives analysis, and deepens understanding.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Elevate your program knowledge to support colleagues with effective Amplify ELAR 6–8 implementation. Leave prepared to identify key instructional elements in an Amplify ELAR 6–8 lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

Begin: Strengthen Focus: Teaching with print and digital

Virtual, 1 hour

Learn how to administer Amplify ELAR 6–8 lessons in your classroom using both digital and print curricula.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Lesson-planning

Virtual, 1 hour

Deepen your understanding of the lessons in your next Amplify ELAR 6–8 unit by engaging in a step-by-step lesson-planning protocol.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Pacing

Virtual, 1 hour

Learn how to identify and use essential activities, timing guidance, and knowledge of your students’ strengths and needs to determine pacing for individual activities and lessons within Amplify ELAR 6–8.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

  On-site package
(15 hr.)
Hybrid 15,
on-site 
package
(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One session per package On-site,
3 hr. sessions
Virtual,
3 hr. sessions
Virtual,
1 hr. session
Virtual,
3 hr. sessions
Enhancing planning for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing practice for teachers
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Writing: Improving through feedback
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Supporting all learners
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Data-informed instruction
A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Teaching with print and digital
    A large, light peach-colored checkmark on a transparent background.  
Lesson-planning
    A large, light peach-colored checkmark on a transparent background.  
Pacing
    A large, light peach-colored checkmark on a transparent background.  
Increasing student engagement
    A large, light peach-colored checkmark on a transparent background.  
Grading and assessment
    A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers

On-site or virtual, 3 hours

Deepen your program knowledge by unpacking learning outcomes, key assessment moments, and student engagement opportunities from an Amplify ELAR 6–8 unit. Use backward planning to create a detailed plan for a unit of your choice and leave ready to begin the unit with your students.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for teachers

On-site or virtual, 3 hours

Experience a close reading lesson to increase your understanding of how close reading is taught in Amplify ELAR 6–8. Uncover which teacher moves will support students in tackling complex texts. Leave with a strong understanding of how to facilitate a close reading lesson that encourages collaboration, drives analysis, and deepens understanding.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Elevate your program knowledge to support colleagues with effective Amplify ELAR 6–8 implementation. Leave prepared to identify key instructional elements in an Amplify ELAR 6–8 lesson, analyze data, and conduct effective classroom observations.

Audience: Leaders (maximum 30 participants)

Practice: Writing: Improving through feedback

On-site or virtual, 3 hours

Deepen your understanding of how to support students as they build writing skills in Amplify ELAR 6–8. Leave this session prepared to provide targeted feedback that supports student growth in writing. Bring samples of your students’ writing responses from Amplify ELAR 6–8 to this session.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Supporting all learners

On-site or virtual, 3 hours

Learn how to effectively use embedded differentiated supports in Amplify ELAR 6–8 and the Classwork app to support all students—including English language learners, students with learning disabilities, struggling readers and writers, and advanced students. Walk away with a plan for supporting specific students within your classroom.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Data-informed instruction

On-site or virtual, 3 hours

Analyze your own student data and learn to turn Amplify ELAR 6–8 data into differentiated and targeted instruction. Walk away ready to use the data provided in the Reporting and Classwork apps to align embedded support to your specific student needs. This session requires educators to analyze student data, so please bring 4–6 weeks of student data from Amplify ELAR 6–8’s Reporting app to this session.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Teaching with print and digital

Virtual, 1 hour

Learn how to administer Amplify ELAR 6–8 lessons in your classroom using both digital and print curricula.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Lesson-planning

Virtual, 1 hour

Deepen your understanding of the lessons in your next Amplify ELAR 6–8 unit by engaging in a step-by-step lesson-planning protocol.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Pacing

Virtual, 1 hour

Learn how to identify and use essential activities, timing guidance, and knowledge of your students’ strengths and needs to determine pacing for individual activities and lessons within Amplify ELAR 6–8.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Increasing student engagement

Virtual, 1 hour

Identify features within Amplify ELAR 6–8 that increase student engagement, and determine ways to incorporate additional engagement strategies into lessons.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Grading and assessment

Virtual, 1 hour

Learn how to use key formative and summative assessments within Amplify ELAR 6–8 to develop a plan for grading based on the specific requirements of your school or district.

Audience: Teachers, instructional staff (maximum 30 participants)

Get in touch with a PD expert

We’re here to provide answers and guidance as you explore your PD journey. Fill out the form to connect with us and discover how Amplify PD can enhance your educational journey.

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, 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

What my wedding taught me about choosing curriculum

The right curriculum choice isn’t only about the product—it’s about who’s by your side from start to finish. Here’s how one district found that with Amplify CKLA.

By Kelly Pruitt, Instructional Facilitator, Peninsula School District | May 28, 2026

A teacher leans over a group of elementary students who are working together at a classroom table under a "CKLA Skills" sign, guiding them through successful CKLA implementation.

Welcome, Middle School Science Reviewers!

Thank you for taking the time to review Amplify Science for grades 6–8. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Plus, we make it easy to experience our program firsthand with a live demo account that features our interactive learning platform.

A person in protective glasses examines a glass of water, surrounded by illustrations of a rocket, telescope, polar bear, clouds, rain, and moon phases on a colorful abstract background.

Overview

With Amplify Science, students don’t just passively learn about science concepts.

No matter where your students are learning—whether at school or at home—they take on the role 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.

EdReports All-Green

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

Read the review on EdReports.

A boy stirs a clear liquid in a plastic cup while a girl smiles beside him in a classroom with students and a teacher in the background. EdReports badge is overlaid in the corner.

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 address 100% of the NGSS in fewer days than other programs.

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.

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.

Collage of four images: a watercolor desert scene, three kids examining a gadget, a hand placing beads into a container, and a woman in a sunhat in a stylized field.
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.

Unit 1

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.

Unit 2

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.

Unit 3

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.  

An image showing a graphic of spiders of different colors with distinct leg and body patterns, including brown, yellow, and blue variations. The background is a dark, textured surface.

Unit 4

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.

Unit 5

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.

Unit 6

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 a village with houses, fields and mountains under a cloudy sky with waves of wind or rain.

Unit 7

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.  

A polar bear stands on a small ice floe in the ocean with an orange sun in the sky and distant icy mountains in the background.

Unit 8

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.

Unit 9

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.

Unit 1

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.

Unit 2

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.

Unit 3

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.

Unit 4

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.  

Illustration showing the stages of melting an orange popsicle: whole, partially melted, more melted, and almost completely melted, with wooden sticks, on a purple background.

Unit 5

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 background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

Unit 6

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.  

Abstract digital artwork featuring numerous red and gray circles overlapping a split background of blue and light purple, creating a dynamic and energetic composition.

Unit 7

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

Unit 8

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.

Unit 9

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.

Unit 1

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 spacecraft approaches and docks with a space station featuring large blue solar panels, set against a backdrop of outer space.

Unit 2

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 graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

Unit 3

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 roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

Unit 4

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 Earth with arrows and wavy lines representing solar radiation entering the atmosphere, showing a focus on the Asia-Pacific region.

Unit 5

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.

Unit 6

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.

Unit 7

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.

Unit 8

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.

Unit 9

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.    

Access program

Watch the video to the right plus the ones below showing you how to navigate our digital platform. When you’re ready, follow the instructions below to log into our live demo account.

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.

Navigating an Engineering Internship (Part 1)

This Part 1 video demonstrates how Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating an Engineering Internship (Part 2)

This Part 2 video demonstrates how to use the Futura Workspace to manage the immersive experience of the Engineering Internship units. This includes guidance on how to create student groups, how to review student work, and how to send students targeted feedback on their designs.

Navigating our reporting tools

Teachers of Amplify Science grades 6–8 have access to a feature called Reporting. When unit assessments are administered digitally, the Reporting tool enables teachers to analyze student performance on the unit assessments.

Differentiation post-assessment

Every core unit of Amplify Science 6–8 features a formal formative assessment opportunity at the mid-way point, or “Critical Juncture,” of the unit, which provides an important opportunity for differentiation.

Get in touch

Smiling man with short hair and a trimmed beard wearing a light blue collared shirt against a plain white background.

Have questions? Bob McCarty is standing by and ready to help.

Robert “Bob” McCarty
Senior Account Executive
(435) 655-1731
rmccarty@amplify.com

Puyallup 6–8 Science Review | Amplify

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.
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.  

Welcome, Seattle Public Schools, to the next chapter in the Science of Reading, with Amplify CKLA 3rd Edition!

Amplify Core Knowledge Language Arts (CKLA) helps implement the Washington State K–12 Learning Standards for English Language Arts (Common Core State Standards) by translating the Science of Reading into manageable, engaging, and effective classroom practices. For more than a decade, Amplify CKLA has transformed classrooms nationwide with its intentional knowledge building and systematic skills instruction.

Scroll down to learn how Amplify CKLA is uniquely designed to help all your students make learning leaps in literacy.

An astronaut floats in space near the Moon, with a speech bubble displaying

Our approach

Improve outcomes with a program that’s built on a decade of research and meets the strongest Every Student Succeeds Act (ESSA) Tier I criteria.

Diagram illustrating the Simple View of Reading model. It shows that skilled reading results from increasingly strategic language comprehension and increasingly automatic word recognition.

Grounded in the Science of Reading

As the original Science of Reading program, Amplify CKLA puts research into action with explicit, systematic foundational skills instruction and a proven knowledge-building sequence. In collaboration with education experts and practitioners, we provide powerful resources that deliver real results.

Background knowledge drives results.

Amplify CKLA follows the Core Knowledge Sequence, a content-specific, cumulative, and coherent approach to knowledge building. This approach improves reading scores and closes achievement gaps by establishing a robust knowledge base that strengthens comprehension.

In Amplify CKLA 3rd Edition, we’ve enriched our Knowledge Sequence with a wider range of perspectives and high-quality texts in new and enhanced units.

An illustrated person in a yellow shirt looks at a colorful map of Puerto Rico. Above them are two educational posters about world geography and animals, integrating elements from the k–5 literacy curriculum to enhance learning experiences.
An infographic showing the steps to pronounce

Build foundational skills for long-term success.

Students progress from simple to complex skill development starting with phonological and phonemic awareness. Instruction in Grades K–2 explicitly teaches the 150 spellings for the 44 sounds of English, following an intentional progression to ensure student success.

In our 3rd Edition, we’ve added dedicated Grade 3 foundational skills instruction that can either support core lessons or function as an intervention, based on student needs.

Daily writing deepens learning.

Grounded in the Science of Writing—the research on how kids learn to write—instruction is explicit, daily, and woven into the curriculum’s rich content. It covers both transcription (handwriting and spelling) and composition (organizing ideas into narratives) with high-impact activities like sentence-level combining and expanding, and pre-writing exercises. Writing and reading instruction are integrated so students simultaneously strengthen their communication skills, comprehension, and confidence.

A child in a green shirt smiles while writing in a notebook at a classroom desk, engaged in their k–5 literacy curriculum, with another student visible in the background.
An open laptop displaying a children's story titled

High-quality, diverse texts

Amplify CKLA students are immersed in a variety of texts—complex read-alouds, decodable chapter books, trade books, and content-rich readers—that reflect varied experiences and connect to learning goals.

Readers are 100% decodable for Grades K–2, empowering students to directly apply what they’ve learned. Novel Study units for Grades 3–5 offer a mix of contemporary and classic literature, and Culminating Research Units in every grade include a set of authentic texts and trade books.

Reach all learners with differentiated support.

Scaffolds and challenges, developed in collaboration with education experts, make content accessible to every student, including multilingual and English learners. With strategies embedded right in the curriculum, teachers can deliver in-the-moment, individualized instruction to meet diverse student needs.

For a dedicated English language development program aligned to Amplify CKLA, explore Language Studio.

Children sit on the floor in a classroom, some raising their hands, smiling and engaged. The lively atmosphere reflects the effectiveness of the k–5 literacy curriculum being implemented.

What’s included with Amplify CKLA

The comprehensive resources in Amplify CKLA 3rd Edition support effective literacy instruction in every classroom.

Download Amplify CKLA Components Guide

Download Amplify CKLA Writing Brochure

Image of a laptop displaying an assessment report, surrounded by books about astronomy, an illustration of the moon, and a
Various educational materials, including textbooks, workbooks, a picture book, documents, and a laptop displaying a slide titled

Easy-to-use teacher materials

Amplify CKLA teachers are empowered to deliver effective instruction with the following print and digital resources:

  • Teacher Guides (K–5)
  • Assessment Guides (K–5)
  • Authentic texts and trade books (K–5)
  • Knowledge Image Cards (K–2)
  • Knowledge Flip Books (K–2, digital)
  • Ready-made and customizable Presentation Screens (K–5, digital)
  • Remediation and intervention resources (K–5)
  • On-demand professional development (K–5, digital)

Immersive Amplify CKLA student resources

Amplify CKLA students stay engaged with the following print and digital resources:

  • Decodable readers (K–2)
  • Student Readers and novels (3–5)
  • Student Activity Books (K–5)
  • Poet’s Journal (3–5)
  • eReaders (K–5, digital)
  • Sound Library featuring articulation videos and songs (K–2, digital)
  • Skill-building practice games (K–5)
An open laptop displaying a poem and a person, alongside two educational booklets and a green butterfly, depicts the essence of a rich core knowledge language arts curriculum. The background includes simple graphic elements enhancing the scene.
A collection of six book covers including

Rich literary experiences

The array of high-quality, varied texts in Amplify CKLA connect to the curriculum, sparking students’ curiosity and empowering them to learn to read with confidence.

  • Trade Book Collections (K–5) inspire student research in each grade’s Culminating Research Unit.
  • Classic and contemporary literature (3–5) delight students in Novel Study Units.
  • Increasingly complex Student Readers (K–5) develop students’ literacy across grades.

Hands-on phonics materials

Multisensory phonics and foundational skills resources engage students with fun, varied approaches that promote mastery and build independence.

  • Chaining Folders and Small Letter Cards (K)
  • Read-Aloud Big Books (K–1)
  • Large Letter Cards (K–2)
  • Sound Cards (K–2)
  • Image Cards (K–3)
  • Blending Picture Cards (K)
  • Consonant and Vowel Code Posters and Spelling Cards (1–2)
  • Sound Library (K–2, digital)
Image includes various vowel sounds and combinations on flashcards and worksheets, along with a playful illustrated mammal, all part of a comprehensive literacy curriculum for elementary students.
A laptop displays a student screen showing a quiz question about word usage, part of a literacy curriculum for elementary students. Behind it, a computer monitor shows an assessment report interface. Abstract decorative elements are in the background.

All-in-one digital platform

Our comprehensive platform simplifies your day-to-day tasks and makes it easier to plan and deliver lessons.

  • Ready-made and customizable Presentation Screens
  • Auto-scored digital assessments
  • Standards-based reporting
  • Assignable skill-building games
  • Sound Library
  • eReaders

Professional development (PD)

Move beyond traditional program training with Amplify’s digital PD Library, designed to fully support your shift to the Science of Reading and Amplify CKLA. Deepen your understanding with:

  • Program and planning resources.
  • Model lesson videos from real classrooms.
  • Guidance on using Amplify’s literacy suite to provide multi-tiered support.
Two women are seated at a table with papers and a laptop. One woman is working on the literacy curriculum for elementary grades, while the other is smiling.
“Teachers love the ease of implementing the program, and students have fun while learning. Growth is evident in our data, and we have the support of Amplify experts who are available to answer questions and provide top-notch professional development.”

Bridget Vaughan, District K–8 Coordinator of ELA and Literacy

Quincy Public Schools, Massachusetts

Language Studio: Multilingual and English language learner support

Language Studio is Amplify CKLA’s dedicated K–5 program for multilingual and English language learners. Through daily 30-minute lessons, it strengthens reading, writing, speaking, and listening skills while reinforcing core instruction. This tailored support empowers students to confidently access grade-level content as they develop academic English.

A young girl immerses herself in the science of reading at a classroom desk, surrounded by peers and diverse educational materials.

Amplify Caminos program overview

¡El futuro es bilingüe! | The future is bilingual!

Amplify Caminos is a research-based core curriculum essential for Spanish literacy and grounded in the Science of Reading.

View our Amplify Caminos Program Guide to learn our approach to foundational skills by year, view skills practice with student readers and writing, and understand how the program supports teachers in meeting the needs of all students with embedded differentiation.

Amplify Caminos offers a robust and authentic elementary Spanish language arts program for grades K–5 that promotes
biliteracy and helps teachers inspire students as they become confident readers, writers, and thinkers in Spanish.

Using the program’s two strands, Caminos Conocimiento and Caminos Lectoescritura, teachers develop student
comprehension in Spanish through a program rich in background knowledge and foundational skills activities. The texts students encounter include authentic Spanish literary works that honor Spanish language development and build deep content knowledge in social studies, science, literature, and the arts.

Amplify Caminos is designed to support a variety of bilingual and dual language instructional models to meet every student’s biliteracy needs. Combined with its English language partner, Amplify Core Knowledge Language Arts (CKLA), Amplify Caminos provides a comprehensive biliteracy solution.

A girl runs joyfully surrounded by a turtle, a soccer ball, an open book, and tropical scenery with a toucan and ancient ruins, with "¡Hola!" written above.
Illustration of the amplify caminos language comprehension model, featuring step-by-step progression from simple word recognition to skilled reading, with educational graphics and text excerpts.

Amplify Caminos delivers rich, authentic experiences.

With a robust digital experience and an expanding library of online materials, Amplify Caminos provides everything needed to support, challenge, and engage your students. From digital Teacher Guides to lesson projectables, the program includes all the tools needed to successfully deliver every lesson.

How Amplify Caminos works with Amplify CKLA

Through direct instruction, both Amplify Caminos and Amplify CKLA develop reading, writing, speaking, and listening skills in their respective languages. Together, the programs empower educators to effectively foster biliteracy with:

  • Intentional knowledge building that connects topics throughout the program.
  • Increased metalinguistic awareness from students exploring the similarities and differences in each language while strengthening their knowledge across both.
  • Instruction with high-quality Spanish and English decodable readers that provide every student with opportunities to apply skills learned and grow competency in reading.
“There were other programs that claimed to be [based on the] Science of Reading, but no other vendor provided the suite of products together. We did not want to be picking from here, picking from there. [Amplify’s literacy suite] met our needs, because it aligned and provided us the best suite of products, hands down.”

Nicole Peterson, Principal, Midway Middle School

Sampson County Schools, North Carolina

Demo access

Explore the Amplify CKLA teacher digital resources.

First, watch the quick navigation video to the right. Then, follow the directions below.

  • Go to: learning.amplify.com or click the Access CKLA Teacher Digital button below.
  • Select Log in with Amplify.
  • Enter the following information:
    • Teacher username: t1.seattle_sd_ckla@demo.tryamplify.net
    • Teacher password: Amplify1-seattle_sd_ckla
    • Student username: s1.seattle_sd_ckla@demo.tryamplify.net
    • Student password: Amplify1-seattle_sd_ckla
  • Please note, these demo accounts expire on: February 26, 2026
  • Click the CKLA button.
  • Select your desired grade level from the Program drop down.

Follow the directions below to access the Student Resource Site:

  • Go to: learning.amplify.com or click the Access CKLA Student Digital button below.
  • Select Log in with Amplify.
  • Enter the following information:
    • Teacher username: t1.seattle_sd_ckla@demo.tryamplify.net
    • Teacher password: Amplify1-seattle_sd_ckla
    • Student username: s1.seattle_sd_ckla@demo.tryamplify.net
    • Student password: Amplify1-seattle_sd_ckla
  • Please note, these demo accounts expire on: February 26, 2026
  • From the main page, click the backpack in the top right corner.
  • Click on the grade level to select your desired grade.

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.

Big gains but slow progress in reading readiness

A woman shows a young girl something on a smartphone while they sit together at a table in a classroom, exploring reading comprehension strategies.

Amplify’s end-of-year research brief for 2024–25 shows that the youngest learners have made the greatest progress with foundational reading skills in the last five years: more kindergarteners, first graders, and second graders are on track to learn to read and fewer are far behind than at any time since the pandemic.

Kindergarteners made the biggest strides in the knowledge and skills measured by elementary reading assessments, with 70% on track to learn to read—a 21-point improvement since the pandemic.

Post-pandemic slide

In 2020–21 (the year students returned to school after the pandemic shutdowns), only 55% of K–2 students were on track to learn to read by the end of the year.

The youngest cohort struggled the most, with only 49% of kindergarteners at or above benchmark.

More students on track to learn to read

But by the end of the 2024–25 school year, the overall picture of reading readiness was much brighter.

Our data shows a 13-point increase, with 68% of the youngest readers at or above benchmark.

First and second graders were also far ahead of where they were five years ago, with improvements of 14 and 8 points, respectively.

Progress slowing

While our 2024–25 end-of-year early reading data shows significant progress relative to 2020-21, the picture is less rosy when we compare it to last year:

  • Overall, the number of K–2 students at or above literacy benchmarks was only one percentage point higher at the end of 2024–25 than it was at the end of the previous school year.
  • Within that cohort, both kindergarten and first graders saw a 2% increase, but second graders only saw a 1% increase.

Fewer students far behind

Similarly, our data showed a significant drop in the number of young readers well below benchmark between the post-pandemic school year and the 2024–25 school year.

  • Kindergarteners, again, showed the most improvement, with the number of students far behind dropping from 38% in 2020–21 to 20% at the end of the 2024–25 school year.
  • Among first graders, we saw a 12-point decline in students who were not on track to learn to read compared to 2020–21
  • Second graders showed the least improvement, with a decline of six percentage points relative to 2020-21.

Improvements among this cohort followed a similar trend to those of the at-benchmark readers: a noticeable decline over five years, but a barely noticeable year-over-year improvement.

  • Only 1% fewer students across K–2 were far behind at the end of this year compared to the year before.

More improvement during the school year

Our data also revealed some good news about annual progress in early literacy development:

  • Across K–2, students showed a bigger improvement in reading readiness than they did in prior years.
  • By the end of the 2024–25 school year, 70% of kindergarten students were on track to learn to read, compared to 36% at the beginning of the year (the greatest improvement since 2020–21).
  • First graders had a 19% improvement by the end of the 2024–25 school year (70% on track by end of year) compared to 56% in 2021.
  • Second graders showed an 11-point increase in reading readiness from beginning to end of year (65% to 54%).

Putting the Science of Reading to work for students

“Grades K–2 remain critical years for literacy development,” said Susan Lambert, Chief Academic Officer of elementary humanities at Amplify and host of Science of Reading: The Podcast. “To support young readers, educators need data-driven insights into student reading development and instructional practices that are based in the Science of Reading.”

Research has shown that data-driven strategies and tools provide the best support for young learners’ future academic success. Here are a few of the ways teachers, administrators, and parents can put them into practice:

  • Administering elementary reading assessments three times a year, to monitor student risk level for reading challenges
  • Supporting students at risk for not learning to read by analyzing data from reading assessments and making informed decisions
  • Allocating extra classroom time and resources to help students who aren’t on track
  • Monitoring progress and making adjustments as needed
  • Ensuring that evidence-based reading instruction is offered at every grade level
  • Instilling a love of reading in and out of school, in partnership with caregivers and community

Let’s keep the conversation going! Join the discussion in our Amplify learning communities.

Dive into the findings in our End-of-Year Report.

More to explore

Science of Reading: The Podcast

Beyond My Years podcast

Science of Reading

Science of Reading: A New Teacher’s Guide ebook

Frequently asked questions

Still have questions? We have answers. Check out the following FAQ.

Overview

  • Amplify CKLA is based on research showing that closing the background knowledge gap is necessary for supporting the literacy development of all students. To that end, Amplify CKLA teaches literacy through the lens of cross-curricular domains in science, history, literature, and culture. It was developed in response to research that shows the critical impact of background knowledge on reading comprehension and college- and career-readiness.
  • The program also reflects the latest early reading research showing the importance of explicit foundational skills instruction. The program develops students’ foundational literacy skills through a systematic scope and sequence with a focus on phonics.

Our research-based language arts curriculum is built on findings showing that higher-level reading comprehension depends on both automatic, fluent decoding and background knowledge. Combining well-established findings from the field of early literacy research with classroom-based feedback, Amplify CKLA ensures that children will learn to listen, speak, read, and write confidently and proficiently. For more information, view the Amplify CKLA Research Guide.

Amplify CKLA is a PreK–5 program. While the PreK and K–2 materials respect the important differences between early childhood education and formal schooling, the Grades 3–5 materials ensure a smooth transition to the academic rigors of middle school.

PreK

The focus in PreK is to maintain a developmentally appropriate early childhood setting; the structures, routines, and activities are engaging and children receive a solid foundation for future language arts instruction.

K–2

The focus in K–2 is developing fluent reading and writing skills, and enhancing language comprehension by building background knowledge and vocabulary. This is accomplished through two strands: the Skills Strand and the Knowledge Strand.

The Skills Strand focuses on decoding, encoding, grammar, handwriting, and the writing process, and it contains decodable chapter books for students to practice just-learned sound-spellings.

The Knowledge Strand builds background knowledge and vocabulary through carefully sequenced read-alouds and complex texts. Teachers read aloud stories that are more complex than the text students can decode on their own, enabling children to engage with complex texts and build background knowledge of a variety of connected topics in history, science, literature, and the arts.

3–5

In Grades 3–5, students are still focused on building reading and writing skills as well as knowledge and vocabulary, but the program no longer has two strands. The various lessons in each unit include read-alouds; whole-group, small-group, and partner reading; close reading; literal, inferential, and evaluative comprehension questions; vocabulary; grammar; writing; morphology and spelling (10–15 words per week); and unit assessments.

Program design

The Skills strand provides intentional and systematic support in building decoding skills. The lessons support learning related to phonemic awareness, sound-letter patterns (or spelling patterns), decoding (both in explicit lessons and with engaging decodable texts), writing mechanics, and writing structure and processes, for 60 minutes daily.

The Knowledge Strand develops young children’s language and background knowledge. By exposing children to rich and complex texts through daily read-alouds, engaging in text-based and analytic discussions of the text and content, and building connections from the text to the work of the classroom through extension activities, the Knowledge Strand provides daily, extensive (60 minutes) broadening and deepening of children’s oral language and comprehension.

Teaching the Skills Strand and Knowledge Strand in parallel helps students avoid cognitive overload and acquire advanced, complex vocabulary in the Knowledge Strand—in essence, reading to learn from day one—while becoming expert decoders in the Skills Strand. The program is designed to bring these two strands together in grades 3–5, as foundational skills and higher-level comprehension and meaning-making gradually intertwine.

The CKLA program takes a comprehensive approach to teaching the code of the English language in the Skills strand. While the English language has only 26 letters, these letters combine to create 150 spelling patterns that represent 44 sounds of language. In most reading programs, children are explicitly taught only a fraction of this information and must glean the rest from ad hoc and incidental exposure to these spelling patterns through text. CKLA focuses on explicitly teaching each of the 44 sounds and the 150 ways that these sounds are represented (via letters and letter combinations). This comprehensive approach assures educators that children have the knowledge they need to address any text and any word.

The Knowledge Strand reflects the fact that knowledge, comprehension, and vocabulary are intimately related. The materials are designed to provide children sustained time on a variety of domains (bodies of knowledge) through shared read-alouds and discussions. This coherent organization of content is critical to building knowledge, inferring new vocabulary, and enabling comprehension. The content-rich, intentionally sequenced nature of the read-alouds within the Knowledge Strand creates the optimal context for incidental and explicit vocabulary-learning opportunities. After the read-aloud, children analyze the text through interactive discussion questions, engage in activities that foster their comprehension of complex sentences and ideas, and extend the ideas of the read-aloud into other activities in the classroom. In this way, the lessons create rich, academically oriented, oral language experiences that promote both receptive and expressive language skills.

Amplify CKLA embeds a variety of diagnostic and classroom assessments into the program materials.

There are curriculum-based assessments of both foundational skills and content knowledge, placement assessments in Grades 1 and 2 for the Skills Strand, and end-of-year Skills Strand assessments in Grades K–3. These assessments are built into the units of instruction/domains within the Teacher Guides. In Grades 4–5, there are beginning-of-year assessments, frequent spelling assessments, and comprehensive unit assessments.

Formative Assessments are integrated into every lesson, allowing teachers to understand exactly how students are doing on meeting lesson goals and standards-based objectives.

Writing in multiple genres is taught through a process that builds from three highly scaffolded steps to seven flexible steps.
In addition to explicit lessons in handwriting, spelling, and grammar, writing is taught throughout K–5. Instruction begins with a three-step writing process: plan, draft, and edit. The process is reinforced as each new writing genre is addressed. Each genre is taught through a gradual reduction in scaffolding over a set of six lessons that includes teacher modeling, group practice, independent practice, and independent application. This systematic approach allows for continued support and predictable learning as children progress in their knowledge of text types and complexity of writing. By Grade 3, students have worked their way up to a five-step writing process: planning, drafting, revising, editing, and publishing. Beginning in Grade 4, the writing process expands to seven components: planning, drafting, sharing, evaluating, revising, and editing (and the optional component of publishing). An important change between the writing process in Grades 3–5 is that the writing process is no longer conceptualized as a series of scaffolded, linear steps that students follow in a set sequence. Rather, students move back and forth between components of the writing process in a flexible manner, similar to the process that mature and experienced writers follow. In addition to specific writing lessons, there are numerous writing opportunities for students throughout the curriculum.

Alignment to the CCSS

Fully implementing the Common Core Standards requires some shifts in prevailing instructional approaches. For early grades language arts, these shifts can be summarized as (1) balancing fiction and nonfiction text, (2) building knowledge, (3) supporting students’ capacity to learn from increasingly complex texts, (4) giving text-based answers, (5) writing from sources, and (6) explicitly supporting the acquisition of academic vocabulary. The following sections document the primary ways that Amplify CKLA meets the demands of these shifts.

  1. The amount of nonfiction gradually increases, reaching the 50-50 balance of fiction and nonfiction by grade 3.
  2. Read-alouds in the Knowledge Strand are designed according to the latest research to build knowledge and vocabulary in history, science, the arts, and more.
  3. The texts in both the Knowledge Strand and the Skills strand increase in complexity as the program progresses within and across grades.
  4. In the Skills Strand, the language and knowledge demands of the texts increase, but remain decodable based on the aspects of the code that have been taught to date.
  5. Both strands engage students in appropriate means of providing text-based answers—orally, pictorially, and eventually in writing.
  6. Together, the Skills and Knowledge Strands enable students to read and digest various sources and then write by drawing on those sources.
  7. In both strands of the program, Amplify CKLA teaches children the process of using the text as a springboard for understanding.
  8. The Knowledge Strand offers repeated exposures to academic vocabulary through authentic texts and explicit word instruction.

Materials

PreK

  • Teacher Guides, Student Activity Pages, 3–4 Trade Books per domain, Flip Books, Image Cards, Transition and Center Cards, Nursery Rhymes and Songs Posters, and a Big Book (Classic Tales)

Grades K–2

  • Knowledge Strand: Teacher Guides, Flip Books, Student Activity Books, Image Cards, and online resources including supplemental lessons
  • Skills Strand: Teacher Guides, Activity Books, Student Readers, Big Books, Letter Cards, Spelling Cards, Individual Code Sheets, Code and Chaining Resources (Vowel/Consonant Code Flip Books, Student Chaining Folders), Blending Cards, and online resources including differentiation and remediation guides

Grades 3–5

  • Teacher Guides, Student Readers, Activity Books, Poet’s Journal, Writer’s Journal, Core Quests (The Viking Age in Grade 3, Eureka: Student Inventor in Grade 4 and “A Midsummer Night’s Dream” in grade 5) and Writing Quests (The Contraption in Grade 4, The Robot in Grade 5)

Utah ELA Review for Grades PK–5

Thank you for taking the time to review Amplify’s core ELA program for PK–5. Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.

Amplify CKLA, developed in partnership with the Core Knowledge Foundation, was designed to help teachers implement Science of Reading principles and evidence-based instructional practices. Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.

Illustration of a diverse group of people engaged in creative activities, including a woman holding architectural plans and a young girl reading a book.

Step 1: Program Introduction

Welcome to Amplify CKLA! Before you dive into our materials, watch the video below to learn about the big picture behind Amplify CKLA’s pedagogy.

In this video, Susan Lambert (Chief Academic Officer and host of Science of Reading: The Podocast) shares why Amplify CKLA was created, how it is built on the Science of Reading, and the impact it’s making across the country.

Step 2: Program Overview

Amplify CKLA is different for a reason. Watch the overview video below to learn about these differences and why educators love them.

In this video, you’ll get an in-depth look at the program’s overall structure and organization, the design behind our proven lessons, and the materials included to support teaching and learning.

The Amplify CKLA Program Guide also provides an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.

Evidence-based design

Amplify CKLA is rooted in Science of Reading research. Mirroring Scarborough’s Rope, Amplify CKLA delivers a combination of explicit foundational skills with meaningful knowledge-building.

  • In Grades PK–2, dedicated knowledge-building and explicit skills instruction are taught simultaneously through two distinct instructional strands.
  • In Grades 3–5, dedicated knowledge-building and explicit skills instruction are woven together and delivered through one integrated strand.
Scarborough's Rope

Grades K–2 Skills and Knowledge Strands
Every day students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5 Integrated Strand
In Grades 3–5, Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

Key features

For each Amplify CKLA key feature below, click the drop down arrow to learn more.

Built out of the latest research in the Science of Reading, Amplify CKLA delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades PK–2 with an integrated approach to explicit instruction in grades 3–5.

Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement

Watch this video to learn more!

Additionally, great reading instruction starts with helping kids develop great decoding skills. Our instruction is supported by:

The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.

Students build grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves. Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive Read-Alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
  • Social and emotional learning paired with lessons in civic responsibility.

Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a high-quality literacy program that excels in building knowledge. Our shared message: background knowledge is essential to literacy and learning.

Student-led reading practice should be purposeful and connected to the core. That’s why Amplify createdBoost Reading. As an optional add-on to Amplify CKLA, students have the opportunity to practice skills directly tied to the skills they’ve been working on during core reading time. Boost Reading also adapts to each student to address their personal gaps and bolsters foundational skills at a pace that supports their individual development.

Boost Reading’s collection of 40+ adaptive games target foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, we ensure students:

  • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.
  • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
  • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students that opportunity to work on multiple skills concurrently.
  • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
  • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

Click the buttons below to learn more:

Step 3: Program Resources

Easy-to-use print materials

Amplify CKLA’s easy-to-use materials bring foundational skills and knowledge to life in the classroom.

Download the Amplify CKLA Components guide to see components by grade and watch the print materials walkthrough below.

Engaging CKLA digital experience

The top-rated content of Amplify CKLA is now live with the digital experience that enhances instruction and saves time.

Two digital dashboards are displayed: one for teachers showing recommendations and a program list, and one for students showing to-do items and a lesson named Mount Olympus, Part II.

With the digital experience, everything is in one place, making it easier and more engaging than ever to plan lessons, present digital content, and review student work. Click the arrows below to learn more.

With the digital experience, teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive experience—through these CKLA resources: Activity Books, slides, digital components, videos, Student Readers, and more.

The innovative live review tool found in the digital experience enables you to keep an eye on all of your students as they work on drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed textboxes in their Activity Pages. This dynamic tool provides countless classroom management benefits, enabling you to spot and correct common mistakes as they’re happening, praise your students for thoughtful work, and identify students who are not engaged in the task at hand. Simply put, it will give you those valuable “eyes in the back of your head” you’ve warned your students about!

The digital experience integrates with various LMSs, allowing you and your students to access Amplify CKLA with the software you’re already comfortable using.

In the Amplify CKLA student digital experience, your students have one intuitive access point to fully engage with classroom instruction. Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactives from one simple dashboard. Students can draw, record audio, upload and capture images, and type or write in pre-placed text boxes in their Activity Pages.

CKLA review resources

Step 4: State Review Resources

Step 5: Program Access

Explore as a teacher

Before logging in, watch this brief video on navigating the CKLA Teacher Platform.

Ready to explore as a teacher? Follow these instructions:

  • Click the Amplify CKLA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter the teacher username: t1.utcklapk5@demo.tryamplify.net
  • Enter the teacher password: Amplify1-utcklapk5
  • Choose CKLA from the “Your Programs” menu on Educator Home.
  • Select a grade level from the drop-down menu at the top of the page.

Ready to explore as a Student? Follow these instructions:

  • Click the Amplify CKLA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter the student username: s1.utahcklapk5@demo.tryamplify.net
  • Enter the student password: Amplify1-utahcklapk5

Washington County ELA Review for Grades PK–5

Thank you for taking the time to review Amplify’s core ELA program for PK–5. Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.

Amplify CKLA, developed in partnership with the Core Knowledge Foundation, was designed to help teachers implement Science of Reading principles and evidence-based instructional practices. Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.

Illustration of a woman holding a diagram, with a child reading a book in the background. Various scientific symbols are depicted, including anatomical diagrams and a pencil.

Step 1: Program Introduction

Welcome to Amplify CKLA! Before you dive into our materials, watch the video below to learn about the big picture behind Amplify CKLA’s pedagogy.

In this video, Susan Lambert (Chief Academic Officer and host of Science of Reading: The Podocast) shares why Amplify CKLA was created, how it is built on the Science of Reading, and the impact it’s making across the country.

Step 2: Program Overview

Amplify CKLA is different for a reason. Watch the overview video below to learn about these differences and why educators love them.

In this video, you’ll get an in-depth look at the program’s overall structure and organization, the design behind our proven lessons, and the materials included to support teaching and learning.

The Amplify CKLA Program Guide also provides an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.

Evidence-based design

Amplify CKLA is rooted in Science of Reading research. Mirroring Scarborough’s Rope, Amplify CKLA delivers a combination of explicit foundational skills with meaningful knowledge-building.

  • In Grades PK–2, dedicated knowledge-building and explicit skills instruction are taught simultaneously through two distinct instructional strands.
  • In Grades 3–5, dedicated knowledge-building and explicit skills instruction are woven together and delivered through one integrated strand.
Diagram illustrating the Simple View of Reading model. It shows that skilled reading results from increasingly strategic language comprehension and increasingly automatic word recognition.

Grades K–2 Skills and Knowledge Strands
Every day students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5 Integrated Strand
In Grades 3–5, Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

Key features

For each Amplify CKLA key feature below, click the drop down arrow to learn more.

Built out of the latest research in the Science of Reading, Amplify CKLA delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades PK–2 with an integrated approach to explicit instruction in grades 3–5.

Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement

Watch this video to learn more!

Additionally, great reading instruction starts with helping kids develop great decoding skills. Our instruction is supported by:

The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.

Students build grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves. Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive Read-Alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
  • Social and emotional learning paired with lessons in civic responsibility.

Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a high-quality literacy program that excels in building knowledge. Our shared message: background knowledge is essential to literacy and learning.

Student-led reading practice should be purposeful and connected to the core. That’s why Amplify created Boost Reading. As an optional add-on to Amplify CKLA, students have the opportunity to practice skills directly tied to the skills they’ve been working on during core reading time. Boost Reading also adapts to each student to address their personal gaps and bolsters foundational skills at a pace that supports their individual development.

Boost Reading’s collection of 40+ adaptive games target foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, we ensure students:

  • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.
  • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
  • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students that opportunity to work on multiple skills concurrently.
  • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
  • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

Click the buttons below to learn more:

Step 3: Program Resources

Easy-to-use print materials

Amplify CKLA’s easy-to-use materials bring foundational skills and knowledge to life in the classroom.

Download the Amplify CKLA Components guide to see components by grade and watch the print materials walkthrough below.

Engaging CKLA digital experience

The top-rated content of Amplify CKLA is now live with the digital experience that enhances instruction and saves time.

Two dashboard screens display educational content: one for teachers with recommendations, and one for students showing assignments and dates, including a lesson called "Mount Olympus, Part II.

With the digital experience, everything is in one place, making it easier and more engaging than ever to plan lessons, present digital content, and review student work. Click the arrows below to learn more.

With the digital experience, teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive experience—through these CKLA resources: Activity Books, slides, digital components, videos, Student Readers, and more.

The innovative live review tool found in the digital experience enables you to keep an eye on all of your students as they work on drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed textboxes in their Activity Pages. This dynamic tool provides countless classroom management benefits, enabling you to spot and correct common mistakes as they’re happening, praise your students for thoughtful work, and identify students who are not engaged in the task at hand. Simply put, it will give you those valuable “eyes in the back of your head” you’ve warned your students about!

The digital experience integrates with various LMSs, allowing you and your students to access Amplify CKLA with the software you’re already comfortable using.

In the Amplify CKLA student digital experience, your students have one intuitive access point to fully engage with classroom instruction. Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactives from one simple dashboard. Students can draw, record audio, upload and capture images, and type or write in pre-placed text boxes in their Activity Pages.

CKLA review resources

Step 4: State Review Resources

Step 5: Program Access

Explore as a teacher

Before logging in, watch this brief video on navigating the CKLA Teacher Platform.

Ready to explore as a teacher? Follow these instructions:

  • Click the Amplify CKLA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter the teacher username: t1.cklaidaho@tryamplify.net
  • Enter the teacher password: AmplifyNumber1
  • Choose CKLA from the “Your Programs” menu on Educator Home.
  • Select a grade level from the drop-down menu at the top of the page.

Putting equity first

When so much about the world needs to shift, so urgently… here are a few places to start.

Listen: Educator, author, and leader Shawn Joseph shares his passion for social justice and discusses his work advocating for equity in education, shedding light on what he calls the “silent crisis” in literacy instruction.

Learn: Share Shawn Joseph’s discussion guide with your colleagues. Which insights are the most relevant to your district this year?

Lead: Take a look at this curated collection of multicultural and social justice books. Could one spark discussion for your students?

Lead: Share this infographic on the journey to freedom with your class. Ask students to select an event to research and present a two-minute video talk.

Leveraging the science of reading

Go deep on the insights and practices that will help our classrooms (remote or otherwise)–based on the latest science, and adaptable to every shift in the educational landscape.

Learn: Susan Lambert talks to Language Magazine about the science of reading and what it means right now.

Building strong foundational skills

Strong, systematic sound-first instruction is critical to helping students learn to decode and can increase student success. Learn how specific skills can increase your impact. 

Learn: Start with Emily Hanford’s “Hard Words” article.

Listen: Jasmine Lane on the importance of equity, and how early literacy teachers can make a difference.

Listen: Bruce McCandliss on the changes a child’s brain shows when learning to read

Lead: Challenge a colleague to this Scarborough’s Rope activity–work through a sample lesson from your district and point out elements of the reading rope.

Sharing knowledge resources

Students need to be able to both read words and get the meaning of what they’re reading. Find out how to help them build key background knowledge from the get-go, so that it compounds over time.

Learn: Begin with Why knowledge matters–then follow up with Natalie Wexler’s podcast

Learn: Take a look at Achieve the Core’s overview of the importance of building knowledge and the groundbreaking “baseball study

Listen: Anne Lucas on the importance of comprehension and the specific skills that can boost it.

Listen: Tim Shanahan on four crucial aspects in teaching reading and his views on teaching reading in middle school as an extension of evidence-based early literacy practices

Learn: Begin with Why knowledge matters–then follow up with Natalie Wexler’s podcast

Learn: Take a look at Achieve the Core’s overview of the importance of building knowledge and the groundbreaking “baseball study

Assessing what students need

Assessment this year is more important than ever before–and also more challenging. What does this extended summer slide look like? How can you find time to review what’s needed, while still moving forward?

Learn: Education for Global Development’s thoughts on formative assessment in the time of COVID-19.

Learn: District Administration on why educators want more data– and more guidance on how to use it

Learn: Catch up on dyslexia risk factors and state legislation with our dyslexia toolkit.

Listen: Nancy Nelson on the importance of universal screeners in literacy instruction.

Lead: What can you offer struggling readers and their caregivers? Take a look at the IDA’s COVID-19 Resource Guide.

Thriving through remote learning

Everything about this school year has changed–yet your work is more important than ever before. How can you support your students, and your colleagues, in this new normal? Stop by Amplify Anywhere for ideas that may help.

And while you’re here–please download your free PDF “20 Self-Care Tips for Educators Right Now” (and please take care of yourselves!).

Alana Mangham on Teaching Now

Natalie Wexler on the New Normal

Thinking about back-to-school

Though it feels like the landscape is changing every day, we know we’ve got to find a way to get students back to learning. What will your school day look like? What reinforcement might you need to do in order to ensure equity? We will continue to share resources to support your journey.

Learn: In this recorded webinar, explore some ways CARES Act funding might support your students.

Learn: Hear from Baltimore educator Lucas Drerup on making middle school ELA both enjoyable and rigorous for students.

Listen: Jackson-Madison CAO Jared Myracle shares his thoughts on change management and the science of reading.

Listen: Doug Lemov, managing director of Uncommon Schools, discusses the role of technology in the classroom and remote instruction, and how educators can reconsider how they approach literacy.

Lead: As you consider how and when to reopen, review this article from The Atlantic on Eight steps that will let us reopen schools.

Lead: Guidance from District Administration on reopening safely this fall.

Finding high-quality instructional materials

If you were already thinking about new literacy resources–you’ve now got even more ideas about what high quality looks like. How will your literacy program work for all students? How do you need your literacy resources to support you in the classroom, in remote learning, and for every scenario in between?

Learn: Review this guide to a high-quality curriculum adoption.  What factors matter most now, in literacy and in every subject?

Listen: Hear nationally recognized reading experts and authors David and Meredith Liben discuss evidence based solutions and more.

Lead: Download this K-8 ELA Instructional Materials Evaluation Guide. Share with your district leadership. What resources will you all need next year (and beyond) to do the best job possible for your students?

Lead: Talk to a few colleagues in the coming weeks. What are they seeing right now? What are they planning to improve next year?

Staying strong and staying connected!

Illustration for

Looking for ways to connect with other educators and stay updated on the latest research and trends in the science of reading? Check out a few more ways to do so below.

Science of Reading: The Podcast delivers the latest insights from researchers and practitioners in early reading. Further your professional development with each episode by subscribing and downloading them now.

Science of Reading: The Community is built for those committed to fostering conversation around the science of reading and implementing best practices in the classroom (including the virtual classroom).

Ready for more? Complete the form below to stay up-to-date on the latest resources.

Amplify CKLA Review for Alabama

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Overview Video

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
The logo for The Lawrence Hall of Science, University of California, Berkeley, features blue text on a light background and is recognized by educators using Amplify Science for middle school science programs.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO

First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

TALK

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

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 address 100% of the NGSS, and support students in mastering the standards.

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.

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 serves a unique instructional purpose.

In grades 6–8:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.

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.

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.

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.

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.

Three columns listing education curriculum topics for grades 6, 7, and 8, focusing on science themes such as microbiomes, mars geology, and harnessing human energy.

Program components

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

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.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough materials to support 200 student uses. In other words, teachers can easily support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean teachers just grab the tub they need and then put it all back with ease.

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

Our digital Simulations and Practice Tools are powerful resources for exploration, data collection, and student collaboration. They allow students the ability to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

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

In grades 6–8, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Two booklets titled "El clima cambiante de la Tierra: la desaparición del hielo" and "Earth’s Changing Climate: Vanishing Ice" with landscape illustrations on the covers.

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

A laptop displays a PowerPoint presentation in presenter view, with slides about observing objects in plastic containers and related sensory instructions.

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides and Student Investigation Notebooks for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that your committee sees the full breadth and depth of our instruction. For that reason, we provided a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

A laptop screen shows an energy simulation, with surrounding text and diagrams explaining the Earth's system and energy flow.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

Our unit-specific kits:

  • Include more materials — We give teachers enough materials to support 200 student uses.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

What comes in each grade level kit? Click the links below to see the grade-specific lists of all materials included in each kit.

Access your digital samples

Explore as a teacher

Follow these instructions to explore the Amplify Science digital platform as a teacher.

  • Click the Access Amplify Science Platform button below and bookmark it.
  • Select Log in with Amplify.
  • Enter the username: t1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the Science icon.
  • Click on the Program Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform,watch the below navigational video.

Explore as a student

Follow these instructions to explore the Amplify Science digital platform as a student.

  • Click the Access Amplify Science Platform button below and bookmark it.
  • Select Log in with Amplify.
  • Enter the username: s1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the Science icon.
  • Click on the Grade Menu in the top center of the screen and select any grade.
  • Select any unit.

Resources to support your review

enVision-NEW

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Oregon Enhanced ELA State Review for K–5

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Scope and Sequence for Lectoescritura

Amplify Caminos is grounded in the Science of Reading and offers a powerful, evidence-based instructional approach.

The new Lectoescritura Strand specifically teaches students the decoding skills needed for independent reading. Each lesson begins with a warm-up that reviews previously taught content in phonics, reading, grammar, writing, and spelling.

A diagram showing "Language comprehension" times "Word recognition" equals "Skilled reading," with headings in Spanish above each term.

Foundational skills year by year

By building a solid foundation of phonological awareness and phonics, students will learn the sounds of vowels and common consonants first, and blend them to form syllables. Syllables will also be blended to form words. Less frequent consonants and other complex elements of the Spanish language will be presented at a later stage of the program.

A chart shows language skill categories by grade, with dots indicating focus areas for each grade from Kindergarten to Grade 5 in four categories: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Grammar.

Kindergarten

In Kindergarten, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

  • Reading comprehension: Students answer literal, evaluative, and inferential story questions. Halfway through Kindergarten, students move from whole class reading instruction in Big Books to teacher guided independent and partner reading in decodable Student Readers, still using the Big Book as a model and support.
  • Writing: As students learn new sounds, they will also learn the phoneme to grapheme correspondence of each. The embedded activities and Activity Book provide a daily opportunity to practice the formation of individual letters, syllables, words and eventually sentences that contain the sound being taught in each lesson. In later units, students are guided through the Plan-Draft-Edit writing process.
  • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
  • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Instruction also includes attention to the conventions of Spanish, including the use of question words, prepositions and plural nouns in oral speech, as well as capitalization and end punctuation in writing.
  • Foundational skills: Students begin with awareness of vowels and the most frequent consonant sounds, then practice blending those sounds into syllables, then blend those syllables into words with the ultimate goal of reading multisyllabic (2-3) words and complete sentences.

Click to take a closer look at the Kindergarten Scope and Sequence.

Grade 1

In Grade 1, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

  • Reading comprehension: Students answer literal, evaluative, and inferential questions, including textual citations, and read with increasing independence and expression of individual interpretation of text. Reading instruction utilizes both the Student Reader and Big Book until Unit 5 when students transition into solely using the Student Reader.
  • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
  • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Students also work to increase the use of new vocabulary in their written responses. In addition, discussions require the use of words in context. Explicit grammar instruction includes using parts of speech, such as nouns and verbs, and different forms of sentences, tenses, and punctuation.
  • Foundational skills: Students review vowels and the most frequent consonant sounds and are introduced complications like multisyllabic words, digraphs, accents, diphthongs, and hiatus.

Click to take a closer look at the Grade 1 Scope and Sequence.

Grade 2

In Grade 2, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

  • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
  • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Students also work to increase the nuanced use of new vocabulary in their written responses. In addition, discussions require the use of words in context in a range of settings. Explicit grammar instruction includes subjects and predicates, sentence expansion with adjectives and adverbs, and more advanced punctuation.
  • Foundational skills: Students continue to learn additional spelling complications as well as the tools needed to decode more challenging multi-syllable words; increasing emphasis on developing fluency, automaticity, and prosody in reading more complex texts.

Click to take a closer look at the Grade 2 Scope and Sequence.

Core STEM programs: Strengthen sessions

Professional development sets teachers and leaders up for success, whether they are new to or experienced with a program. Each Strengthen session promotes a deeper understanding of the program through targeted instructional practices.

Explore STEM Strengthen sessions by program below.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Teacher attentively watching two children build with blocks at a colorful classroom table.

About Strengthen sessions

Support Amplify implementation with sessions that target specific instructional practices for teachers and leaders in year one and beyond. When you’re ready to schedule your Strengthen session, contact us. An Amplify expert will support you in selecting the session that best fits your needs and that will help you push student results forward.

Each package includes one Strengthen session. Additional sessions can be added as enhancements.

Amplify Math

Amplify Math is a core math curriculum that serves 100% of students in accessing grade-level math every day. The program delivers engaging grade-level math lessons; flexible, social problem-solving experiences both online and off ; and insights, data, and reporting that drive performance.

Explore the Amplify Math Strengthen sessions (for grade bands 6–Algebra 1) for Begin packages and beyond. Click the session title or scroll down to learn more about each session.

Begin packages

  On-site package
(15 hr.)
Hybrid
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid
virtual package

(15 hr.)
Virtual package
(7 hr.)
One session per package On-site
3 hr. sessions
On-site
3 hr. sessions
Virtual
1 hr. sessions
Virtual
3 hr. sessions
Virtual
1 hr. sessions
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Enhancing practice
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Unit-level planning
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Lesson-level planning
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Begin: Enhancing planning for teachers

On-site or virtual, 3 hours

Prepare to teach Amplify Math lessons effectively, by engaging in collaborative backward planning with experts. Work alongside our facilitators to understand how to target key concepts and make successful instructional decisions across a unit, and leave with a completed unit plan for your class.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for teachers

On-site or virtual, 3 hours

See the Launch, Monitor, Connect problem-based learning model in action, and practice integrating these practices into your facilitation of lesson activities. Leave with guidelines for using the Launch, Monitor, Connect model that you can implement during your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing observations for leaders

On-site or virtual, 3 hours

Learn to use our non-evaluative classroom look-for tool for Amplify Math to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Math.

Audience: Leaders (maximum 30 participants)

Begin: Strengthen Focus: Unit-level planning

Virtual, 1 hour

Dive into unit planning as you learn the story of how your upcoming unit is tied to other units and grade levels, and discover the big ideas you will explore alongside your students in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Lesson-level planning

Virtual, 1 hour

Dive into lesson-level planning as you learn how to create a road map that guides student learning, makes connections across lessons, and measures student understanding of the learning goals in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Increasing engagement with instructional routines

Virtual, 1 hour

Explore how to use Instructional Routines such as Notice and Wonder to support and engage students as they make sense of new contexts and mathematical problems in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One session per package On-site
3 hr. sessions
On-site
3 hr. sessions
Virtual
1 hr. sessions
Virtual
1 hr. sessions
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Enhancing practice for teachers
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Enhancing observations for leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Using differentiation supports for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    A large, light peach-colored checkmark on a transparent background. 
Using data to drive instruction for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Addressing prerequisite skills for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Orchestrating math discussions for teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Building language with math routines for teachers     A large, light peach-colored checkmark on a transparent background.  
Unit-level planning for teachers     A large, light peach-colored checkmark on a transparent background.  
Lesson-level planning for teachers     A large, light peach-colored checkmark on a transparent background.  
Increasing engagement with Instructional Routines for teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers

On-site or virtual, 3 hours

Prepare to effectively teach Amplify Math lessons by engaging in collaborative backward planning with experts. Work alongside our facilitators to understand how to target key concepts and make effective instructional decisions across a unit, and leave with a completed unit plan for your class.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for teachers

On-site or virtual, 3 hours

See the Launch, Monitor, Connect problem-based learning model in action, and practice integrating these practices into your facilitation of lesson activities. Leave with guidelines for using the Launch, Monitor, Connect model that you can implement during your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing observations for leaders

On-site or virtual, 3 hours

Learn to use our non-evaluative classroom look-for tool for Amplify Math to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Math.

Audience: Leaders (maximum 30 participants)

Practice: Using differentiation supports for teachers

On-site or virtual, 3 hours

Learn how to leverage embedded differentiated supports in Amplify Math to ensure that all students can be successful. Walk away with a plan for supporting students in your classroom including English Language Learners (ELLs), students with disabilities, students who may need extra support, and advanced students.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Using data to drive instruction for teachers

On-site or virtual, 3 hours

Grow your proficiency in data analysis.Turn student data gathered within Amplify Math into differentiated instruction targeting specific skills. Walk away ready to use the data provided in the curriculum to align embedded support to your students’ unique needs.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Addressing prerequisite skills for teachers

On-site or virtual, 3 hours

Explore Amplify Math’s just-in-time approach to addressing prerequisite skills. Leave with a deeper understanding of how to use embedded curriculum resources to identify and support prerequisite skills essential for your next unit.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Orchestrating math discussions for teachers

On-site or virtual, 3 hours

Learn strategies for leading discussions that promote more math talk among all students in your classroom. Walk away with strategies and Amplify Math curriculum tools you can bring back to your classroom to enhance discussion in your next lesson.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Building language with math routines for teachers

Virtual, 1 hour

Explore how Math Language Routines support students as they make sense of new contexts and mathematical problems in Amplify Math. Leave with strategies for using these routines to support students in learning mathematical practices, content, and language in your upcoming lessons.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Unit-level planning for teachers

Virtual, 1 hour

Dive into unit planning as you learn the story of how your upcoming unit is tied to other
units and grade levels, and discover the big ideas you’ll explore alongside your students in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Lesson-level planning for teachers

Virtual, 1 hour

Dive into lesson-level planning as you learn how to create a roadmap for a lesson that guides student learning, makes connections across lessons, and measures student understanding of the learning goals in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Increasing engagement with Instructional Routines for teachers

Virtual, 1 hour

Explore how to leverage Instructional Routines such as Notice and Wonder to support students as they make sense of new contexts and mathematical problems in Amplify Math.

Audience: Teachers, instructional staff (maximum 30 participants)

Amplify Desmos Math

Amplify Desmos Math is a new core K–12 program from Amplify and Desmos Classroom —available in English and Spanish—that applies a problem-based approach to develop deep conceptual understanding, procedural fluency, and application. Using technology inspired by students’ natural curiosity, Amplify Desmos Math connects the classroom and fosters real collaboration, discourse, and perseverance in problem-solving. Captivating activities, powerful teaching tools, and lots of support enable students to develop math proficiency that lasts a lifetime.

Explore the Amplify Desmos Math Strengthen sessions (for grades PreK–Algebra 2) for Begin packages and beyond. Click the session title or scroll down to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One session per package On-site,
3 hr.
On-site,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Enhancing planning for K–5 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing planning for 6–A1 teachers
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Enhancing practice for K–5 teachers A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Enhancing practice for 6–A1 teachers
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Desmos Math to Amplify Desmos Math 6–A1 transition training for teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

Begin: Enhancing planning for K–5 teachers

On-site or virtual, 3 hours

Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson and unit planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing planning for 6–A1 teachers

On-site or virtual, 3 hours

Dive into both big-picture and day-to-day planning for Amplify Desmos Math. Practice using lesson and unit planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for K–5 teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level-up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Enhancing practice for 6–A1 teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math classroom. Learn strategies for leveraging the tools in the Teacher Dashboard to orchestrate discussion, and practice planning moves to make the most out of key discussion moments.

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Desmos Math to Amplify Desmos Math 6–A1 transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Desmos Math and Amplify Desmos Math, including becoming familiar with changes in materials, the digital platform, and key lesson, assessment, and reporting components.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Enhancing planning for
K–5 teachers
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Enhancing planning for
6–A1 teachers

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Enhancing practice for
K–5 teachers
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Enhancing practice for
6–A1 teachers

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Strengthen Focus: Teaching a digital lesson for K–5 teachers     A large, light peach-colored checkmark on a transparent background.  
Strengthen Focus: Snapshots in the Teacher Dashboard for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for K–5 teachers

On-site or virtual, 3 hours

Dive into both big-picture and day-to-day planning for Amplify Desmos Math. Practice using lesson and unit planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing planning for 6–A1 teachers

On-site or virtual, 3 hours

Dive into both big-picture and day-to-day planning for Amplify Desmos Math. Practice using lesson and unit planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for K–5 teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level-up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Enhancing practice for 6–A1 teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math classroom. Learn strategies for leveraging the tools in the Teacher Dashboard to orchestrate discussion, and practice planning moves to make the most out of key discussion moments.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Teaching a digital lesson for K–5 teachers

Virtual, 1 hour

Get ready to facilitate digital lessons with your students. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Snapshots in the Teacher Dashboard for 6–A1 teachers

Virtual, 1 hour

Explore how to use the Snapshots tool in the Teacher Dashboard to create a collaborative classroom that invites and celebrates student thinking. Leave with planning tips and tricks that will get you ready to use Snapshots during your busy math classes.

Audience: Teachers, instructional staff (maximum 30 participants)

Amplify Science

Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. 

Explore the Amplify Science sessions (for grade bands K–5 and 6–8) for year one packages and beyond. Select the session title or scroll to learn more about each session.

Begin packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 10 package
(10 hr.)
Hybrid 15, virtual package
(15 hr.)
Virtual package
(7 hr.)
One session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Enhancing planning
(K–5 or 6–8)
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Enhancing practice
(K–5 or 6–8)

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Enhancing observations for leaders
(K–8)
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Planning an Amplify Science lesson
(K–8) 

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Supporting diverse learners: Exploring the resources
(K–8)

    A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Supporting diverse learners with embedded supports: Teacher modeling and student discourse
(K–8) 

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Begin: Enhancing planning for teachers
(grades K–5 or 6–8)

On-site or virtual, 3 hours

Learn how to use a planning protocol to internalize an upcoming Amplify Science unit. Leave with a plan to support students engaging in three-dimensional learning while also meeting the diverse needs of students in your classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Begin: Enhancing practice for teachers
(grades K–5 or 6–8)

On-site or virtual, 3 hours

Learn how Amplify Science supports phenomenon-based learning. Experience a sequence of model instruction from the curriculum, and walk away with a plan for how you can enhance the curriculum through your teaching practice to build a powerful culture of “figuring out” in your science classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Begin: Enhancing observations for leaders (grades K–8)

On-site or virtual, 3 hours

Learn to use the non-evaluative classroom walkthrough tool for Amplify Science to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Science.

Audience: Leaders grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Planning an Amplify Science lesson

Virtual, 1 hour

Develop structure and routines for planning Amplify Science lessons and leave prepared for an upcoming lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Supporting diverse learners: Exploring the resources (grades K–8)

Virtual, 1 hour

Learn how to use lesson-specific differentiation briefs, embedded assessments, and activity-specific teacher support notes to maximize instruction for diverse learners with Amplify Science.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Begin: Strengthen Focus: Supporting diverse learners with embedded supports: Teacher modeling and student discourse (grades K–8)

Virtual, 1 hour

Explore ways to leverage and build upon two key instructional elements in Amplify Science, and plan how you’ll use these supports to engage diverse learners in your next lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice packages

Strengthen sessions

  On-site package
(15 hr.)
Hybrid 15,
on-site package

(15 hr.)
Hybrid 13 package
(13 hr.)
Virtual package
(9 hr.)
One session per package On-site,
3 hr.
Virtual,
3 hr.
Virtual,
1 hr.
Virtual,
3 hr.
Enhancing planning
(K–5 or 6–8)
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Enhancing practice
(K–5 or 6–8)

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Enhancing observations for leaders
(K–8)
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Supporting all learners with complex texts
(K–5 or 6–8)

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Supporting English learners (K–5 or 6–8)
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Writing in science (K–5 or 6–8) A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Assessment system (K–5 or 6–8)
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Engineering Internships (6–8)
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Science Seminar (6–8)
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Planning an Amplify Science lesson (K–8)
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Supporting diverse learners: Exploring the resources (K–8)
    A large, light peach-colored checkmark on a transparent background.  
Supporting diverse learners: Teacher modeling and student discourse (K–8)
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Analyzing student work (K–8)
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Supporting diverse learners: Multimodal learning and multiple at-bats (K–8)
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Grading with Amplify Science (K–8)
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Enhancing the digital experience (K–5)
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Planning with the Coherence Flowchart (K–8)
    A large, light peach-colored checkmark on a transparent background.  

Practice: Enhancing planning for teachers
(grades K–5 or 6–8)

On-site or virtual, 3 hours

Learn how to use a planning protocol to internalize an upcoming Amplify Science unit. Walk away with a plan to support students engaging in three-dimensional learning while also meeting the diverse needs of students in your classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Enhancing practice for teachers
(grades K–5 or 6–8)

On-site or virtual, 3 hours

Learn how Amplify Science supports phenomenon-based learning. Experience a sequence of model instruction from the curriculum, and walk away with a plan for how you can enhance the curriculum through your teaching practice to build a powerful culture of “figuring out” in your science classroom.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Enhancing observations for leaders
(grades K–5 or 6–8)

On-site or virtual, 3 hours

Learn to use the non-evaluative classroom walkthrough tool for Amplify Science to promote the use of instructional resources, focus on instructional delivery, and monitor instruction. Leave with an action plan for collecting and analyzing observation data to support teachers in their implementation of Amplify Science.

Audience: Leaders grades K–5 or 6–8 (maximum 30 participants)

Practice: Supporting all learners with complex texts (grades K–5 or 6–8)

On-site or virtual, 3 hours

Collaborate to solve common reading challenges alongside other educatorsLearn strategies to support students in grades K–5 or 6–8 in accessing complex texts in Amplify Science units by engaging in a model reading sequence. Leave with a plan for incorporating effective strategies into your upcoming Amplify Science reading lesson.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Supporting English learners (grades K–5 or 6–8)

On-site or virtual, 3 hours

Explore strategies and engage in model activities to support multilingual/English learners in grades K–5 or 6–8 in developing their abilities to do, talk, read, write, visualize, and construct arguments in Amplify Science. Leave with strategies to support a deeper understanding of the critical role that language and literacy play in developing scientific understanding.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Writing in science (grades K–5 or 6–8)

On-site or virtual, 3 hours

Develop an understanding of how the Amplify Science writing approach supports students in grades K–5 or 6–8 in engaging in science practices, making sense of science ideas, and growing as writers. Leave with a plan for supporting student writing in your next unit.

Audience: Teachers, instructional staff grades K–5 or 6–8 (maximum 30 participants)

Practice: Assessment system (grades K–5 or 6–8)

On-site or virtual, 3 hours

Available: Fall 2024

Analyze a sample formative assessment, deepen your understanding of Amplify Science unit learning progressions, and participate in discussions to understand the relationships between different types of assessments and your unit’s learning goals. Walk away with strategies for collecting, analyzing, and responding to student assessment data.

Audience: Teachers, instructional staff grades of K–5 or 6–8 (maximum 30 participants)

Practice: Engineering Internships (grades 6–8)

On-site or virtual, 3 hours

Plan for the first Amplify Science Engineering Internship course of your grade level (6–8) by exploring the Futura workspace and digital tools students will use during the Internship experience. Leave with an understanding of how students will apply science concept knowledge to construct design solutions. This session will feature one of the following Engineering Internships based on your need: Metabolism, Plate Motion, or Force and Motion unit.

Audience: Teachers, instructional staff grades 6–8 (maximum 30 participants)

Practice: Science Seminar (grades 6–8)

On-site or virtual, 3 hours

Experience a Science Seminar sequence of a sample Amplify Science grade 6–8 unit from the student perspective to gain an understanding of how students apply science concepts to engage in argumentation about a phenomenon. Leave with a plan for teaching a Science Seminar unit in your own classroom.

Audience: Teachers, instructional staff grades 6–8 (maximum 30 participants)

Practice: Strengthen Focus: Planning an Amplify Science lesson (grades K–8)

Virtual, 1 hour

Develop a structure for planning Amplify Science lessons and leave prepared for an upcoming lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Supporting diverse learners: Exploring the resources (grades K–8)

Virtual, 1 hour

Learn how to use lesson-specific differentiation briefs, embedded assessments, and activity-specific teacher support notes to supplement instruction for diverse learners with Amplify Science.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Supporting diverse learners: Teacher modeling and student discourse (grades K–8)

Virtual, 1 hour

Explore ways to leverage and build upon two key instructional elements in Amplify Science and plan for ways to use these supports to engage diverse learners in your next lesson.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Analyzing student work (grades K–8)

Virtual, 1 hour

Engage with a protocol to analyze real student work and plan for instructional next steps in Amplify Science. (You are required to bring student formative assessment samples to this session.)

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Supporting diverse learners: Multimodal learning and multiple at-bats (grades K–8)

Virtual, 3 hours

Learn strategies to develop an understanding of how Amplify Science’s multimodal approach supports diverse learners.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Grading with Amplify Science (grades K–8)

Virtual, 1 hour

Develop an understanding of how to use assessment resources in Amplify Science to grade students three dimensionally and use practices that align with district/school guidelines.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

Practice: Strengthen Focus: Enhancing the digital experience (grades K–5)

Virtual, 1 hour

Learn how to go further with Amplify Science digital experience tools to enhance teaching and learning.

Audience: Teachers, instructional staff grades K–5 (maximum 30 participants)

Practice: Strengthen Focus: Planning with the Coherence Flowchart (grades K–8)

Virtual, 1 hour

Practice using the Coherence Flowchart resource to plan an upcoming Amplify Science unit.

Audience: Teachers, instructional staff grades K–8 (maximum 30 participants)

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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

mCLASS Professional Development

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Welcome, Ohio educators!

Thank you for taking the time to review Amplify’s CKLA resources for K–5.

Amplify Core Knowledge Language Arts® (CKLA) is an effective core literacy resource for students in grades K–5 and is aligned to Ohio’s Rule for Phonics. CKLA was developed in partnership with the Core Knowledge Foundation and was specifically designed to help teachers implement proven evidence-based instructional practices.

Click here for correlations to the Ohio Learning Standards for English Language Arts.

Click here to view Amplify CKLA’s Alignment to Ohio’s “Shifting to the Science of Reading” Framework.

Illustration featuring diverse cultural and historical elements like an african woman, an egyptian sphinx, a space rocket, and urban and natural landscapes under a starry sky.

Recognized Quality

Amplify CKLA is one of only a few high-quality, knowledge-building literacy curricula recognized by the Knowledge Matters campaign. Our shared message: Background knowledge is essential to literacy and learning.

A diagram showing "Knowledge x Skills = Amplify CKLA," with Knowledge as language comprehension, Skills as word recognition, and Amplify CKLA as skilled reading. Knowledge Matters badge included.

Independently and rigorously reviewed

Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.

Intentional knowledge-building

The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.

Program Overview

Amplify CKLA is a core ELA program for grades K–5 that delivers:

  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
  • Authentic Spanish language arts instruction with Amplify Caminos.

Amplify CKLA for Grades K–2

After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.

Amplify CKLA for Grades 3–5

After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.

How it works

Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.

  • In grades K–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, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
A flowchart showing word recognition and language comprehension strands intertwining to form skilled reading, with progression labeled as increasingly automatic and strategic.

Rich topics

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.

Illustration showing diverse cultural representations: two native american figures, a bear in a forest, and a medieval european woman, all set against colorful abstract backgrounds.

Diverse text

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:

  • authentic books.
  • authentic text passages.
  • student readers.
  • novel guides (grades 3–5).

Aligned to LETRS and Orton Gillingham

Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement

Universal access

We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.

We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.

A boy with glasses smiles while reading a book, with illustrated objects like a telescope, gourd, and cartoon insect in the background.

Complete curriculum

A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.

Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.

Science of Reading Resources

Watching students learn to read: magic. Knowing how they get there: science.

As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.

A girl runs outdoors holding a kite with colorful ribbons labeled knowledge, vocabulary, sentences, connections, gist, sounds, letters, and words.

Access demo

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore the CKLA Teacher Digital Site

First, watch the quick navigation video to the right. Then follow the directions below:

  • Click the CKLA Teacher Digital Site button
  • Select Log in with Amplify.
  • Enter this username: t1.cklareviewohio@demo.tryamplify.net
  • Enter this password: Amplify1-cklareviewohio
  • Select the desired grade level

Explore the CKLA Student Digital Site

To access the student digital site follow the directions below:

  • Click the CKLA Student Digital Site button
  • Select Log in with Amplify.
  • Enter this username: s1.cklareviewohio@demo.tryamplify.net
  • Enter this password: Amplify1-cklareviewohio
  • From the Home page, scroll down to the robot and “Click to go to the Hub
  • From the Hub, click the Grade button to select the grade.

Welcome to Amplify CKLA!

To view this protected page, enter the password below:



Welcome to Amplify CKLA!

Amplify CKLA is the only Oregon-approved elementary ELA curriculum truly built on the Science of Reading.

Not only that, it helps all teachers implement the Oregon English Language Arts and Literacy Standards by translating the science of reading into strong instructional resources. As a result, teachers can fully focus on their students and the kind of teaching they love.

If this is your first stop on your virtual caravan, start with the video presentations below.

Watched them already? Click here to skip ahead.

Illustration featuring diverse cultural and historical elements like an african woman, an egyptian sphinx, a space rocket, and urban and natural landscapes under a starry sky.

Virtual Caravan Stop

Amplify CKLA for Grades K–2

After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.

Amplify CKLA for Grades 3–5

After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.

What it is

Amplify CKLA is a core ELA program for grades K–5 that delivers:

  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
  • Equitable and authentic Spanish language arts instruction with Amplify Caminos.

How it works

Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.

  • In grades K–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, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
A flowchart showing word recognition and language comprehension strands intertwining to form skilled reading, with progression labeled as increasingly automatic and strategic.

What students explore

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.

Illustration showing diverse cultural representations: two native american figures, a bear in a forest, and a medieval european woman, all set against colorful abstract backgrounds.

What students read

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:

  • Authentic books.
  • Authentic text passages.
  • Student Readers.
  • Novel Guides (grades 3–5).
Six children's book covers arranged in two rows, featuring colorful illustrations of animals, people, and nature. Titles include "Rain Player," "A More Perfect Union," and "The Busy Body Book.

Access and equity

We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.

We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.

A boy with glasses smiles while reading a book, with illustrated objects like a telescope, gourd, and cartoon insect in the background.

Built on the Science of Reading

Watching students learn to read: magic. Knowing how they get there: science.

As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.

A girl runs outdoors holding a kite with colorful ribbons labeled knowledge, vocabulary, sentences, connections, gist, sounds, letters, and words.

Supports Orton-Gillingham and LETRS

Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement

A comprehensive and cohesive solution

A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.

Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.

Access demo

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore the CKLA Teacher Resource Site

First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.

  • Click the CKLA Teacher Resource Site button
  • Select Log in with Amplify.
  • Enter this username: t.orcklak5@tryamplify.net
  • Enter this password: AmplifyNumber1
  • Select the desired grade level

Contact us

Looking to speak directly with your Oregon representative? Get in touch with a team member by emailing hellooregon@amplify.com or by calling us directly.

Kristen Rockstroh

Oregon Account Executive

Districts under 4,500 students

(480) 639-8367

krockstroh@amplify.com

Lynne Kraus

Oregon Consultant

(503) 989-3533

lkraus@amplify.com

Welcome, K–5 Atlanta Public Schools!

To view this protected page, enter the password below:



Virtual Caravan Stop

Amplify CKLA for Grades K–2

After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.

Amplify CKLA for Grades 3–5

After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.

What it is

Amplify CKLA is a core ELA program for grades K–5 that delivers:

  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
  • Authentic Spanish language arts instruction with Amplify Caminos.

 

How it works

Amplify CKLA and Amplify Caminos, our authentic elementary Spanish language arts program, teach both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the Science of Reading.

  • In grades K–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 complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.

See pages 30-65 of the CKLA Program Guide and pages 18-33 of the Caminos program guide below to learn more.

 

How it works

How it Works

Amplify CKLA teaches both foundational skills and background knowledge in grades K–2 and combines them in 3–5.

  • In grades K–2, students complete one full lesson that builds foundational reading skills and one full lesson that builds background knowledge.
  • In grades 3–5, students complete one integrated lesson combining skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing

What students explore

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.

Download the at-a-glance resources below to learn more.

What students explore

What students read

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

A comprehensive approach to literacy instruction requires that students have a wide range of text experiences that include reading, listening, discussing, and writing. Check out our text complexity guide to learn more by clicking here. The overwhelming majority of questions, tasks, and assignments in CKLA materials are text-dependent. See how we use questioning and analysis skills to help students understand text in CKLA here.

More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:

  • Authentic books.
  • Authentic text passages.
  • Student Readers.
  • Novel Guides (grades 3–5).

Download the lists below to explore specific grade-level texts.

What students read

Access and equity

We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.

We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.

Explore how we make learning equitable for all learners with the resources below.

Built on the Science of Reading

Watching students learn to read: magic. Knowing how they get there: science.

As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.

Download the resources below to dive deeper into the Science of Reading.

Built on the Science of Reading

Supports LETRS

Amplify CKLA aligns with the instructional principles recommended LETRS.

  • Structured–Concepts are taught through consistent routines.
  • Sequential–Concepts are taught in a logical, well-planned sequence.
  • Systematic–Phonemes are taught from simplest to most complex.
  • Explicit–Decoding and encoding concepts are taught directly and explicitly.
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways.
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement.

A comprehensive and cohesive solution

A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.

Amplify has brought these components together in our early literacy suite of curriculum, to ensure that you have what you need for multi-tiered support.

 

Access demo

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore as a teacher

First, watch the quick teacher navigation video to the right. Then, follow the instructions below to access your demo account.

  • Go to my.amplify.com
  • Select Log in with Amplify
  • Enter this username: t1.allentown.literacy.science@demo.tryamplify.net
  • Enter this password: t1.allentown.literacy.science
  • Select the CKLA icon and your desired grade level

Additional Resources

Check out the information below to learn more about Amplify CKLA and see how Amplify CKLA is impacting classrooms all over the country.

Contact us

Interested in speaking directly with your representative?

Janet Barry

Account Executive

(630) 946-4157

jabarry@amplify.com

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. 

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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.

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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!

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.  

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The Science of Reading and middle school

The power of the Science of Reading doesn’t end in elementary school. Evidence-based reading instruction is equally critical for developing strong, proficient readers in middle school and beyond.

What is the Science of Reading?

The Science of Reading is the robust body of research that:

  • Illuminates how the brain processes reading, providing insights into both decoding and language comprehension.
  • Breaks down the distinct components of literacy development and shows how to address those components explicitly and systematically.
  • Offers educators actionable strategies and an evidence-based road map to fluent reading.

By understanding the neurological pathways involved in—and built by—reading, educators can tailor their instruction to better meet the diverse needs of all their students.

How does the Science of Reading apply to middle school?

The Simple View of Reading and the Reading Rope are core models that illustrate the essential—and interconnected—components of successful reading and how students move through them as they build literacy. Together, the two provide a detailed map for strengthening the interdependent skills of decoding and comprehension.

Middle school students are drawing on all components of the Reading Rope as they encounter increasingly sophisticated text. They require instructional techniques that nurture advanced language comprehension skills and continue to support key fluency skills. This involves continuing to build background knowledge, deliberately targeting key areas of language comprehension that arise in the text, and reinforcing foundational skills, all in order to address the increasing language demands of their educational journey.

Science of Reading and middle school: A critical moment

The middle school years are a pivotal and transformative period in reading development—just when students are also experiencing significant cognitive, emotional, and social growth. Integrating the Science of Reading into your curriculum can help students bridge any gaps, empowering them to move from basic reading skills to complex, critical reading skills at a time when strong reading comprehension becomes essential.

The importance of challenging, grade-level texts

Middle school students are on their way to becoming skilled readers, and need a unique balance of structured and independent opportunities to explore a range of texts, gathering information as they read. Key to the Science of Reading, exposure to varied texts helps middle schoolers continue building their vocabulary and background knowledge.

Providing all students access to diverse, grade-level texts challenges them, both as readers and critical thinkers, while treating them with dignity and respect as learners.

A key period in social and cognitive development

Middle schoolers are driven by social connection. They typically thrive in learning environments that incorporate collaborative activities and peer interaction. This synergy not only supports learning, but also enhances engagement and motivation—forming a powerful cycle.

Cognitively, adolescent students are increasingly able to handle abstract concepts, prefer active learning experiences, and are energized by authentic instruction and cognitively challenging work that is connected to the world beyond the classroom.1

1Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184; and NMSA (2010). https://journals.sagepub.com/doi/10.3102/00028312037001153

Science of Reading-driven instruction for middle schoolers

Aligning literacy practices to the Science of Reading provides the best systematic, explicit, and engaging instruction for middle schoolers, empowering teachers to target the areas where students need the most support.

A lively middle school classroom buzzes with students eagerly raising their hands, engaged in the comprehensive language arts curriculum. Educational posters line the walls, enhancing the learning atmosphere as they face their teacher at the front.

Effective literacy strategies

To develop essential literacy and critical thinking abilities, students should concentrate on key skills through meaningful engagement with core content. The most effective method goes beyond isolated “skill-building” exercises; instead, it embraces an integrated approach that involves:

  1. Building background knowledge.
  2. Encouraging engagement with sequenced, grade-level materials.
  3. Spending dedicated time on vocabulary and word study.
  4. Interactive exercises, such as read-alouds and collaborative discussions.

Writing and reading build on each other. Through the Science of Reading, integrating evidence-based writing instruction with reading instruction offers students a holistic approach to literacy that reinforces understanding and promotes seamless expression of ideas.

Guided support and interventions

As Tim Shanahan, Ph.D., literacy expert and author, writes, “Be on the lookout for kids who are not able to decode proficiently. It doesn’t matter the source of those problems…they need to be identified.”

Through evidence-based literacy instruction and explicit, differentiated support for students who need it, educators can adapt their teaching to meet their middle school students where they are academically, socially, and developmentally—ensuring they continue to advance toward being capable, inspired, and lifelong readers and writers.

Want to change your middle schoolers’ lives with the Science of Reading?

We’re here to help! Speak with a representative to get started.

A curiosity-driven K–12 program that builds lifelong math proficiency

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each math 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.

What is Amplify Desmos Math?

Amplify Desmos Math supports teachers in building students’ lifelong math proficiency. The program:

  • Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
  • Provides teachers with clear, step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
  • Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
  • Enables access to grade-level understanding for every student, every day.

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.

Data informs instruction. Comprehensive student profiles provide full data on students’ assets and skills, empowering teachers to provide just-in-time scaffolds throughout core instruction and targeted intervention when needed.

Educational software interface featuring a New York math problem about measuring platform heights using a 9-inch tube, illustrated with a playful, colorful design.

Experience Amplify Desmos Math

Click the links below to explore our interactive digital lessons, where you’ll also find print Teacher Edition and Student Edition pages for each lesson.

For helpful navigation tips and more program information, download our Grades K–5, Grades 6–Algebra 1, and Grades 9–12 program guides.

You can also watch a product expert walk through a lesson and the available program components with a lesson walkthrough video.

Diagnostic screening and progress monitoring assessments

Integrated mCLASS® Assessments go beyond accuracy to reveal students’ math thinking through an asset-based approach. This data provides better insights about what students know, what math assets to leverage, and where students need support.

A laptop displays a math problem with illustrated students and a virtual keyboard. Behind it, a chart shows percentages for a Math 2 Beginning-of-Year Screener assessment.

Personalized learning and support

Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Boost Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Click here to try a Boost Personalized Learning activity. More activities coming soon!

The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now! 

Contact us

Support is always available. Our team is committed to helping you every step of the way. Contact your dedicated Indiana representative here for program access, samples, and additional information.

A woman with long brown hair and a white top smiles at the camera in front of an orange background, showcasing her passion for the Science of Reading and dedication to Indiana middle school education.

Elizabeth Sillies Callahan

Southern IN
(513) 407-5801

A woman with long brown hair and blue eyes smiles gently at the camera. The background is a light purple circle, reflecting her passion for the Science of Reading and dedication to Indiana middle school education.

Jody Kammer

Central IN
(310) 402-7837

Woman with long brown hair, large black glasses, and a nose ring, wearing a striped shirt and dark blazer, posing in front of a neutral background—professional style suited for the Indiana Department of Education.

Amanda Knipper

Northern IN
(260) 894-5123

A woman with wavy red hair and blue eyes, dressed in a purple turtleneck, smiles at the camera against a dark background—reflecting the approachable spirit of Indiana middle school teachers.

Paige Lawrence

District enrollment below 1200
(980) 421-2608

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.  

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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. 

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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.  

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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.  

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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.  

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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.  

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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.  

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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.

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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.  

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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.  

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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.  

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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.  

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A closer look at grades 6–8

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
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.

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 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

Chart displaying educational science topics for grades 6 to 8, categorized by grade level, duration in days, and number of classes. Includes subjects like microbiome, geology, and natural selection.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. 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.

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.

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.

Units at a glance

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.
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.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

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

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Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
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.
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.  

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Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
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. 

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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.
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
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.  

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An illustration from the Earth's Changing Climate unit
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.  

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Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
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.
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.
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.  

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Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
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.
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.  

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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.
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

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Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
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.  

An illustration from the Chemical Reactions unit
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.  

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An illustration of a whale with jellyfish and turtles from Amplify Science
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. 

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Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are 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.  

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Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
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.
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.

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Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
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 roller coaster filled with people, hands raised, going down a steep track against a bright blue 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.  

An illustration from the Light Waves unit
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.

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A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
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.  

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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.
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.  

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Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
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.
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.    

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