Amplify’s webinar library is a collection of valuable insights on the teaching and learning topics you care about. From quick tips to continuing education (CE) credit options, each webinar is designed to support educators across Amplify CKLA, Amplify ELA, Amplify Science, Amplify’s math programs, and the Science of Reading. Explore these free professional learning opportunities from the Amplify team below.
Boost Reading is our personalized reading program for grades K–5. Its captivating storylines engage students in powerful reading instruction and practice. Whether students are learning to read fluently or sharpening their comprehension skills, Boost Reading accelerates their growth while freeing educators up to work with small groups or individual students.
We’ve aligned Boost Reading to the Arkansas English Language Arts standards: Boost Reading Skill Games and Texts: Alignment to Arkansas English Language Arts Standards
Students come to school with a range of abilities and achieve mastery at different rates. Providing each learner with the specific support they need to progress can be challenging. Enter Boost Reading’s personalized reading literacy program.
Leveraging compelling storytelling and the latest research, Boost Reading helps students achieve true mastery of the concepts they need to become strong, life long readers. See the research behind the program.
Built on the Science of Reading, Boost Reading offers a fresh, modern program that builds on student strengths while adapting to their needs.
Boost Reading offers an out-of-this world learning experience for students. The program’s age-appropriate narratives create a learning experience that leaps off the screen.
The program meets all students where they are with powerful individualized instruction and practice, enabling student growth at all reading levels.
Boost Reading works. Efficacy studies show significant growth for students using Boost Reading. In as little as 30 minutes a week, Boost Reading accelerates growth for all students and helps multilingual learners close the gap with their peers. Learn more here.
Students of Boost Reading use digital texts that adapt to their needs via an adaptive algorithm that unlocks each book at the exact right point in a reader’s development.
Boost Reading adapts to each reader’s unique needs across 13 skill areas, sending students on their own personalized reading journey. The programs offer both remediation and enrichment through a comprehensive range of instruction—from foundational skills to comprehension to close reading.
Using the science behind engagement and motivation, Boost Reading is built to deliver compelling narrative experiences that speak to students’ stories of growth and development. This personal connection allows students to directly map their progress in the storyline to their reading effort and growth, helping them understand the value of effort and practice.
Boost Reading is built on the latest research in the Science of Reading. It provides the explicit, systematic foundational skills essential for every student—and it goes beyond. It’s the only program that focuses on the things our brain does while we’re reading that allow us to make sense of text—also known as comprehension processes. Learn more about comprehension processes on Science of Reading: The Podcast.
Boost Reading features an automatic placement tool that requires no prior assessment. The program is able to pinpoint the most effective starting point for each student and provide them an engaging reading program personalized for their exact individual needs. The program also integrates directly with Amplify’s mCLASS® with DIBELS® 8th Edition assessment as well as other third party assessments.
Boost Reading provides actionable insights into students’ reading development across 13 literacy skill domains. The program creates reports for classroom teachers, literacy specialists, principals and district leaders, and even parents and caregivers at home.
Our programs are designed to support and complement one another. Learn more about our related programs.
Amplify Desmos Math K-5 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.
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 motivates 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.
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. Feel free to explore our grade-level ancillary samplers to learn more about assessment and reporting, intervention, and differentiation:
mCLASS® Assessments, along with daily formative checks, measure not only what students know, but how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core and intervention resources. Visit our mClass Math site to learn more.
Amplify Desmos Math lessons pair problems students are eager to solve with clear instructional moves for teachers. With low-floor, high-ceiling tasks every student can actively participate and be a part of the math community. Unit- and lesson-level core assessments give teachers data at their fingertips to guide and differentiate instruction.
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 and offer personalized differentiation. Visit our Boost Math site to learn more.
Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific concept or skill connected to the daily lesson. Extensions are also available to stretch students’ understanding.
To support multilingual/English learners, Amplify Desmos Math incorporates research-based Math Language Routines (MLRs) by providing language modality strategies like sentence frames where appropriate, both in the teacher language provided for each task and in the differentiation support section found throughout the program. For further information on math language development, please see pg. 82 of the Amplify Desmos Math Program Guide.
To support your review of Amplify Desmos Math here are links to important K-5 review resources:
Click the links in the drop-down sections below to explore sample materials from each grade. To see sample student responses, please click on the Teacher Edition pages and scroll to “Sample Student Work” (first one is about 30 pages in) or click on Intervention and Extension resources.
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.
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 2, Sub-Unit 1: Counting and Comparing Objects.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
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.
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 2, Sub-Unit 1: Story Problems in Maui.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
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.
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 2, Sub-Unit 1: Adding and Subtracting.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
Students continue to develop fluency by finding the number that makes 10 by helping a millipede reach its favorite food – a clump of leaves!
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 2, Sub-Unit 1: Concepts of Area Measurement.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
Students compare data represented on bar graphs with different scales by using animal stickers to create scaled bar graphs.
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 2, Sub-Unit 1: Size and Location of Fractions.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
Students choose tube lengths to connect to platform heights for hamster homes, identifying possible heights using what they know about multiples.
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 2, Sub-Unit 1: Fractions as Quotients.
Explore our digital experience! Every lesson in Amplify Desmos Math has student print materials and digital recommendations.
Engaging, hands-on games for students to play collaboratively to strengthen their understanding of key skills and concepts.
Additional resources to reinforce and extend key concepts, including Mini-Lessons and Extensions.
Students decompose a figure into rectangular prisms and determine the volume of the figure by adding the volumes of the individual prisms.
If you have any questions throughout your review process or need additional samples, please don’t hesitate to contact:
Alicia O’Neil
Account Executive
425-890-6103
aoneil@amplify.com
California educators, Amplify’s mCLASS Assessment Suite is one of three approved screeners in California for Reading Difficulties at K–2.
mCLASS® DIBELS® 8th Edition is an all-in-one system for Science of Reading-based reading difficulties screening, progress monitoring, and instruction for grades K-6. Amplify’s Spanish language assessment, mCLASS Lectura, works in tandem with DIBELS 8th Edition’s English assessments to help teachers understand where their Spanish-speaking students are in their English and Spanish literacy paths.
mCLASS offers teacher-administered assessment, intervention, and personalized instruction for grades K–6. Know exactly how to monitor and support every student in your classroom, with features like:
With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with SB 114 guidelines.
mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.
| DIBELS® 8th Edition subtest alignment with SB 114 | ||||||
|---|---|---|---|---|---|---|
| Screening Area | mCLASS DIBELS 8th Edition Measure | Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4–6 |
| Rapid naming ability | Letter Naming Fluency (LNF) |  | | |||
| Phonological awareness | Phoneme Segmentation Fluency (PSF) | | | |||
| Alphabetic principle | Nonsense Word Fluency (NWF) | | | | | |
| Word reading | Word Reading Fluency (WRF) | | | | | |
| Word reading | Oral Reading Fluency (ORF) | | | | | |
| Comprehension | Maze | | | | ||
Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.
Read the DIBELS 8th Edition Dyslexia White Paper.
mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:
mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).
In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.
By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of reading difficulties or is experiencing difficulties learning a new language.
When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.
| Screening areas | English measure | Spanish measure | Description* |
| Letter Naming and RAN | Letter Naming Fluency (LNF) | Fluidez en nombrar letras (FNL) | Grades K–1: Naming letters in print. 1 minute, 1:1 administration. |
| Phonological Awareness (Segmentation) |
Phonemic Segmentation Fluency (PSF) | Fluidez en la segmentación de sílabas (FSF) & Fluidez en la segmentación de fonemas (FSF) | Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration. |
| Phonological awareness (Elision) | ¿Qué queda? (QQ) | Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration. | |
| Letter-Sound Knowledge | Nonsense Word Fluency Correct Letter Sounds (NWF-CLS) | Fluidez en los sonidos de letras (FSL) | English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration. |
| Letter-Sound Knowledge (Receptive) | Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio) | Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration | |
| Decoding | Nonsense Word Fluency Words Recoded Correctly (NWF-WRC) | Fluidez en los sonidos de las sílabas (LSS) | English: Grades K–3: Decode orthographically regular pseudo-words Spanish: Grades K-1: Decode orthographically regular syllables 1 minute, 1:1 administration |
| Word Reading | Word-Reading Fluency (WRF) | Fluidez en la lectura de palabras (FEP) | Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration. |
| Fluency | Oral Reading Fluency (ORF) | Fluidez en la lectura oral (FLO) | Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration. |
| Reading Comprehension | Maze | ¿Cuál palabra? (CP) | Grades 2–6: Understanding meaning from texts. 3 minutes, group administration. |
| Vocabulary | Vocabulary | Vocabulario | Grades K–3: Knowledge of grade-specific words. 15 minutes, group administration. |
| Encoding | Spelling | Ortografía | Grades K–3: Arranging letters correctly to spell words with grade appropriate features 15 minutes, group administration. |
| RAN (Numbers) | Rapid Automatized Naming | – | Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 3-4 minutes, 1:1 administration. |
| Language Comprehension | Oral Language | Lenguaje oral | Grades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration. |
*Students can be assessed using off-grade measures when information on specific skills is needed.
Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.
Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.
mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with the California Reading Difficulties Risk Screener Selection Panel (RDRSSP) guidelines for effective screening of reading challenges. By choosing mCLASS for reading difficulties screening, you’ll gain accurate information about a student’s risk for dyslexia, and gain the capability to monitor every student’s path to reading proficiency.
Please watch the navigation video for a short overview of the mClass platform, and reach out to your Amplify Account Executive (contact information below) for demo access credentials.
Looking to speak directly with your local representative?
Get in touch with a California team member to learn more about our early literacy suite or request a demo account.
Erin King
Sales Director, CA
(512) 736-3162
eking@amplify.com
NORTHERN CA
Wendy Garcia
Senior Account Executive
(510) 368-7666
wgarcia@amplify.com
BAY AREA
Lisa Marinovich
Senior Account Executive
(831) 461-4187
lmarinovich@amplify.com
CENTRAL VALLEY and CENTRAL COAST
Demitri Gonos
Senior Account Executive
(559) 355-3244
dgonos@amplify.com
VENTURA and L.A. COUNTY
Jeff Sorenson
Associate Account Executive
(310) 902-1407
jsorenson@amplify.com
ORANGE and L.A. COUNTY
Lauren Sherman
Senior Account Executive
(949) 397-5766
lsherman@amplify.com
SAN BERNARDINO and L.A. COUNTY
Michael Gruber
Senior Account Executive
(951) 520-6542
migruber@amplify.com
RIVERSIDE and L.A. COUNTY
Erin King
Sales Director, CA
(512) 673-8526
eking@amplify.com
SAN DIEGO COUNTY
Kirk Van Wagoner
Senior Account Executive
(760) 696-0709
kvanwagoner@amplify.com
BUTTE, DEL NORTE, HUMBOLDT, and SHASTA COUNTY
DISTRICTS UNDER 2250 ENROLLMENT
Kevin Mauser
Lead Account Executive
(815) 534-0148
kmauser@amplify.com
Simplify your science curriculum review journey with the Amplify Science Review Toolkit. Within this Toolkit, you’ll find program overview information, classroom videos, evaluation rubrics, and a free sample unit.
Don’t forget to check out our to the PA STEELS standards here.
A collaboration between the curriculum experts at UC Berkeley’s Lawrence Hall of Science and instructional technology experts at Amplify, Amplify Science is a comprehensive program that blends literacy-rich activities, hands-on investigations, and interactive digital tools. Amplify Science empowers students to think, read, write, and argue like 21st-century scientists and engineers. Highly adaptable and user-friendly, the program gives schools and individual teachers flexibility with their technology resources and preferences.
The program is backed by gold-standard research and is currently used by thousands of teachers across the US.
What does a week in the life of an Amplify Science teacher look like? We asked Keneisha Charleston, a second-grade teacher from Chicago Public Schools, to talk through an example of what one week of using Amplify Science is like in her classroom.
In Amplify Science, students take on the role of a scientist or engineer to actively investigate compelling phenomena through engaging hands-on investigations, immersive digital simulations, comprehensive reading and writing activities, and lively classroom discussions.
See what Amplify Science looks like in a classroom with more topical videos:
Amplify Science is rooted in the research-based Do, Talk, Read, Write, Visualize model of learning. Students engage with science and engineering practices, figure out disciplinary core ideas, and utilize and apply crosscutting concepts in multiple modalities across thoughtful, structured lessons, all centered around engaging anchor phenomena. Learn more about how a unique mix of activities and modalities provide students with multiple points of entry into the instruction.
Join the Lawrence Hall of Science for a series of free webinars! Curriculum experts will explore why embedded engineering and phenomena-based science instruction deliver results, with examples from Amplify Science.
Webinars are scheduled throughout the spring, and you can always sign to watch a recording if you’re unable to attend live.
Using an evaluation rubric to review? Take a look at our filled-out TIME and EQuIP rubrics.
Click submit to access a free sample unit from our elementary curriculum.
With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves.
Rated all-green on EdReports, Amplify ELA earned perfect scores across all gateways. Para la versión en español, haga clic aquí.
With six levels of embedded differentiation and assessments, teachers can make sure students are gaining key skills while not interrupting instruction. Because the program does this work in the background, teachers have more time doing what they love.
Also, only Amplify offers the 100-Day Pathway, a built-in guide to covering required content for each grade level in just 100 days while allowing teachers to add supplemental lessons and activities.
Amplify ELA has been recognized by the Knowledge Matters Campaign as a high-quality, knowledge-building literacy curriculum.
The Campaign highlights Amplify ELA as a program that infuses wonder and excitement into every learning experience—forging connections across grade levels and providing comprehensive support for both students and educators.
Through its engaging digital program, powerful differentiation and assessment tools, and step-by-step instructional guides, our curriculum responds directly to the challenges and opportunities faced by middle school students and teachers.
With text always at the center, students are encouraged to make ideas and opinions about meaning for themselves. Rather than focusing on right or wrong answers, they develop ideas and opinions on relevant, real-world, texts.
Multiple entry points and six levels of embedded differentiated support allow every student, regardless of fluency or ability level, to engage with the same complex texts and curriculum.
Embedded assessments and reports provide insight into each student’s progress without having to interrupt daily instruction. With data being collected at every learning moment, teachers can respond to student needs faster than ever before.
Amplify ELA offers targeted professional development (PD) sessions designed to optimize teaching strategies, enhance student engagement, and ensure effective curriculum delivery. Gain insights and techniques to make the most of your instructional time.
Amplify ELA is a rigorous core curriculum that empowers teachers and engages middle school students.
Available digitally and in print, the student materials guide middle schoolers through complex texts and writing by:
Available digitally and in print, the Teacher Edition contains all the information teachers need to facilitate classroom instruction, including:
Quests are fun, week-long immersions into a specific, multilayered topic. They enable students to practice analytical reading, writing, speaking, and listening skills—all while building a strong classroom community.
The expansive Amplify Library includes more than 700 digital fiction, nonfiction, classic, and contemporary titles.
Our program ensures that standards are covered, skills are taught, and students are prepared with proper scaffolding and encouragement.
Our programs are designed to support and complement one another. Learn more about our related programs.
As part of our commitment to creating even richer and more wide-ranging curricula, we are excited to release six new units for both Amplify CKLA and Amplify Caminos!
Our brand-new Knowledge Research units carry forward the powerful and proven instructional approach of both Amplify CKLA and Amplify Caminos while also:
Units cover a variety of rich and relevant topics:
With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
Units are available in English and Spanish, and will include the following components:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. Art and the World Around Us honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the worlds around them, too.
This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Amplify CKLA and Amplify Caminos domains: Farms/Granjas, Plants/Plantas, and Taking Care of the Earth/Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidents and American Symbols/Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.
As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, and have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.
Within this unit, students have opportunities to:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.
In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.
Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.
In addition, teachers can set aside time outside of the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.
This unit builds upon the following Amplify CKLA and Amplify Caminos units that students will have encountered in the previous grade.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Adventure Stories: Tales from the Edge of the World. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aída de Acosta, and Amelia Earhart.
During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.
The lessons in this domain build on earlier Grade 2 CKLA and Amplify Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.
This unit builds upon the following Amplify CKLA and Amplify Caminos units that students will have encountered earlier in the year.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Up, Up, and Away: The Age of Aviation. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.
During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.
The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:
Within this unit, students have opportunities to:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.
Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:
This unit builds upon the following Amplify CKLA units that students will have encountered in previous grades as well as earlier in the year.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energy: Past, Present, and Future. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.
This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:
This unit builds upon the following Amplify CKLA units that students will have encountered in previous grades.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Beyond Juneteenth: 1865 to present. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
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.
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.
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.
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“
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.
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
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.
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?
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.
Whether your school is engaged in in-person, hybrid, or remote instruction, we know how important it is for teachers and administrators to understand every student’s literacy and math development. mCLASS has a collection of resources to help you plan for a variety of scenarios. We’ve got you covered—no matter what you’re anticipating this school year.
Planning to assess remotely? No problem. Our guides will help you feel comfortable and confident assessing remotely with all of our mCLASS literacy and math assessments, while mCLASS’s free online measures, at-home learning packets, and family resources ensure you have effective, easy-to-use tools to support students during remote learning.
The remote assessment guides provide recommendations and best practices for assessing one-on-one remotely with mCLASS. They cover when to assess, how to assess using a video meeting or call, how to interpret scores this back-to-school season, and how to take the next instructional steps.
The mCLASS Training Site on mCLASS Home will include best practices and professional development videos on remote assessment and using data for remote instruction.
mCLASS Instruction will be aligned to each student, regardless of whether they are ahead of or behind their classmates. For schools using DIBELS® 8th edition, teachers are able to use mCLASS Instruction (based on the latest data available) to download the packet for each child. These activities can be used for at-home learning during periods of extended remote learning or over the summer.
The mCLASS Home Connect website houses resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their child.
Boost Reading, our supplemental reading program, leverages your mCLASS data to provide remediation and enrichment. Students can use Boost Reading on their own at home for engaging instruction and practice in phonological awareness, phonics, vocabulary, comprehension processes, and close reading. Find more information on Boost Reading here.
We know that the school year will look different for every district. You may be considering staggered schedules or alternating between remote and in-person days. mCLASS’s resources for hybrid learning ensure that students continue to develop critical foundational skills both in the classroom and at home.
| Teacher-administered assessments | Remote teacher-administered assessments or student-led online measures |
| Small-group and individual teacher-led lessons with mCLASS instruction | At-home packets for independent practice |
| Progress-monitoring assessments | Home Connect resources with family activities |
| Boost Reading | Boost Reading |
“What resources should I use on remote days if my students have limited technology access?”
If students have limited or no access to technology during remote learning days, at-home packets and Home Connect resources can be printed in advance and sent home for students to complete during remote learning days.
“What resources should I use for extended remote learning if my students have limited technology access?”
We understand that access to technology is a significant barrier for many of our students. If students have limited or no access to technology during extended periods of remote learning, the mCLASS guides provide alternatives for conducting benchmark assessments, such as assessing by phone. Additionally, at-home learning packets can be printed and sent home for students to continue working on skills.
Can speak directly with a customer support representative through numerous channels:
You will find a wealth of information to support your implementation at mclass.amplify.com under the Training tile. Our online help system is also a great resource.
In addition, our Educational Support Team can provide help administering assessments, interpreting results, and planning for instruction or intervention. Email them at edsupport@amplify.com.
You will find a wealth of information to support your implementation at ckla.amplify.com/professionallearning using your Amplify credentials.
All the best,
Amplify’s PD Team
This site contains supporting resources designed for LAUSD Amplify Science for grades TK–8. Check back for exciting updates!
Sync Grades to Schoology – Amplify Classwork
Navigate to the Amplify Science Program Hub (video walk-through)
Share the The Caregiver Hub (Eng/Span)
ES Science Teachers
MS (6-8) Unpacking the Unit Videos
Upcoming Amplify Science PDs:
Click the buttons below to explore the Amplify Science California Program Guide. You can access the full digital Teacher’s Guide from the Program Guide to explore the program.
Unit 2 Deep Dives:
Unit 3 Deep Dives (G 3-5)
January 25th Elementary Onsite
Unit 3 Deep Dives (GK-2)
March 15th Elementary Onsite
2025-2026 LAUSD Planning Calendars
Middle School Curriculum Maps
Misc. Planning Resources
Unit 1
Grade 3 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
Grade 4 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
Grade 5 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
To start using Amplify Science quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to logging in and navigating the digital Teacher’s Guide.
The following videos give you a quick look into our Amplify Science classroom kits. For each grade level, we have a video for the first unit in the scope and sequence, and we show you how to unpack the kits for all the units.
Our technical, program and pedagogical support is available from 7 a.m. to 7 p.m. ET, Monday through Friday.
For your most urgent questions (immediate help during the school day):
We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
To reach our pedagogical team:
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.
Click the link below to access our remote learning resources. Content includes: Lesson Guides, Student Investigation notebook pages, unit-specific books and articles, Classroom Slides, home investigations, and video recordings of teachers teaching the lessons for every grade level!
For FCPS modeled lessons, videos, and content click here.
Click the orange button below to access the Fayette County Public Schools Navigator site which includes all district specific information on K–8 curriculum.
Click the button below for elementary school resources for grades K–5.
Click the button below for middle school resources for grades 6–8.
Learn more about professional learning support in Lexington from Patti Works, Amplify’s Professional Learning Partner.
Click the button below to visit our brand-new Caregiver Resources Site, with overview information for families about the Next Generation Science Standards and Amplify Science, as well as resources to support back-to-school nights at your school.
Student facing materials available in Spanish include the Student Books (K–5) and the Student Investigation Notebooks (K–8), as well as printed classroom materials and assessments (K–8).
Click here for more information on K–5 Spanish resources.
Click here for more information on 6–8 Spanish resources.
To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products, please see Amplify’s customer requirements page.
To ensure access to Amplify Science, add the URLs on this page to the corresponding district or school-level filters.
Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
For your most urgent questions:
For questions regarding ongoing support, professional learning, partnerships and implementation:
Contact:
Chrissy Affleck , Senior Educational Partnerships Manager, caffleck@amplify.com
Patricia Works, Professional Learning Specialist, pworks@amplify.com
For less urgent questions:
Amplify Science Florida is a brand-new blended science curriculum for grades 6-8 that meets 100 percent of the Next Generation Sunshine State Standards for Science.
The national edition of Amplify Science for middle school was recently rated all green by EdReports. Read the review on EdReports.
UC Berkeley’s Lawrence Hall of Science, the authors behind Amplify Science Florida, developed the Do, Talk, Read, Write, Visualize approach, and gold standard research shows that it works. Our own efficacy research is pretty exciting, too.
Do, Talk, Read, Write students outperform their peers.
ELLs who used Do, Talk, Read, Write outperformed their ELL peers.
Progress through the learning progression for all middle school implementations, 2017-18 school year.
Amplify Science Florida was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. As the Hall’s first curriculum designed to address the Next Generation Sunshine State Standards for Science, Amplify Science Florida reflects state-of-the-art practices in science teaching and learning.
Each unit of Amplify Science Florida engages students in a relevant, real-world problem where they investigate scientific phenomena, engage in collaboration and discussion, and develop models or explanations in order to arrive at solutions.
Amplify Science Florida is rooted in the Lawrence Hall of Science’s Do, Talk, Read, Write, Visualize model of learning. This research-based approach presents students with multiple modalities through which to explore the curriculum.
Amplify Science Florida includes hands-on activities, print materials, and powerful digital tools to support online and offline teaching and learning. Highly adaptable and user-friendly, the program gives schools and individual teachers flexibility based on their technology resources and preferences.
In each unit, students take on the role of a scientist or engineer to investigate a real-world problem. These problems provide relevant contexts through which students investigate phenomena.
Phenomena-based teaching and learning
Download the “What’s so phenomenal about phenomena?” e-book
Download a free e-bookFlexible resources that work seamlessly together
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.
Available for every unit, the Student Investigation Notebooks provide space for students to:
Available with full-color article compilations for middle school units
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:
Hands-on learning is at the heart of Amplify Science Florida. Each unit kit contains:
Our programs are designed to support and complement one another. Learn more about our related programs.
The Tech User Manual has been updated for EOY.
The Louisiana Department of Education is committed to providing literacy instruction for all by:
Built on decades of research at the Center on Teaching and Learning at the University of Oregon (a national center for early childhood assessment and instruction), the mCLASS suite meets Louisiana’s early literacy goals for its students with a robust core curriculum and a suite of reporting, grouping, lesson, and caregiver support features.
| DIBELS measures at each grade level | ||||
| Measure | Grade K | Grade 1 | Grade 2 | Grade 3 |
| Letter naming fluency | |
|
||
| Phonemic segmentation fluency | |
|
||
| Nonsense word fluency | |
|
|
|
| Word reading fluency | |
|
|
|
| Oral reading fluency | |
|
|
|
| Maze (basic comprehension) | |
|
||
EOY enrollment timeline:
For instructions on transferring students into a district from a different district within the state, see the Transferring Students section of the Test Coordinator Manual: K–3 EOY.
To add students to your district who are transferring to your school from outside of LDOE, please follow the process in the Enrolling Students section of this article.
This section provides instructions for installing the Safe Exam Browser (SEB), which is needed to assess K-2 students during EOY in Louisiana. Depending on your device type, download the SEB app from the Apple App Store or this site.
If you are using a Chromebook, you will use kiosk mode instead of the SEB. The Tech User Guide includes instructions for installing the applications needed to use kiosk mode, as well as instructions for installing the SEB and additional information to set up devices for secure End of Year (EOY) assessment.
Windows
Browser: Chrome (latest 2 versions)
iPad
macOS
This guide provides instructions for administering progress monitoring (PM) assessments in Louisiana schools.
Please note that the steps for accessing and administering PM assessments are different for schools with an mCLASS Intervention license than for schools that do not have an mCLASS Intervention license.
Grounded in evidence-based practices and taught by caring, consistent tutors, our high-impact tutoring programs use high-quality instructional materials and data-driven mCLASS® products to empower students.
Amplify professional development (PD) provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.
Go to the PD Library to access self-paced online courses, webinar recordings, videos, and more to help you learn how to administer and score the assessment and develop a deeper understanding of reporting and instruction.
If you are interested in purchasing additional PD for your school or district, please reach out to your account executive.
mCLASS gives you instant results and clear next steps for each student. Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.
View the EOY mCLASS Reporting Guide to learn more.
View the BOY/MOY mCLASS Reporting Guide to learn more.
Additional resources around mCLASS reporting can be found by navigating to the Programs & Apps section and then selecting PD Library.
To continue your own professional learning around the Science of Reading, join your colleagues who’ve subscribed to our podcasts and communities!
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 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).
What does classroom instruction look like when it is based on Science of Reading practices? We’ve outlined a Science of Reading action plan to guide your evaluation in our new FREE ebook, Science of Reading: Making the shift.
The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their students.
Our chat agents are standing by to assist you!
Simply log in at my.amplify.com/login/louisiana and select the orange button in the lower right corner to chat live with our support team.
Important note:
Our support hours are Monday through Friday, 7 a.m. to 6 p.m. CT.
Check out the DIBELS 8 LDOE Help Center for more help at any point during implementation.
Get in touch with us to learn more about bringing other high-quality Amplify programs to your school or district.
Amplify professional development (PD) provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.
Learn how to administer and score your assessment and develop a deeper understanding of reporting and instruction by investing in professional development.
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.
Change is more likely to stick and get results if you take a systemic approach. Partner with us to do just that by developing a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact.
Amplify’s professional development is designed to ensure successful, sustained implementation of our programs. Sessions are strategically bundled to provide continuous support, adapting to your K–8 educators’ evolving needs throughout the year.
Our packages include:
Amplify’s high-quality programs make it easier for K–8 educators to teach inspiring, impactful lessons that celebrate and develop the brilliance of their students. Equipped with tools that provide robust scaffolding and differentiated instruction, assessment, and intervention, educators gain real-time insights and can provide personalized, actionable plans that support every learner.
Learn how to get the most out of your assessment and intervention program(s) through Amplify’s PD.
Assessment
Intervention
We provide PD sessions for all Amplify programs. Contact your account executive to discuss the extended catalog of PD session options or request a quote.
We’ve created professional development offerings that will help you meet your unique needs this school year. Explore the Begin and Practice packages available for mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS Math (K–8) by selecting the session titles to learn more.
Please note that mCLASS DIBELS 8th Edition and mCLASS Lectura biliteracy sessions are currently unavailable for the Hybrid 4 and Virtual 4 packages.
Assessment programs
| On-site package (9 hours) |
Hybrid 9 package (9 hours) |
Hybrid 4 package (4 hours) |
Virtual 9 package (9 hours) |
Virtual 4 package (4 hours) |
|
| One Launch and Strengthen session per package | |||||
| Launch sessions | |||||
| On-site 6 hr. |
On-site 6 hr. |
On-site 3 hr. |
Virtual 6 hr. (2 half-days) |
Virtual 3 hr. |
|
| Administration and instruction essentials for K–8 teachers | |
|
|
||
| Administration and scoring training for K–8 teachers |
|
|
|||
| Administration and reporting training for K–8 leaders | |
|
|||
| Strengthen sessions | |||||
| On-site 3 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
|
| Creating a data-driven classroom for K–8 teachers | |
|
|
||
| Building a data-driven culture for K–8 leaders | |
|
|
||
| Assessing with fidelity for K–8 teachers |
|
|
|||
| Reporting and instruction basics for K–8 teachers | |
|
|||
| Goal setting and growth outcomes for K–8 teachers | |
|
|||
| Progress monitoring for K–8 teachers | |
|
|||
| Reporting basics for K–8 leaders |
|
|
|||
*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.
| Coach session | |||
| Suggested enhancements |
On-site | On-site or virtual | |
| 6 hr. | 3 hr. | ||
On-site or virtual, 6 hours
Dive into the essentials of your mCLASS assessment program. Learn how to administer and score the assessment(s) and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Learn how to administer and score your mCLASS assessment(s) and leave ready to collect data using standardized guidelines.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6)
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Prepare to implement your assessment program(s) at your school site(s). Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decisions.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English only.
On-site or virtual, 3 hours
Dive deep into mCLASS reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Cultivate a schoolwide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English only.
Virtual, 1 hour
Fortify your assessment administration with trainer-led practice targeted to your unique needs.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English only.
Assessment programs
| On-site package (6 hours) |
Hybrid 6 package (6 hours) |
Hybrid 4 package (4 hours) |
Virtual 6 package (6 hours) |
Virtual 4 package (4 hours) |
|
| One Launch and Strengthen session per package | |||||
| Launch sessions | |||||
| On-site 3 hr. |
On-site 6 hr. |
On-site 3 hr. |
Virtual 3 hr. |
Virtual 3 hr. |
|
| mCLASS Math: Asset-based assessment for K–5 or 6–8 teachers | |
|
|
|
|
| Strengthen sessions | |||||
| On-site 3 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
|
| mCLASS Math: Student thinking and instructional next steps for K–5 teachers | |
|
|
||
| mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for K–5 teachers | |
|
|||
On-site or virtual, 3 hours
Dive into the essentials of your mCLASS Math assessment program. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.
Audience: Teachers, instructional staff (maximum 30 participants)
On-site or virtual, 3 hours
Explore how mCLASS Math helps determine what students know in relation to grade-level content, and how to use data to inform instructional next steps that support, strengthen, and stretch student thinking. Dig into your own student data and leave with actionable next steps that connect directly to the ways your students are thinking about mathematics.
Audience: Teachers, instructional staff (maximum 30 participants)
Virtual, 1 hour
Dig into mCLASS Math to reveal what students understand about mathematical concepts and give them the tools to become more clear and confident communicators in math class.
Audience: Teachers, instructional staff (maximum 30 participants)
| On-site package (6 hours) |
Virtual 6 package (6 hours) |
Virtual 4 package (4 hours) |
Virtual 2 package (2 hours) |
|
| Two Strengthen sessions per package | ||||
| Strengthen session titles* | ||||
| On-site 3 hr. |
Virtual 3 hr. |
Virtual 3 hr. and 1 hr. |
Virtual 1 hr. |
|
| Creating a data-driven classroom for K–8 teachers | |
|
|
|
| Building a data-driven culture for K–8 leaders | |
|
|
|
| Assessing with fidelity for K–8 teachers | |
|
||
| Reporting and instruction basics for K–8 teachers | |
|
||
| Progress monitoring for K–8 teachers | |
|
||
| Goal setting and growth outcomes for K–8 teachers | |
|
||
| Reporting basics for K–8 leaders | |
|
||
*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.
| Coach session | |||
| Suggested enhancements |
On-site | On-site or virtual | |
| 6 hr. | 3 hr. | ||
On-site or virtual, 3 hours
Dive deep into mCLASS reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Cultivate a schoolwide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English only.
Virtual, 1 hour
Fortify your mCLASS DIBELS 8th Edition assessment administration with trainer-led practice targeted to your unique needs.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English or Spanish.
Virtual, 1 hour
Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.
Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura session is facilitated in English.
Each intervention program offers Launch and Coach sessions for up to 30 participants per program for year one and beyond. Our interactive sessions are available on-site or virtually, empowering teachers and leaders anywhere with the tools and skills they need to inspire all students to think deeply, creatively, and for themselves.
mCLASS Intervention is a staff-led Tier 2 and Tier 3 reading intervention program that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs. View the table and select the session title to learn more about each mCLASS Intervention PD session.
| On-site or virtual sessions 3 hr. |
Self-paced course | |
| Launch sessions | ||
| Program overview for interventionists | |
|
| Program overview for intervention coordinators | |
|
| Program overview course for interventionists | |
|
Coach sessions
| On-site sessions 6 hr. |
On-site or virtual sessions 3 hr. |
|
| Coach session |
 |
|
| Coach session |
|
Propel your teachers into the new school year with sessions that introduce them to their Amplify program(s) and support a strong implementation.
On-site or virtual, 3 hours
Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures.
Audience: Teachers, instructional staff (maximum 30 participants)
On-site or virtual, 3 hours
Intervention coordinators will learn the essentials of coordinating mCLASS Intervention and leave ready to implement the program at their school site.
Audience: Intervention coordinators (maximum 30 participants)
Online course, self-paced
Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures through this on-demand course. This subscription includes an individual seat to the course, which takes approximately 3 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.
Audience: Teachers, instructional staff (individual seat)
Support teachers and leaders with learning experiences tailored to meet their specific needs.
On-site, 6 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
On-site or virtual, 3 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Want to extend learning for teachers and leaders? Have a unique need that you’d like to address? Seeking targeted coaching options? Our package enhancements allow you to tailor your PD experience to meet the needs of your staff.
Enhancement options are available for the following assessment programs:
Enhancements can be purchased for all teachers/leaders or a subset of educators.
Enhancement offerings for assessment programs
Add the following session to any assessment or intervention package.
| On-site 6 hr. |
On-site or virtual 3 hr. |
|
| Coach session for individual teachers, grade-level teams, PLCs, and/or instructional leaders |
|
|
On-site or virtual, 6 hours; On-site or virtual, 3 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Launch online courses are available for the following assessment programs:
Please view the table below for more information.
Online courses for assessment programs
Online course, self-paced
Dive into the essentials of your mCLASS assessment program through this on-demand course. Learn how to administer and score the assessment and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.
Course options: mCLASS DIBELS 8th Edition, mCLASS Lectura
Audience: Teachers, instructional staff (individual seat)
Online course, self-paced
Ensure accuracy and reliability of mCLASS DIBELS 8th Edition test administration through this on-demand course. Review how to administer and score each teacher-administered measure, then calibrate your scoring through scoring mastery checks. This subscription includes an individual seat to the course, which takes approximately 1–3 hours to complete, depending on learner needs. Participants will be able to access and revisit the course as needed for up to one year.
Course options: mCLASS DIBELS 8th Edition
Audience: Teachers, instructional staff (individual seat)
Online course, self-paced
Prepare to administer and score the DIBELS 8th Edition assessment in the mCLASS platform through this on-demand course. Learn the essentials of your mCLASS assessment program and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.
Course options: mCLASS DIBELS 8th Edition
Audience: Teachers, instructional staff (individual seat)
Additional sessions and online courses are also available for other mCLASS programs (Paper DIBELS 8th Edition and mCLASS Intervention Universal).
To learn more about enhancing your Amplify experience by purchasing other mCLASS programs and/or accompanying PD sessions, please contact your account executive.
Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
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.
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.
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.
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.
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.
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 Oregon Science Standards.
While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.
In grades K–2:
In grades 3–5, students experience the three unit types above, plus:
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 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 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 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.
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.
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.
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.
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 non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need and then put it all back with ease.
Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.
Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.
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 K–5, 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.
Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!
Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.
Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.
[IMAGE TO COME]
Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. Teacher can use Scheduling to determine the date and time that the assignment appears in Student Home. They also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.
Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!
Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.
Amplify Science physical samples can be found at the Hamersley Library at Western Oregon University. There you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books 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 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.
Our unit-specific kits:
At your request, we did not include our materials kits with our submissions samples. However, we did provide grade-specific lists of all materials included in each kit, which you can also find with the links below.
When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.
To help familiarize yourself with navigating the digital platform, watch the below navigational video.
When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.
As you prepare for the upcoming school year, we’re making it easier than ever to support your students with Amplify Science. From time-saving tools to expanded instructional resources, these improvements will further enhance your ability to engage students in rigorous, hands-on learning while streamlining your teaching experience.
You can now filter your Stream by student name and see all the assignments for each particular student. You can also preview student work right from the Stream to check in on their progress.
Amplify Science’s PD Library is your go-to destination for self-paced professional development. Whether you’re new to Amplify Science or looking to deepen your expertise, you’ll find high-quality training and resources tailored to your needs.
Empower families and caregivers to support student learning with the Amplify Science Caregiver Hub, a dedicated resource that provides curriculum overviews, background information, and helpful tools to extend learning beyond the classroom.
Explore a growing library of free science activities that are designed to be flexibly implemented in your day. Each activity takes between 5–20 minutes to complete, and can be used within a science block or any time!
The digital experience is an add-on license for K–5 teachers and students that makes lesson planning and student engagement easier than ever. With ready-to-use slides-based lessons, integrated teacher prompts and guidance, interactive student opportunities, robust professional development resources, and more, this tool keeps everything in one place.
*Interested in using the digital experience? Contact your account representative to learn more.
Looking for inspiring classroom examples from educators nationwide who are bringing Amplify Science to life? Check out the Amplify Science classroom showcase!
California educators, did you know mCLASS® DIBELS® 8th Edition is the industry’s first all-in-one universal and dyslexia screener? This means with just one screener, you’ll gain a complete picture of your students’ grade-level reading abilities and dyslexia risk factors. Our gold-standard assessment identifies students who need more support, then recommends targeted instruction they’ll love.
mCLASS offers teacher-administered assessment, intervention, and personalized instruction for grades K–6. Know exactly how to monitor and support every student in your classroom, with features like:
With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with International Dyslexia Association (IDA) guidelines.
mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.
| DIBELS® 8th Edition subtest alignment with IDA Guidelines | ||||||
|---|---|---|---|---|---|---|
| Dyslexia Screening Area | mCLASS DIBELS 8th Edition Measure | Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4–6 |
| Rapid naming ability | Letter Naming Fluency (LNF) | | | |||
| Phonological awareness | Phoneme Segmentation Fluency (PSF) | | | |||
| Alphabetic principle | Nonsense Word Fluency (NWF) | | | | | |
| Word reading | Word Reading Fluency (WRF) | | | | | |
| Word reading | Oral Reading Fluency (ORF) | | | | | |
| Comprehension | Maze | | | | ||
Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked to both dyslexia and broader reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.
Read the DIBELS 8th Edition Dyslexia White Paper.
mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:
mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).
In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.
By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of dyslexia or is experiencing difficulties learning a new language.
When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes dyslexia screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.
| Dyslexia screening areas | English measure | Spanish measure | Description* |
| Letter Naming and RAN | Letter Naming Fluency (LNF) | Fluidez en nombrar letras (FNL) | Grades K–1: Naming letters in print. 1 minute, 1:1 administration. |
| Phonological Awareness (Segmentation) | Phonemic Segmentation Fluency (PSF) | Fluidez en la segmentación de sílabas (FSF) & Fluidez en la segmentación de fonemas (FSF) | Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration. |
| Phonological awareness (Elision) | ¿Qué queda? (QQ) | Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration. | |
| Letter-Sound Knowledge | Nonsense Word Fluency Correct Letter Sounds (NWF-CLS) | Fluidez en los sonidos de letras (FSL) | English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration. |
| Letter-Sound Knowledge (Receptive) | Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio) | Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration | |
| Decoding | Nonsense Word Fluency Words Recoded Correctly (NWF-WRC) | Fluidez en los sonidos de las sílabas (LSS) | English: Grades K–3: Decode orthographically regular pseudo-words Spanish: Grades K-1: Decode orthographically regular syllables 1 minute, 1:1 administration |
| Word Reading | Word-Reading Fluency (WRF) | Fluidez en la lectura de palabras (FEP) | Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration. |
| Fluency | Oral Reading Fluency (ORF) | Fluidez en la lectura oral (FLO) | Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration. |
| Reading Comprehension | Maze | ¿Cuál palabra? (CP) | Grades 2–6: Understanding meaning from texts. 3 minutes, group administration. |
| Vocabulary | Vocabulary | Vocabulario | Grades K–3: Knowledge of grade-specific words. 15 minutes, group administration. |
| Encoding | Spelling | Ortografía | Grades K–3: Arranging letters correctly to spell words with grade appropriate features 15 minutes, group administration. |
| RAN (Numbers) | Rapid Automatized Naming | – | Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 3-4 minutes, 1:1 administration. |
| Language Comprehension | Oral Language | Lenguaje oral | Grades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration. |
Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each dyslexia screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.
Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.
mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with IDA guidelines for effective screening of reading challenges. By choosing mCLASS for dyslexia screening, you’ll gain accurate information about a student’s risk for dyslexia, and gain the capability to monitor every student’s path to reading proficiency.
Watch the navigation video above and then follow the instructions below to access your demo account.
TEACHER ASSESSMENT LOGIN
STUDENT ASSESSMENT LOGIN
For questions about mCLASS or the CA RFP review, please contact:
Erin King
Sales Director, CA
(512) 736-3162
eking@amplify.com
and CC: proposals@amplify.com
mCLASS offers teacher-administered assessment, intervention, and personalized instruction for grades K–6. Know exactly how to monitor and support every student in your classroom, with features like:
With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with International Dyslexia Association (IDA) guidelines.
mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.
| DIBELS® 8th Edition subtest alignment with SB 114 requirements | ||||||
|---|---|---|---|---|---|---|
| RDRP Screening Area | mCLASS DIBELS 8th Edition Measure | Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4–6 |
| Rapid naming ability | Letter Naming Fluency (LNF) | | | |||
| Phonological awareness | Phoneme Segmentation Fluency (PSF) | | | |||
| Alphabetic principle | Nonsense Word Fluency (NWF) | | | | | |
| Word reading | Word Reading Fluency (WRF) | | | | | |
| Word reading | Oral Reading Fluency (ORF) | | | | | |
| Comprehension | Maze | | | | ||
| Language Comprehension | Oral Language | | | | ||
| Vocabulary | Vocabulary | | | | | |
| RAN | Rapid Automatized Naming (Numbers) | | | | | |
| Encoding | Spelling | OPTIONAL | ||||
Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked to both dyslexia and broader reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.
Read the DIBELS 8th Edition Dyslexia White Paper.
mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:
mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).
In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.
By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of of reading difficulties or is experiencing difficulties learning a new language.
When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes Reading Difficulties screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.
| RDRP screening areas | English measure | Spanish measure | Description* |
|---|---|---|---|
| Letter Naming and RAN | Letter Naming Fluency (LNF) | Fluidez in nombrar letras (FNL) | Grades K–1: Naming letters in print. 1 minute, 1:1 administration. |
| Phonological Awareness (Segmentation) | Phonemic Segmentation Fluency (PSF) | Fluidez en la segmentación de sílabas (FSS) & Fluidez en la segmentación de fonemas (FSF) | Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration. |
| Phonological Awareness (Elision) | – | ¿Qué queda? (QQ) | Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration. |
| Letter Sound Correspondence Knowledge | Nonsense Word Fluency Correct Letter Sounds(NWF-CLS) | Fluidez en los sonidos de letras (FSL) | English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration. |
| Letter-Sound Knowledge (Receptive) | – | Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio) | Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration. |
| Decoding | Nonsense Word Fluency Words Recoded Correctly (NWF-WRC) | Fluidez en los sonidos de las sílabas (FSL) | Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K–1: Identify letter-sounds in isolation. 1 minute, 1:1 administration. |
| Word Reading | Word-Reading Fluency (WRF) | Fluidez en las palabras (FEP) | Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration. |
| Fluency | Oral Reading Fluency (ORF) | Fluidez en la lectura oral (FLO) | Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration. |
| Reading Comprehension | Maze | ¿Cuál palabra? (CP) | Grades 2–6: Understanding meaning from texts. 3 minutes, group administration. |
| Vocabulary | Vocabulary | Vocabulario | Grades K–3: Arranging letters correctly to spell words with grade appropriate features. 15 minutes, group administration. |
| Encoding | Spelling | Ortografía | Grades K–3: Arranging letters correctly to spell words with grade-appropriate features. 15 minutes, group administration. |
| RAN (Numbers) | Rapid Automatized Naming | – | Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 1-2 minutes, 1:1 administration. |
| Language Comprehension | Oral Language | Lenguaje oral | Grades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration. |
*Students can be assessed using off-grade measures when information on specific skills is needed.
Welcome California Caregivers! Please click here to learn more about mCLASS assessments.
Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.
Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.
mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with IDA guidelines for effective screening of reading challenges. By choosing mCLASS for universal screening, you’ll gain accurate information about a student’s risk for reading difficulties, and gain the capability to monitor every student’s path to reading proficiency.
mCLASS Resources
Dyslexia Resources
Multilingual and English learners Resources
Looking to speak directly with your local representative?
Get in touch with a California team member to learn more about our early literacy suite or request a demo account.
Dan Pier
Vice President, West
(415) 203-4810
dpier@amplify.com
Erin King
Sales Director, CA
(512) 736-3162
eking@amplify.com
NORTHERN CA
Wendy Garcia
Senior Account Executive
(510) 368-7666
wgarcia@amplify.com
BAY AREA
Lance Burbank
Account Executive
(415) 830-5348
lburbank@amplify.com
CENTRAL VALLEY and CENTRAL COAST
Demitri Gonos
Senior Account Executive
(559) 355-3244
dgonos@amplify.com
VENTURA and L.A. COUNTY
Jeff Sorenson
Associate Account Executive
(310) 902-1407
jsorenson@amplify.com
ORANGE and L.A. COUNTY
Lauren Sherman
Senior Account Executive
(949) 397-5766
lsherman@amplify.com
SAN BERNARDINO and L.A. COUNTY
Michael Gruber
Senior Account Executive
(951) 520-6542
migruber@amplify.com
RIVERSIDE AND L.A. COUNTY
Brian Roy
Senior Account Executive
(818)967-1674
broy@amplify.com
SAN DIEGO COUNTY
Kirk Van Wagoner
Senior Account Executive
(760) 696-0709
kvanwagoner@amplify.com
BUTTE, DEL NORTE, HUMBOLDT, and SHASTA COUNTY and DISTRICTS UNDER 2250 ENROLLMENT
Kevin Mauser
Lead Account Executive
(815) 534-0148
kmauser@amplify.com
Amplify professional development (PD) provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.
Learn how to administer and score your assessment and develop a deeper understanding of reporting and instruction by investing in professional development.
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.
Change is more likely to stick and get results if you take a systemic approach. As our partner, you’ll develop a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact.
Amplify’s professional development is designed to ensure successful, sustained implementation of our programs. Through strategically bundled packages, our PD sessions provide continuous support that adapts to your educators’ evolving needs.
Our packages include:
About mCLASS Texas® assessment PD packages:
About mCLASS Intervention PD sessions:
Amplify’s high-quality programs make it easier for educators to teach inspiring, impactful lessons that celebrate and develop the brilliance of their students. Empowering teachers with tools to provide robust scaffolding and differentiated instruction, assessment, and intervention programs take the hassle and guesswork out of assessments with real-time, actionable plans personalized for every learner.
Learn how to get the most out of your assessment and intervention program(s) through Amplify’s PD.
Assessment
Intervention
We provide PD sessions for all Amplify programs. Contact your account executive to discuss the extended catalog of PD session options or request a quote.
We’ve created professional development offerings that will help you meet your unique needs this school year. Explore the Begin and Practice packages available for mCLASS Texas Edition and mCLASS Lectura Texas by selecting the session titles to learn more.
Please note that mCLASS Texas and mCLASS Texas + Lectura biliteracy sessions are currently unavailable for the Hybrid 4 and Virtual 4 packages.
Assessment programs
| On-site package (9 hours) |
Hybrid 9 package (9 hours) |
Hybrid 4 package (4 hours) |
Virtual 9 package (9 hours) |
Virtual 4 package (4 hours) |
|
| One Launch and Strengthen session per package | |||||
| Launch sessions | |||||
| On-site 6 hr. |
On-site 6 hr. |
On-site 3 hr. |
Virtual 6 hr. (2 half-days) |
Virtual 3 hr. |
|
| Administration and instruction essentials for teachers | |
|
|
||
| Administration and scoring training for teachers |
|
|
|||
| Administration and reporting training for leaders | |
|
|||
| Strengthen sessions | |||||
| On-site 3 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
Virtual 3 hr. |
Virtual 1 hr. |
|
| Creating a data-driven classroom for teachers | |
|
|
||
| Building a data-driven culture for leaders | |
|
|
||
| Assessing with fidelity for teachers |
|
|
|||
| Reporting and instruction basics for teachers | |
|
|||
| Goal setting and growth outcomes for teachers | |
|
|||
| Progress monitoring for teachers | |
|
|||
| Reporting basics for leaders |
|
|
|||
*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.
| Coach session | |||
| Suggested enhancements |
On-site | On-site or virtual | |
| 6 hr. | 3 hr. | ||
On-site or virtual, 6 hours
Dive into the essentials of your mCLASS Texas assessment program. Learn how to administer and score the assessment and leave ready to leverage mCLASS Texas reports and lessons to accelerate data-driven student outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Learn how to administer and score your mCLASS Texas assessment(s) and leave ready to collect data using standardized guidelines.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Prepare to implement your assessment program(s) at your school site(s). Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decisions.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English only.
On-site or virtual, 3 hours
Dive deep into mCLASS Texas reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS Texas progress monitoring and grouping tools to support a robust MTSS program.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Cultivate a schoolwide culture of data-driven practices. Use mCLASS Texas reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English only.
Virtual, 1 hour
Fortify your assessment administration with trainer-led practice targeted to your unique needs.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS Texas classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS Texas Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English only.
| On-site package (6 hours) |
Virtual 6 package (6 hours) |
Virtual 4 package (4 hours) |
Virtual 2 package (2 hours) |
|
| Two Strengthen sessions per package | ||||
| Strengthen session titles* | ||||
| On-site 3 hr. |
Virtual 3 hr. |
Virtual 3 hr. and 1 hr. |
Virtual 1 hr. |
|
| Creating a data-driven classroom for teachers | |
|
|
|
| Building a data-driven culture for leaders |
|
|
|
|
| Assessing with fidelity for teachers | |
|
||
| Reporting and instruction basics for teachers | |
|
||
| Progress monitoring for teachers |
|
|
||
| Goal setting and growth outcomes for teachers |
|
|
||
| Reporting basics for leaders | |
|
||
*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.
| Coach session | |||
| Suggested enhancements |
On-site | On-site or virtual | |
| 6 hr. | 3 hr. | ||
On-site or virtual, 3 hours
Dive deep into mCLASS Texas reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS Texas progress monitoring and grouping tools to support a robust MTSS program.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
On-site or virtual, 3 hours
Cultivate a schoolwide culture of data-driven practices. Use mCLASS Texas reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English only.
Virtual, 1 hour
Fortify your mCLASS Texas Edition assessment administration with trainer-led practice targeted to your unique needs.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
New session
Virtual, 1 hour
Learn how to use mCLASS Texas classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Implement mCLASS Texas progress monitoring and MTSS best practices to track student progress and accelerate growth.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Learn how to use mCLASS Texas Zones of Growth (Zonas de crecimiento for mCLASS Lectura Texas) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Teachers, instructional staff (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.
Virtual, 1 hour
Examine your school-level mCLASS Texas benchmark assessment data to identify key levers for improving student outcomes.
Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy
Audience: Leaders (maximum 30 participants)
Language: The mCLASS Lectura Texas session is facilitated in English.
Each intervention program offers Launch and Coach sessions for up to 30 participants per program for year one and beyond.
mCLASS Intervention is a staff-led Tier 2 and Tier 3 reading intervention program that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs. View the table and select the session title to learn more about each mCLASS Intervention PD session.
| On-site or virtual sessions 3 hr. |
Self-paced course | |
| Launch sessions | ||
| Program overview for interventionists | |
|
| Program overview for intervention coordinators | |
|
| Program overview course for interventionists | |
|
Coach sessions
| On-site sessions 6 hr. |
On-site or virtual sessions 3 hr. |
|
| Coach session |
|
|
| Coach session |
|
Propel your teachers into the new school year with sessions that introduce them to their Amplify program(s) and support a strong implementation.
On-site or virtual, 3 hours
Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures.
Audience: Teachers, instructional staff (maximum 30 participants)
On-site or virtual, 3 hours
Intervention coordinators will learn the essentials of coordinating mCLASS Intervention and leave ready to implement the program at their school site.
Audience: Intervention coordinators (maximum 30 participants)
Online course, self-paced
Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures through this on-demand course. This subscription includes an individual seat to the course, which takes approximately 3 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.
Audience: Teachers, instructional staff (individual seat)
Support teachers and leaders with learning experiences tailored to meet their specific needs.
On-site, 6 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
On-site or virtual, 3 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Enhancement options are available for assessment programs such as:
Enhancements can be purchased for all teachers/leaders or a subset of educators.
Enhancement offerings for assessment programs
Add the following session to any assessment or intervention package.
| On-site 6 hr. |
Virtual 6 hr. |
On-site or virtual 3 hr. |
|
| Coach session for individual teachers, grade-level teams, PLCs, and/or instructional leaders |
|
|
On-site or virtual, 6 hours; On-site or virtual, 3 hours
Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Texas. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.
Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)
Launch online courses are available for the following assessment programs:
Please view the table below for more information.
Online courses for assessment programs
| Self-paced Online course |
|
| Administration and instruction essentials for teachers |
|
Online course, self-paced
Dive into the essentials of your mCLASS Texas assessment program through this on-demand course. Learn how to administer and score the assessment and leave ready to leverage mCLASS Texas reports and lessons to accelerate data-driven student outcomes. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.
Course options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Math
Audience: Teachers, instructional staff (individual seat)
Additional sessions and online courses are available for other mCLASS programs (mCLASS Express, mCLASS Math, and mCLASS Intervention Universal).
To learn more about enhancing your Amplify experience by purchasing other mCLASS Texas programs and/or accompanying PD sessions, contact your account executive.
We’re here to provide answers and guidance as you explore your PD options. Fill out the form to connect with us and discover how Amplify PD can enhance your educational journey.
Welcome to Amplify’s guidelines on using CKLA materials both under its Open Education Resource (OER) license (CC BY-NC-SA) and Amplify’s license to school districts. These guidelines apply to all variants of the CKLA program, including those not authored by Amplify. These guidelines address the following programs:
Amplify is committed to supporting educators in using CKLA resources to enhance classroom learning while protecting the integrity of the CKLA program and Amplify’s exclusive rights.
Our goal is to encourage impactful, efficacious use of the program while providing clear guidelines on permissible and prohibited uses.
Amplify partnered with the Core Knowledge Foundation (CKF) to develop the Amplify Core Knowledge Language Arts (CKLA) curriculum. You can learn more about this program and Amplify’s partnership with CKF here.
Amplify holds the exclusive commercial license to all CKLA content. In more than a decade of partnership, we have worked with CKF to enhance and supplement the program, now in its third edition nationally. Amplify licenses Amplify CKLA and Amplify ELAR/SLAR Texas to school districts, along with a full suite of assessment, intervention, and supplemental products, as well as professional development and coaching services. Learn more here.
As the exclusive commercial partner for CKLA, Amplify is the only organization permitted to use the materials commercially.
If your organization purchases CKLA materials from Amplify, you get the customary usage rights for those purchased materials specified in Amplify’s Customer Terms & Conditions.
Some versions of the CKLA program are available under a Creative Commons NonCommercial license (CC BY-NC-SA 4.0). This includes Amplify Texas ELAR/SLAR, TEA’s K–5 RLA Literacy / SLAR program, TEA’s Bluebonnet Learning K–5 Reading Language Arts and CKF Core Knowledge Language Arts.
CC BY-NC-SA is the OER license for these materials. The license allows users to share and adapt the materials, as long you follow these terms:
Below we explain how Amplify and CKF apply these terms to common situations — which uses are permitted under the licenses, and which uses are prohibited or require a special permission or commercial arrangement.
Materials licensed under Creative Commons licenses are known as Open Education Resources (OER), and Amplify is proud to have been one of the earliest champions of OER materials in K-12. We believe that OER materials enable a widespread adoption of high quality materials and innovative adaptations by educators for their classrooms, alongside commercial versions that include a full suite of supports.
In these guidelines, when we say “CKLA Content”, we are referring to all versions of the program that was based on the original content from CKF, both those under OER licenses and commercially licensed. Many uses by educators are permissible under either the commercial or OER license. The only difference is that your rights under the commercial license only last as long as that license is maintained by your school or district.
Amplify encourages educators to leverage CKLA Content to foster innovative and effective learning experiences. Below are uses that are permitted without any additional license, as long as you follow attribution guidelines and share-alike requirements.
Classroom Activities and Custom Materials. Educators may create supplementary activities, worksheets, lesson plans, and projects based on the CKLA Content for use within their classroom or school. For these purposes, educators may incorporate portions of the CKLA Content.
Sharing and Selling Materials based on CKLA Content. Educators may also share classroom activities and custom materials with other educators, including by selling the materials on sites like Teachers Pay Teachers. However, if these materials are sold, they may not include CKLA Content.
For any materials you create, you are required to follow our attribution and disclaimer guidelines below.
If you are unsure whether your planned use qualifies as “non-commercial” or is otherwise permitted by Amplify please reach out to us directly.
To protect the CKLA program’s value and respect Amplify’s exclusive commercial rights, certain uses of the CKLA content are prohibited without first obtaining a commercial license. Amplify reserves the right to enforce these restrictions to protect our rights.
No third party may embed, republish, or incorporate any portion of the CKLA content in products or services intended for sale, licensing, or other commercial purpose. Examples of prohibited uses include embedding CKLA content as a part of digital platforms, apps, or resources marketed to educators or the public, as well as using the content as an input or training data for such products.
This prohibition applies to all types of individuals and organizations (both for-profit and non-profit), and applies to both paid and free uses.
See “Commercial License and Partnerships” below for information on commercial arrangements.
For those interested in using CKLA content in a way that may be commercial, Amplify offers various licensing options. These negotiated licenses allow approved partners to use the CKLA content within their commercial products under specific terms and conditions.
To inquire about a commercial license or discuss a partnership opportunity, please contact our partnerships team at partnerships@amplify.com.
Our trademarks are valuable assets of Amplify and its licensors, and we want to ensure our users and partners use them correctly. These trademarks include the Amplify, Core Knowledge Language Arts, and CKLA word marks and logos.
These marks and logos may only be used if you have an existing partnership with us, and you’ve reached out to Amplify to secure our approval to use them.
If you are creating materials based on CKLA Content in accordance with the guidelines above, you are required to include the following attribution in a reasonably perceptible location on each copy of those materials:
“These materials are based on Amplify CKLA but are not affiliated with, sponsored by, reviewed, approved, or endorsed by Amplify Education, Inc. or the Core Knowledge Foundation. ‘Amplify’, ‘CKLA’ and other marks are the property of Amplify Education, Inc. and its licensors.”
Amplify’s goal is to support educational access to high-quality curriculum resources while protecting the intellectual property and integrity of the CKLA program. By adhering to these guidelines, you help ensure that CKLA remains an accessible and respected resource for educators while supporting its continued improvement.
For additional questions on using the program, or if you need further clarification on any of these points, please contact us.
| Lesson 1-2: Math is Exploring and Thinking | Connecting Cubes |
| Lesson 4-1: Alike and Different | So Much Sorting |
| Lesson 4-2: Sort Objects into Groups | So Much Sorting |
| Lesson 4-3: Count Objects in Groups | What’s that Shape called? Another Shape |
| Lesson 5-1: Triangles | What’s that Shape called? |
| Lesson 5-2: Squares and Rectangles | Another Shape |
| Lesson 5-4: Circles | What’s that Shape called? |
| Lesson 6-1: Represent and Solve Add To Problems | How Many Objects? |
| Lesson 6-2: Represent and Solve More Add to Problems | What does it mean to add? |
| Lesson 6-3: Represent and Solve Put Together Problems | What does it mean to add? |
| Lesson 7-1: Represent Take Apart Problems | What does it mean to subtract? |
| Lesson 7-2: Represent and Take From Problems | What does it mean to subtract? |
| Lesson 8-4: Ways to Decompose 6 and 7 | Harry Explores the Ocean |
| Lesson 8-6: Ways to Decompose 8 and 9 | Harry Explores the Ocean |
| Lesson 8-7: Ways to Make 10 | Harry Explores Space |
| Lesson 8-8: Ways to Decompose 10 | Showing What We Know About 10 |
| Lesson 13-1: Compare and Contrast 2-Dimensional Shapes | What’s that Shape called? |
| Lesson 14-1: Describe Attributes of Objects | Another Shape |
| Lesson 2-5: Patterns when Representing Objects in a Group | Meeting Yara |
| Lesson 3-1: Numbers 11 to 19 | Same Number, Different Ways |
| Lesson 3-2: Understand 10s | Boris’s Thimbles |
| Lesson 3-4: Represent 2-Digits | Same Number, Different Ways |
| Lesson 3-5: Represent 2-Digits in Different Ways | Same Number, Different Ways |
| Lesson 4-1: Relate Counting to Addition | Investigate: Game Points Meeting Yara |
| Lesson 4-5: Make a Ten to Add | Making 10 |
| Lesson 4-9: Find an Unknown Number in an Addition Equation | A Community Working Together |
| Lesson 4-10: Understand The Equal Sign | Kitten Coaster |
| Lesson 4-11: True Addition Equations | Kitten Coaster Replanting Huli |
| Lesson 5-1: Relate Counting to Subtraction | Packing a Picnic |
| Lesson 7-1: Represent and Solve Add to Problems | The Kalo Plants Tutu’s Garden in Maui |
| Lesson 7-2: Represent and Solve More Add to Problems | Helping Others |
| Lesson 8-1: Represent and Solve Take From Problems | The Kalo Plants Tutu’s Garden in Maui |
| Lesson 8-2: Represent and Solve More Take From Problems | Helping Others |
| Lesson 13-1: Understand Equal Shares | A Bigger Part |
| Lesson 13-2: Partition Shapes into Halves | Fair and Square |
| Lesson 13-3: Partition Shapes into Fourths | Fair and Square |
| Lesson 13-4: Describe the Whole | One of the Parts, All of the Parts |
| Lesson 13-5: Describe the Halves and Fourths of Shapes | One of the Parts, All of the Parts |
| Lesson 2-1: Understand Hundreds | What Makes a Hundred? |
| Lesson 2-2: Understand 3-digit numbers | What’s the Value? |
| Lesson 2-3: Read and Write Numbers to 1000 | All the Ways! |
| Lesson 2-4: Decompose 3-digit numbers | A New Representation |
| Lesson 3-1: Counting Patterns | Investigate: 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 100s | Looking for Patterns |
| Lesson 4-7: Represent and Solve Compare Problems | Awesome Aquariums |
| Lesson 5-9: Add More Than Two Numbers | How Much Money? |
| Lesson 7-10: Solve Problems using Length | Lengths of Jungle Animals |
| Lesson 8-1: Understand the Value of Coins | Discovering Coins (Part I) Discovering Coins (Part 2) |
| Lesson 8-2: Solving Money Problems Using Coins | How Much Money? |
| 9-2: Represent Addition with 3-Digit Numbers | There’s Something About Berries |
| 9-3: Represent Addition with 3-Digit Numbers With Regrouping | Baking with Skunk |
| Lesson 11-5: Understand Line Plots | Messy Measurements |
| Lesson 11-6: Show Data on a Line Plot | Bracelets and Wristbands |
| Lesson 2-3: Estimate Sums and Differences | Adding Strategically |
| Lesson 2-6: Use Partial Sums to Add | What is an Algorithm |
| Lesson 2-10: Fluently Add Within 1,000 | How Would You Solve It? Determining the Sum of 2 or More Addends |
| Lesson 3-1: Understand Equal Groups | Equal Groups |
| Lesson 3-3: Understand the Commutative Property | Arrays of Flavor |
| Lesson 3-7: Find the Unknown | It’s Chilli In Here! |
| Lesson 4-6: Solve Problems Using Equal Groups | Division and Multiplication Equations |
| Lesson 6-1: Understand Area | Tiling Figures |
| Lesson 6-2: Count Unit Squares to Determine Area | Rectangles and Arrays Unit 2: Lesson 4: Area Hunt |
| Lesson 7-5: Represent Whole Numbers as Fractions | Cat Crossing |
| Lesson 7-6: Represent a Greater Than One on a Number Line | Fractions on the Number Line |
| Lesson 9-1: Use Multiplication to Solve Division Problems | Relating Quotients to Familar Products |
| Lesson 12-10: Measure to Halves or Fourths of an Inch | How Long Is It? More Precise Measurements |
| Lesson 12-11: Show Measurement Data on a Line Plot | The Plot Chickens |
| Lesson 13-1: Describe and Classify Polygons | Piho’s Shapes |
| Lesson 13-2: Classify Quadrilaterals | Rectangles, Squares and Rhombuses |
| Lesson 4-1: Understanding Comparing with Multiplication | Representing “Times as Many” |
| Lesson 4-2: Represent Comparison Problems | Sticker Mania |
| Lesson 4-3: Solve Comparison Problems Using Multiplication | Going Swimming |
| Lesson 5-1: Understand Factors of a Number | Hamster Homes |
| Lesson 5-3: Understand Multiples | Factor or Multiple |
| Lesson 5-4: Number or Shape Patterrns | How Does it Grow? |
| Lesson 5-5: Generate a Pattern | How Does it Grow? |
| Lesson 6-2: Estimate Products | A Reasonable Answer |
| Lesson 6-4: Multiply 2-Digit by 1-Digit Factors | Counting Flowers for Lei |
| Lesson 6-5: Multiply Multi-Digit 1-Digit Factors | A Lei Making Workshop |
| Lesson 6-7: Multiply 2-Digit Factors | Double Decomposition |
| Lesson 9-2: Represent Adding Fractions | Pizza Problems |
| Lesson 9-3: Add Fractions with Like Denominators | Pizza Problems |
| Lesson 9-4: Represent Subtracting Fractions | Pizza Problems |
| Lesson 9-5: Subtract Fractions with Like Denominators | Pizza Problems |
| Lesson 9-6: Solve Problems Using Fractions | Pizza Problems |
| Lesson 10-1: Understand Decomposing Mixed Numbers | Math Pizzeria |
| Lesson 11-1: Represent Multiplication of a Unit Fraction by a Whole Number | Equal Groups of Fractions |
| Lesson 12-2: Understand Decimal Notation | A New Way to Write Tenths A New Way to Write Hundredths |
| Lesson 12-3: Compare Decimals | Can You Compare? |
| Lesson 2-2: Use Unit Cubes to Determine Volume | Putting It Together |
| Lesson 2-3: Use Formula to Determine Volume | Putting It Together |
| Lesson 2-4: Determine the Volume of Composite Figures | Figures Made of Prisms |
| Lesson 3-1: Generalize Place Value | Place Value Patterns |
| Lesson 3-4: Compare Decimals | Selling Collectibles |
| Lesson 3-5: Use Place Value to Round Decimals | Which Way Down the Mountain? |
| Lesson 5-1: Understand Powers and Exponents | Monarch Butterflies |
| Lesson 5-2: Patterns When Multiplying a Whole Number by Powers of 10 | All About that Base |
| Lesson 5-5: Use Partial Products to Multiply Multi-Digit Factors | How Do They Compare? |
| Lesson 5-6: Relate Partial Products to an Algorithm | Patrial Products Everywhere |
| Lesson 5-7: Multiply Multi-Digit Factors Fluently | Patrial Products Everywhere |
| Lesson 6-1: Patterns when Multiplying Decimals by Powers of 10 | Powers of 10 Parade |
| Lesson 7-5: Use Partial Quotients to Divide | Emptying the Water Tank |
| Lesson 8-1: Division Patterns with Decimals and Patterns of 10 | Powers of 10 Parade |
| Lesson 10-3: Represent Multiplication of a Fraction By A Fraction | Making Food |
| Lesson 10-4: Multiply a Fraction By A Fraction | Making Food |
| Lesson 10-5: Determine the Area of Rectanges with Fractional Side Lengths | Installing Turf |
| Lesson 10-6: Represent Multiplication of Mixed Numbers | Installing Turf |
| Lesson 10-7: Multiply Mixed Numbers | Installing Turf |
| Lesson 13-2: Plot Ordered Pairs on the Coordinate Plane | Bullseye! |
| Reveal Math | Amplify Classroom |
| Lesson 1: Understand ratios | Unit 2 Lesson 1: Pizza Maker |
| Lesson 2: Tables of Equivalent Ratios | Unit 2 Lesson 10: Disaster Preparation |
| Lesson 4: Compare Ratio Relationships | Unit 2 Lesson 4: Fruit Lab |
| Lesson 6: Convert Customary Measurement Units | Unit 3 Lesson 1: Many Measurements |
| Lesson 7: Understand Rates and Unit Rates | Unit 3 Lesson 6: Soft Serve |
| Lesson 1: Understand Percents | Unit 3 Lesson 9: Lucky Duckies |
| Lesson 3: Relate Fractions, Decimals, and Percents | Unit 5 Lesson 2: Decimal Diagrams and Algorithms |
| Lesson 1: Divide Multi-Digit Whole Numbers | Unit 5 Lesson 13: Movie Time |
| Lesson 3: Divide Whole Numbers by Fractions | Unit 4 Lesson 3: Flour Planner |
| Lesson 4: Divide Fractions by Fractions | Unit 4 Lesson 6: Fill the Gap |
| Lesson 5: Divide with Whole and Mixed Numbers | Unit 4 Lesson 6: Fill the Gap |
| Lesson 1: Represent Integers | Unit 7 Lesson 1: Can You Dig It? |
| Lesson 3: Compare and Order Integers | Unit 7 Lesson 4: Order in the Class |
| 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 Property | Unit 6 Lesson 8: Products and Sums Take Away (coming soon!) |
| Lesson 7: Equivalent Algebraic Expressions | Unit 6 Lesson 1: Weight for It |
| Lesson 2: One-Step Addition Equations Lesson 3: One-Step Subtraction Equations | Unit 6 Lesson 1: Weight for It |
| Lesson 6: Inequalities | Unit 7 Lesson 7: Tunnel Travels |
| Lesson 4: Multiple Representations | Unit 6 Lesson 16: Subway Fares Take Away (coming soon!) |
| Lesson 1: Area of Parallelograms | Unit 1 Lesson 3: Exploring Parallelograms, Part 1 Exploring Parallelograms, Part 2 |
| Lesson 2: Surface Area of Rectangular Prisms | Unit 1 Lesson 10: Renata’s Stickers |
| Lesson 1: Statistical Questions | Unit 8 Lesson 3: Minimum Wage |
| Lesson 2: Dot Plots and Histograms | Unit 8 Lesson 5: The Plot Thickens |
| Lesson 3: Measures of Center | Unit 8 Lesson 11: Toy Cars |
| Lesson 7: Interpret Graphical Displays | Unit 8 Lesson 3: Minimum Wage |
| Reveal Math | Amplify Classroom |
| Lesson 1: Unit Rates Involving Ratios of Fractions | Unit 2 Lesson 1: Paint |
| Lesson 3: Tables of Proportional Reasoning | Unit 2 Lesson 1: Paint |
| Lesson 4: Graphs of Proportional Reasoning | Unit 2 Lesson 8: Dino Pops |
| Lesson 5: Equations of Proportional Reasoning | Unit 2 Lesson 6: Two and Two |
| Lesson 1: Percent of Change | Unit 4 Lesson 5: Percent Machines Lesson 12: Posing Percent Problems (coming soon!) |
| Lesson 3: Tips and Markups | Unit 4 Lesson 5: Percent Machines |
| Lesson 4: Discounts | Unit 4 Lesson 5: Percent Machines |
| Lesson 1: Add Integers Lesson 2: Subtract Integers | Unit 5 Lesson 4: Draw Your Own Lesson 10: Integer Puzzles |
| Lesson 3: Multiply Integers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 5: Apply Integers Operations | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 1: Add Integers Lesson 2: Subtract Integers | Unit 5 Lesson 4: Draw Your Own Lesson 10: Integer Puzzles |
| Lesson 3: Multiply Integers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 5: Apply Integers Operations | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 2: Add Linear Expressions Lesson 3: Subtract Linear Expressions | Unit 6 Lesson 10: Collect the Squares |
| Lesson 4: Solve Inequalities Using Addition or Subtraction | Unit 6 Lesson 16: Shira the Sheep |
| Lesson 1: Write and Solve One-Step Equations | Unit 6 Lesson 16: Shira the Sheep |
| Lesson 6: Wirte and Solve Two-Step Inequalities | Unit 6 Lesson 16: Shira the Sheep |
| Lesson 1: Vertical and Adjacent Angles | Unit 7 Lesson 4: Missing Measures |
| Lesson 2: Complementary and Supplementary Angles | Unit 7 Lesson 2: Friendly Angles |
| Lesson 3: Triangles | Unit 7 Lesson 5: Can You Build It? |
| Lesson 4: Scale Drawings | Unit 1 Lesson 1: Scaling Machines Lesson 7: Will It Fit? |
| Lesson 1: Circumference of Circles | Unit 3 Lesson 3: Measuring Around |
| Lesson 2: Area of Circles | Unit 3 Lesson 9: Area Challenges |
| 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 |
| Lesson 1: Biased and Unbiased Samples | Unit 8 Lesson 10: Crab Island |
| Lesson 2: Make Predictions Lesson 3: Generate Multiple Samples | Unit 8 Lesson 10: Crab Island |
| Lesson 4: Compare Two Populations | Unit 8 Lesson 10: Crab Island |
| Reveal Math | Amplify Classroom |
| Lesson 1: Powers and Exponents | Unit 7 Lesson 1: Circles |
| Lesson 2: Multiply and Divide Monomials | Unit 7 Lesson 3: Power Pairs |
| Lesson 3: Power of Monomials | Unit 7 Lesson 3: Power Pairs |
| Lesson 5: Scientific Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Lesson 6: Compute with Scientific Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Lesson 2: Roots | Unit 8 Lesson 4: Root Down |
| Lesson 1: Solve Equations with Variables on Each Side | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 2: Write and Solve Equations with Variables on Each Side | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 5: Determine the Number of Solutions |
| Lesson 1: Proportional Relationships and Slope | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 2: Slope of a Line | Unit 3 Lesson 4: Flags |
| Lesson 5: Slope-Intercept Form | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 6: Graph Linear Equations | Unit 3 Lesson 4: Flags Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 1: Identify Functions | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 6: Qualitative Graphs | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 1: Solve Systems of Equations by Graphing | Unit 4 Lesson 11: Make Them Balance |
| Lesson 2: Angle Relationships and Triangles | Unit 1 Lesson 12: Puzzling It Out |
| 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: Dilations | Unit 2 Lesson 1: Sketchy Dilations Lesson 2: Dilation Mini Golf |
| Lesson 3: Similarity and Transformations | Unit 2 Lesson 6: Social Scavenger Hunt |
| Lesson 1: Volume of Cylinders | Unit 5 Lesson 11: Cylinders |
| Lesson 2: Volume of Cones | Unit 5 Lesson 13: Cones |
| Lesson 1: Scatter Plots | Unit 6 Lesson 3: Robots |
| Lesson 2: Draw Lines of Fit | Unit 6 Lesson 4: Dapper Cats Lesson 6: Find the Fit |
| Lesson 4: Two-Way Tables | Unit 6 Lesson 11: Finding Associations |
| Lesson 5: Associations in Two-Way Tables | Unit 6 Lesson 11: Finding Associations |
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.
Module 1: Represent Numbers to 5 with Objects
| Lesson 1: Represent 1 and 2 | Connecting Cubes |
| Lesson 2: Represent 3 and 4 | Skye’s Style Matching Groups Designing Shoes With Skye |
Module 7: Represent Numbers 6 to 10 with Objects
| Module Opener | Investigate: Cafeteria Math Fingers as Math Tools |
| Lesson 2: Represent 8 and 9 | Moving and Grooving |
Module 10: Compare Numbers to 10
| Lesson 4: Compare Groups Within 10 by Counting | More, Fewer, or the Same Fingers and Counters |
| Lesson 5: Compare Groups Within 10 by Matching | Comparing Words Forest Friends |
Module 11: Add To and Take From Within 10
| Module Opener | Investigate How Many Objects? |
Module 12: Put Together and Take Apart Within 10
| Lesson 3: Solve Put Together Problems Within 10 | How Many Objects in Pictures? How Will You Count? What Does It Mean to Add? |
| Lesson 4: Solve Take Apart Problems Within 10 | What Does It Mean to Subtract? |
| Lesson 5: Solve Word Problems Within 10 | The Bus Depot |
Module 13: Ways to Make Numbers to 10
| Lesson 4: Ways to Make 10 | Harry’s Hamster Wheel Harry Explores Space |
| Lesson 5: Make 10 From a Given Number | Showing What We Know About 10 |
| Lesson 1: Ways to Make 6 and 7 | Harry Explores the Ocean |
Module 14: Analyze and Compare Three-Dimensional Shapes
| Module Opener | What’s That Shape? |
| Lesson 5: Build Shapes | Building Solid Shapes |
Module 15: Describe Position of Objects
| Module Opener | Putting Solid Shapes Together |
Module 16: Analyze and Compare Two-Dimensional Shapes
| Lesson 7: Compare Two-Dimensional and Three-Dimensional Shapes | So Much Sorting What’s That Shape Called? Another Shape |
Module 17: Place Value Foundations-Represent Numbers to 20
| Lesson 3: Compose Ten Ones and Some More Ones to 19 | Investigate: Packing Snacks |
| Lesson 4: Represent Numbers to 20 | Getting 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 14 | Jersey Jam! |
| Lesson 3: Count and Write 16-19 | People at the Park |
Module 2: Subtraction Strategies
| Lesson 2.1: Represent Subtraction | Packing a Picnic |
| Lesson 2.2: Count Back | What’s the Difference? |
| Lesson 2.3: Count on to Subtract | Leaping Lily Pads! |
Module 3: Properties of Operations
| Lesson 3.6: Determin Equatl and Not Equal | Replanting Huli |
Module 4: Apply Addition and Subtraction Relationships
| Lesson 4.2: Represent Related Facts | Same Number, Different Ways |
| Lesson 4.3: Identify Related Facts | Kitten Coaster |
| Lesson 4.6: Solve for Unknow Addend | Tutu’s Garden in Maui |
Module 5: Understand Add to and Take From Problems
| Lesson 5.4: Solve Add To and Take From Problems | A 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 Drawing | Investigate: Let’s Grow! |
Module 8: Data
| Lesson: 8.2 Represent Data with Picture Graphs | Shapes Ying Saw |
Module 10: Count and Represent Numbers
| Lesson 10.4: Decompose Numbers in Different Ways | Investigate: Game Points |
| Lesson 10.5: Represent, Read, and Write Numbers from 100 to 110 | From Head to Claw From Wing Tip to Wing Tip Measuring More Wingspans |
| Lesson 10.5: Represent, Read, and Write Numbers from 110 to 120 | From Head to Claw From Wing Tip to Wing Tip Measuring More Wingspans |
Module 12: Understand Addition and Subtraction with Tens and Ones
| Lesson 12.1: Representing Adding Tens | Meeting Yara It’s a Match From Park to Table |
| Lesson 12.3: Add and Subtract Tens | How 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 Addition | Town Helpers Making Squash Butter |
Module 16: Fraction Foundations
| Lesson 16.1: TAke Apart Two-Dimensional Shapes | Fair and Square |
| Lesson 16.2: Identify Equal or Unequal Parts | One of the Parts, All of the Parts |
| Lesson 16.4: Partition Shapes into Fourths | A Bigger Part |
Module 1: Fluency for Addition and Subtraction Within 20
| Lesson 1.5: Use the Make a Ten Strategy to Add | Exploring Within 10 Ways to Make 10 |
Module 1: Fluency for Addition and Subtraction Within 21
| Lesson 1.6: Use a Tens Fact to Subtract | Exploring Within 10 Ways to Make 10 |
Module 2: Equal Groups
| Lesson 2.1: Identify Even and Odd Numbers | Can You Share? Is It Even or Odd? |
| Lesson 2.2: Write Equations to Represent Even Numbers | Everybody, Find A Partner! |
Module 3: Data
| Lesson 3.5: Draw bar graphs to Represent Data | Awesome Aquariums |
Module 4: Understand Place Value
| Lesson 4.1: Group Tens as Hundreds | What Makes a Hundred? |
| Lesson 4.2: Understand Three-Digit Numbers | What’s the Value? |
| Lesson 4.4: Represent Numbers with Hundreds, Tens, and Ones | Mail Call! What’s Your Name? |
Module 5: Read, Write, and Show Numbers to 1000
| Lesson 5.3: Different Ways to Write Numbers | A New Representation |
| Lesson 5.4: Different Ways to Show Numbers | All the Ways! |
Module 6: Use Place Value
| Lesson 6.1: Count Within 1000 | Investigate Turtle Hurdle |
| Lesson 6.5: Use Symbols to Compare Numbers | Time to Line Up! |
Module 7: Coins
| Lesson 7.1: Relate Place Value to Coins | Investigate |
| Lesson 7.2 Identify and Find Value of Coins | Discovering Coins (Part 1) |
| Lesson 7.3: Compute the Value of Coin Combinations | How Much Money? |
| Lesson 7.4: Show Amounts in Different Ways | Discovering Coins (Part 2) The Toy Stand |
Module 8: Dollar Amounts
| Lesson 8.3: Solve Problems Involving Money | The Craft Stand at the Block Party |
Module 16: Three-Digit Addition
| Lesson 16.1: Use Drawing to Represent Three-Digit Addition | There’s Something About Berries |
| Lesson 16.2: Decomposte Three-Digit Addends | Baking With Skunk |
Module 18: Lengths in Inches, Feet, and Yards
| Lesson 18.4: Make Line Ploits to Show Measurement Data | Messy Measurements Bracelets and Wristbands |
Module 20: Relate Addition and Subtraction to Length
| Lesson 20.1: Relate Inches to a Number Line | Investigate Time to Line Up! What’s That Number? |
| Lesson 20.2: Add and Subtract Lengths in Inches | Lengths of Jungle Animals |
| Lesson 20.3: Relate Centimeters to a Number Line | Investigate Time to Line Up! In Full Bloom |
Module 21: Two- and Three- Dimensional Shapes
| Lesson 21.2 Identify and Draw Three-Dimensional Shapes | More to Measure |
| Lesson 21.2: Identify and Draw Two-Dimensional Shapes | Frame It! Measure It, Draw It |
Module 1: Understand Multiplication
| Lesson 1.1: Count Equal Groups | Equal Groups |
| Lesson 1.3: Represent Multiplication with Arrays | Arrays of Flavor |
| Lesson 1.4: Understand the Commutative Property of Multiplication | Arrays of Flavor |
Module 2: Relate Multiplication and Area
| Lesson 2.1 Understand Area by Counting Unit Square | Investigate: Comparing Rugs Which Covers More Space? |
| Lesson 2.2: Measuring Area by Counting Unit Squares | Tiling Figures Area Hunt |
| Lesson 2.3: Relate Area to Addition and Multiplication | Rectangles and Arrays |
Module 7: Relate Multiplication and Division
| Lesson 7.7: Build Fluency with Multiplication and Division | Relating Quotients to Familiar Products |
Module 8: Apply Multiplication and Division
| Lesson 8.3: Use Multiplication and Division to Solve Problem Situations | It’s Chili in Here! |
| Lesson 8.4: Solve Two-Step Problems | Division and Multiplication Equations |
Module 9: Addition and Subtraction Strategies
| Lesson 9.3: Use Properties to Add | How Would You Solve It? |
| Lesson 9.4: Use Mental Math to Assess Reasonableness | Adding Strategically |
Module 10: Addition and Subtraction Within 1000
| Lesson 10.1: Use Expanded Form to Add | What Is an Algorithm? |
| Lesson 10.2: Use Place Value to Add | Adding Your Way Using Fewer Digits |
| Lesson 10.5: Choose a Strategy to Add or Subtract | Determining Sums of 2 or More Addends |
Module 13: Understand Fractions as Numbers
| Lesson 13.4: Represent and Name Fractions on a Number Line | Fractions on the Number Line |
| Lesson 13.5: Express Whole Numbers as Fractions | Cat Crossing |
| Lesson 13.6: Represent and Name Fractions Greater Than 1 | Location, Location, Location |
Module 18: Represent and Interpret Data
| Lesson 18.4: Make a Bar Graph | Puppy Pile 2, 5, or 10? Egg-cellent Pick |
| Lesson 18.5: Use Line Plots to Display Measurement Data | How Long Is It? More Precise Measurements Same Lengths, Different Names |
| Lesson 18.6: Make Line Plots to Display Measurement Data | The Plot Chickens Let’s Make a Line Plot |
Module 19: Define Two-Dimensional Shapes
| Lesson 19.1: Describe Shapes | Piho’s Shapes |
| Lesson 19.4: Define Quadrilaterals | Rectangles, Squares, and Rhombuses |
Module 20: Categorize Two-Dimensional Shapes
| Lesson 20.1: Draw Quadrilaterals | More Quadrilaterals |
Module 3: Interpret and Solve Problem Situations
| Lesson 3.1: Explore Multiplicative Comparisons | Sticker Mania |
| Lesson 3.4: Use Comparison to Solve Problem Situations | Representing “Times as Many” Going Swimming |
Module 4: Mental Math and Estimation Strategies
| Lesson 4.3: Estimate Products by 1-Digit Numbers | A Reasonable Answer |
Module 5: Multiply by 1-Digit Numbers
| Lesson 5.1: Represent Multiplication | Investigate: Packing Lei |
| Lesson 5.2: Use Area Models and the Distributive Property to Multiply | Counting Flowers for Lei |
| Lesson 5.4: Multiplying Using Partial Products | Three of a Kind |
| Lesson 5.6: Multiplying 3-Digit and 4-Digit Numbers | A Lei Making Workshop |
Module 8: Extend and Apply Multiplication
| Lesson 8.1: Multiply with Tens | Growing Flowers for the Lei |
| Lesson 8.3: Relate Area Model and Partial Products | Double Decomposition |
| Lesson 8.4: Multiplying Using Partial Products | Revisiting Strategies |
| Lesson 8.7: Solve Multi-step Problems and Assess Reasonableness | How Many Supplies? |
Module 10: Algebraic Thinking and Number Theory
| Lesson 10.1: Investigate Factors | Hamster Homes |
| Lesson 10.2: Identify Factors | Factor or Multiple? |
| Lesson 10.4: Identify Prime and Composite Numbers | A Number Game |
| Lesson 10.5 Generate and Analyze Number Patterns | How Does It Grow? |
Module 11: Fraction Equivalence and Comparison
| Lesson 11.1: Compare Fractions Using Viaula Models | Investigate: Building Your Own Number Line |
| Lesson 11.2: Compare Fractions Using Benchmarks | Fraction Strips |
| Lesson 11.6: Compare Fractions Using Common Denominators | Chop It |
| Lesson 11.7: Use Comparison to Order Fractions | All Kinds of Fractions |
Module 12: Relate Fractions and Decimals
| Lesson 12.1: Represent Tenths as Fractions and Decimals | A New Way to Write Tenths |
| Lesson 12.2 Represent Hundredths as Fractions and Decimals | A New Way to Write Hundredths |
| Lesson 12.3: Identify Equivalent Fractions and Decimals | Are They Equivalent? |
| Lesson 12.4: Compare Decimals | How Can You Compare? Robot Factory What’s the Order |
Module 13: Use Fractions to Understand Angles
| Lesson 13.2: Explore Angles | Angle Adventures |
| Lesson 13.3: Relate Angles to Fraction Part of a Circle | The Spin on Angles |
| Lesson 13.6: Join and Separate Angles | Angles in Motion |
Module 14: Understand Addition and Subtraction of Fractions with Like Denominators
| Lesson 14.2: Joining Parts of the Same Whole | Pizza Problems |
Module 15: Add and Subtract Fractions and Mixed Numbers with Like Denominators
| Lesson 15.1: Add and Subtract Fractions to Solve Problems | Math Pizzeria |
Module 18: Symmetry and Patterns
| Lesson 18.3: Generate and Identify Shape Patters | How Does It Grow? |
Module 1: Whole Number Place Value and Multiplication
| Lesson 1.3: Use a Pattern to Multiply by Multiplies of 10, 100, and 1000 | Partial Products Everywhere Monarch Butterflies All About That Base |
| Lesson 1.5: Multiply Multi-Digit Numbers | How Do They Compare? |
Module 2: Understand Division of Whole Numbers
| Lesson 2.4: Use Partial Quotients | Emptying the Water Tank |
Module 5: Volume
| Lesson 5.2: Understand Volume | Which is Largest |
| Lesson 5.3: Estimate Volume | Packing the Barge |
| Lesson 5.6: Find Volume of Composed Figures | Putting it Together Figures Made of Prisms |
Module 8: Understand Multiplication of Fractions
| Lesson 8.1: Explore Groups of Equal Shares to Show Multiplication | Investigate: Sharing Sandwiches Investigate: Folding Paper |
| Lesson 8.2: Represent Multiplication of Whole Numbers by Fractions | Sharing More Sandwiches |
| Lesson 8.3: Represent Multiplication with Unit Fraction | One Part of One Part |
| Lesson 8.4: Represent Multiplication of Fractions | Dance Breaks Parts of Parts Making Food |
| Lesson 8.5: Use Representations of Area to Develop Procedures | One Part of One Part Installing Turf Rows and Columns |
| Lesson 8.6: Interpret Fraction Multiplication as Scaling | Chores at Animal Haven The Re-size-inator |
| Lesson 8.7: Multiplying Fractions | Messy Multiplication |
Module 9: Understand and Apply Multiplication of Mixed Numbers
| Lesson 9.3: Practice Multiplication with Fractions and Mixed Numbers | Messy Multiplication Applying Fraction Multiplication |
Module 10: Understand Division with Whole Numbers and Unit Fractions
| Lesson 10.1: Interpret a Fraction as Division | Division Story Problems Making Generalizations |
Module 13: Decimal Place Value
| Lesson 13.1: Understand Thousandths | What Is One Thousandth? |
| Lesson 13.2: Read and Write Decimals to Thousandths | Say What? |
| Lesson 13.3: Round Decimals | Which Way Down the Mountain? Rounding Races |
| Lesson 13.4: Compare and Order Decimals | Investigate: Numbers Between Numbers The Claw Selling Collectibles |
Module 15: Multiply Decimals and Whole Numbers
| Lesson 15.1: Understand Decimal Multiplication Patterns | Place Value Patterns Powers of 10 Parade |
Module 17: Understand Decimal Division Patterns
| Lesson 17.1: Understand Decimal Division Patterns | Powers of 10 Parade |
Module 19: Graphs and Patterns
| Lesson 19.1: Describe a Coordinate System | Creating a Coordinate System |
| Lesson 19.2: Understand Ordered Pairs | Bullseye! |
| Lesson19.4: Generate and Identify Numerical Patterms | Coordinating Satellite Repairs |
Module 1: Integer Concepts
| Lesson 1: Identify and Interpret Integers | Can You Dig It? |
| Lesson 2: Compare and Order Integers on a Number Line | Order in the Class |
Module 3: Fraction Division
| Lesson 1: Understand Fraction Division | Flour Planner Fill the Gap |
Module 4: Fluency with Multi-Digit Decimal Operations
| Lesson 1: Add and Subtract Multi-Digit Decimals | Dishing Out Decimals Decimal Diagrams and Algorithms |
| Lesson 4: Divide Multi-Digit Decimals | Movie Time |
Module 5: Ratio and Rates
| Lesson 1: Understand the Concept and Language of Ratios | Pizza Maker |
| Lesson 2: Represent Ratios and Rates with Tables and Graphs | Fruit Lab Disaster Preparation |
| Lesson 3: Compare Ratios and Rates | Model Trains |
| Lesson 4: Find and Apply Unit Rates | World Records |
| Lesson 5: Solve Ratio and Rate Problems Using Proportional Reasoning | Welcome to the Robot Factory More Soft Serve |
Module 6: Apply Ratios and Rates to Measurement
| Lesson 2: Use Rate Reasoning to Convert withing Measurement Systems | Soft Serve Many Measurements |
Module 7: Understand, Express, and Compare Percent Ratios
| Lesson 1: Understand, Express, and Compare Percent Ratios | Lucky Duckies |
Module 8: Numerical and Algebraic Expressions
Module 9: Solve Problems Using Equations and Inequalities
| Lesson 1: Write Equations to Represent Situations | Weight for It Five Equations |
| Lesson 2: USe Additions and Subtraction Equations to Solve Problems | Hanging Around Hanging It Up |
| Lesson 3: Use Multiplication and Division Equations to Solve Problems | Hanging Around Hanging It Up |
| Lesson 4: Use One-Step Equations to Solve a Variety of Problems | Swap and Solve |
| Lesson 5: Write and Graph Inequalities | Tunnel Travels |
Module 10: Real-World Relationships Between Variables
| Lesson 1: Represent Equations in Tables and Graphs | Subway Fares |
| Lesson 2: Write Equations from Verbal Descriptions | Subway Fares |
Module 11: Polygons on the Coordinate Plane
| Lesson 4: Find the Perimeter and Area on the Coordinate Plane | Shapes on a Plane |
Module 12: Area of Triangles and Special Quadrilaterals
| Lesson 1: Develop and Use the Formula for Area of Parallelograms | Exploring Parallelograms, Part 1 Exploring Parallelograms, Part 2 Off the Grid, Part 1 |
| Lesson 2: Develop and Use the Formula for Area of Triangles | Exploring Triangles Triangles and Parallelograms Off the Grid, Part 2 |
| Lesson 3: Develop and Use the Formula for Area of Trapezoids | Pile of Polygons |
| Lesson 4: Find Area of Composite Figures | Puzzling Areas Letters |
Module 13: Surface Area and Volume
| Lesson 1: Explore Nets and Surface Area | Renata’s Stickers |
Module 14: Data Collection and Displays
| Lesson 2: Display Data in Dot Plots | Minimum Wage |
| Lesson 3: Make Histograms and Frequency Tables | The Plot Thickens |
Module 15: Measure of Center
Module 1: Identify and Represent Proportional Relationships
| Lesson 1: Explore Relationships | Paint |
| Lesson 2: Recognize Proportional Relationships in Tables | Two and Two |
| Lesson 3: Compute Unit Rates Involving Fractions | DinoPops |
| Lesson 4: Recognize Proportional Relationships in Graphs | Scale Factor Challenges |
| Lesson 5: Use Proportional Relationships to Solve Rate Problems | Scaling Robots |
| Lesson 6: Practice Proportional Reasoning with Scale Drawings | Scaling Machines Make it Scale Tiles Will It Fit |
Module 2: Proportional Reasoning with Percents
| Lesson 1: Percent Change | Mosaics Percent Machines |
| Lesson 2: Markups and Discounts | More and Less All the Equations |
| Lesson 3: Taxes and Gratuities | 100% |
| Lesson 5: Simple Interest | Back in My Day |
Module 3: Understand Addition and Subtraction of Rational Numbers
| Lesson 1: Add or Subtract a Positive Integer on a Number line | Floats and Anchors |
| Lesson 3: Use a Number Line to Add and Subtract Rational Numbers | Draw Your Own |
Module 4: Add and Subtract Rational Numbers
| Lesson 1: Compute Sums of Integers | More Floats and Anchors |
| Lesson 2: Compute Differences of Integers | More Floats and Anchors |
| Lesson 4: Apply Properties to Multi-step Addition and Subtraction Problems | Integer Puzzles |
Module 7: Solve Problems Using Expressions and Equations
| Lesson 1: Write Linear Expressions in Different Forms for Different Situations | Collect the Squares |
| Lesson 3: Write Two-Step Equations for Situations | Keeping it True |
| Lesson 5: Apply Two-Step Equations fo Find Angle Measures | Friendly Angles Missing Measures |
Module 8: Solve Problems Using Inequalities
| Lesson 1: Understand and Apply Properties to Solve One-Step Inequalities | I Saw the Signs |
| Lesson 2: Write Two-Step Inequalities for Situations | Unbalanced Hangers Shira the Sheep |
| Lesson 3: Apply Two-Step Inequalities to Solve Problems | Budgeting Write Them and Solve Them |
Module 9: Draw and Analyze Two-Dimensional Figures
| Lesson 2: Draw Circles and Other Figures | Can You Build It |
Module 10: Analyze Figures to Find Circumference and Area
| Lesson 1: Derive and Apply Formulas for Circumference | Measuring Around |
| Lesson 2: Derive and Apply a Formula for the Area of a Circle | Why Pi? |
| Lesson 4: Areas of Composite Figures | Area Challenges |
Module 13: Use Statistics and Graphs to Compare Data
| Lesson 3: Compare Means Using MAD and Repeated Sampling | Crab Island |
Module 14: Understand and Apply Experimental Probability
| Lesson 1: Understand Probability of an Event | How Likely |
| Lesson 2: Find Experimental Probability of Simple Events | Prob-bear-bilities |
Module 15: Find Theoretical Probability of Simple Events
| Lesson 1: Find Theoretical Probability of Simple Events | Is It Fair? |
Module 1: Transformations and Congruence
| Lesson 1: Investigate Transformations | Transformers Spinning, Flipping, Sliding |
| Lesson 2: Explore Translations | Transformation Golf Moving Day Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| Lesson 3: Explore Reflections | Transformation Golf Moving Day Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| Lesson 4: Explore Rotations | Transformation Golf Moving Day Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| Lesson 5: Understand and Recognize Congruent Figures | Tessellate |
Module 2: Transformations and Similarity
| Lesson 1: Investigate Reductions and Enlargements | Sketchy Dilations |
| Lesson 2: Explore Dilations | Dilation Mini Golf |
| Lesson 3: Understand and Recognize Similar Figures | Social Scavenger Hunt |
Module 3: Solve Linear Equations
| Lesson 1: Solve Multi-Step Linear Equations | Equation Roundtable |
| Lesson 3: Apply Linear Equations |
Module 4: Angle Relationships
| Lesson 1: Develop Angle Relationships for Triangles | Puzzling It Out |
| Lesson 3: Explore Prarallel Lines Cut by a Transversal | Puzzling It Out |
Module 5: Proportional Relationships
| Lesson 2: Derive y = mx | Turtle Time Trials |
|---|---|
| Lesson 3: Interpret and Graph Proportional Relationships | Turtle Time Trials |
| Lesson 4: Compare Proportional Relationships | Turtle Time Trials |
Module 6: Understand and Analyze Functions
| Lesson 1: Understand and Graph Functions | Guess My Rule |
| Lesson 2: Derive and Interpret y = mx + b | Flags Translations |
| Lesson 3: Interpret Rat of Change and Initial Value | Stacking Cups (Optional) |
| Lesson 4: Construct Functions | Water Cooler |
| Lesson 5: Compare Functions | Ups and Downs |
| Lesson 6: Describe and Sketch Nonlinear Functions | Turtle Crossing The Tortoise and the Hare |
Module 7: Systems of Linear Equations
| Lesson 1: Represent Systems by Graphing | Make Them Balance |
| Lesson 2: Solve Systems by Graphing | Line Zapper |
Module 8: Scatter Plots
| Lesson 1: Construct Scatter Plots and Examine Association | Robots Dapper Cats |
| Lesson 2: Draw and Analyze Trend Lines | Interpreting Scatter Plots Find the Fit (called Fit Fights in Desmos Math) |
| Lesson 3: Interpret Linear Data in Context | Interpreting Slopes Scatter Plot City Animal Brains |
Module 9: Two-Way Tables
| Lesson 1: Construct and Interpret Two-Way Frequency Tables | Finding Associations |
| Lesson 3: Interpret Two-Way Relative Freqency Tables | Finding Associations |
Module 10: Real Numbers
| Lesson 2: Investigate Roots | Root Down |
Module 11: The Pythagorean Theorem
| Lesson 1: Prove the Pythagorean Theorem | Triangle Tracing Turtle |
| Lesson 3: Apply the Pythagorean Theorem | Taco Truck |
Module 12: Exponents and Scientific Notation
| Lesson 1: Know and Apply Properties of Exponents | Circles Power Pairs |
| Lesson 2: Understand Scientific Notation | Specific and Scientific (formerly Solar System) |
| Lesson 3: Compute with Scientific Notation | Balance the Scale |
Module 13: Volume
| Launch | Visual Patterns |
Module 2: Linear Equations and Inequalities in One Variable
| Lesson 2.2: Write and Solve Equations | Working Backwards Solving Strategies Same Position |
| Lesson 2.3: Rewrite Formulas and Solve Literal Equations | Various Variables |
| Lesson 2.4: Write and Solve Inequalities | Pizza Delivery |
Module 3: Linear Equations in Two Variables
| Lesson 3.1: Linear Equations in Standard Form | Shelley the Snail Five Representations |
| Lesson 3.2: Slopes of Lines and Rates of Change | Plane, Train, and Automobile |
Module 4: Linear Functions and Models
| Lesson 4.3: Characteristics of Linear Functions | Craft-a-Graph |
Module 5: Relationships Among Linear Functions
| Lesson 5.3: Compare Linear Functions | Subway Seats |
| Lesson 5.4: Inverses of Linear Functions | Chip the Robot |
Module 6: Fit Linear Functions to Data
| Lesson 6.1: Scatter Plots, Correlation, and Fitted Lines | Correlation Coefficient How Hot Is It? City Slopes Behind the Headlines City Data |
| Lesson 6.2: Residualts and Best-Fit Lines | Residual Fruit Penguin Populations |
Module 7: Discrete Linear Functions
| Lesson 7.1: Arithmetic Sequences Defined Recursively | Sequence Carnival |
| Lesson 7.2: Arithmetic Sequences Defined Explicitly | More Visual Patterns |
Module 8: Piecewise-Defined Functions
Module 9: Systems of Linear Equations
| Lesson 9.1: Solve Linear Systems by Graphing | Lizard Lines |
| Lesson 9.2: Solve Linear Systems by Substitution | Shape It Up |
Module 10: Linear Inequalities
| Lesson 10.2: Graph Systems of Linear Inequalities | Quilts Seeking Solutions |
Module 11: Exponential Functions and Models
| Lesson 11.1: Exponential Growth Functions | Carlos’s Fish |
Module 13: Fit Exponential Functions to Data
| Lesson 13.1: Scatter Plots and Fitted Exponential Curves | Detroit’s Population, Part 1 Detroit’s Population, Part 2 |
Module 14: Discrete Exponential Functions
| Lesson 14.1: Geometric Sequences Defined Recursively | Sequence Carnival |
| Lesson 14.2: Geometric Sequences Defined Explicitly | More Visual Patterns |
Module 17: Use Graphing and Factoring to Solve Quadratic Equations
| Lesson 17.1: Solve Quadratic Equations by Graphing Quadratic Functions | Revisiting Visual Patterns, Part 1 Quadratic Visual Patterns On the Fence Plenty of Parabolas |
| Lesson 17.3: Solve Quadratic Equations by Factoring ax^2+bx+c | Stomp Rockets Two for One Robot Launch |
| Lesson 17.4: Use Special Factoring Patterns to Solve Quadratic Equations | Parabola Zapper Shooting Stars |
Module 18: Use Square Roots to Solve Quadratic Equations
| Lesson 18.2: Solve Quadratic Equations by Completing the Square | Square Tactic |
| Lesson 18.3: Use the Quadratic Formula to Solve Equations | Stomp Rockets in Space |
Module 20: Function Analysis
| Lesson 20.1: Choose Among Linear, Exponential, and Quadratic Models | Sorting Relationships |
Module 22: Numerical Data
| Lesson 22.1: Data Distributions and Appropriate Statistics | Finding Desmo |
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.
| Lesson 2: Finding Area by Decomposing and Rearranging | Shapes on a Plane |
| Lesson 3: Reasoning to Find Area | Letters |
| Lesson 4: Parallelograms | Exploring Parallelograms, Part 2 |
| Lesson 5: Bases and Heights of Parallelograms | Exploring Parallelograms, Part 1 |
| Lesson 6: Areas of Parallelograms | Off the Grid, Part 1 |
| Lesson 7: From Parallelograms to Triangles | Triangles and Parallelograms |
| Lesson 8: Areas of Trianlge | Exploring Triangles |
| Lesson 10: Bases and Heights of Triangles | Off the Grid, Part 2 |
| Lesson 11: Polygons | Pile of Polygons |
| Lesson 15: More Nets, More Surface Area | Renata’s Stickers |
| Lesson 3: Recipes | Pizza Maker |
| Lesson 5: Defining Equivalent Ratios | Fruit Lab |
| Lesson 12: Navagating a Table of Equivalent Rations | Disaster Preparation |
| Lesson 1: Anchoring Units of Measure | Many Measurements |
| Lesson 4: Comparing Speeds and Price | World Records |
| Lesson 5: Interpreting Rates | Soft Serve |
| Lesson 6: Equivalent Ratios Have the Same Unit Rates | Welcome to the Robot Factory |
| Lesson 8: Solving Rate Problems | More Soft Serve |
| Lesson 9: More about Constant Speed | Model Trains |
| Lesson 11: Representing Percentages with Double Number Line Diagrams | Lucky Duckies |
| Lesson 4: How Many Groups? (Part 1) | Flour Planner |
| Lesson 6: Using Diagrams to Find the Number of Groups | Fill the Gap |
| Lesson 13: Rectangles with Fractional Side Lengths | Puzzling Areas |
| Lesson 1: Using Decimals in Shopping Context | Dishing Out Decimals |
| Lesson 2: Using Diagrams to Represent Addition and Subtraction | Decimal Diagrams and Algorithms |
| Lesson 15: Making and Measuring Boxes | Movie Time |
| Lesson 1: Tape Diagrams and Equations | Five Equations Weight for It |
| Lesson 3: Staying in Balance | Hanging Around |
| Lesson 4: Practice Solving Equations | Hanging It Up |
| Lesson 5: Represent Situations with Equations | Swap and Solve |
| Lesson 9: The Distributive Property: Part 1 | Products and Sums |
| Lesson 17: Two Related Quantaties, Part 2 | Subway Fares |
| Lesson 3: Comparing Positive and Negative Numbers | Order in the Class |
| Lesson 5: Using Negative Numbers to Make Sense in Context | Minimum Wage |
| Lesson 8: Writing and Graphing Inequalities | Tunnel Travels |
| Lesson 5: Using Dot Plots to Answer Statistical Questions | Minimum Wage |
| Lesson 6: Interpreting Histograms | The Plot Thickens |
| Lesson 11: Variability and MAD | Hoops |
| Lesson 13: Median | Toy Cars |
| Lesson 1: What are scaled copies? | Scaling Machines |
| Lesson 2: Correspond Parts and Scale Factors | Make it Scale |
| Lesson 3: Making Scaled Copies | Scaling Robots |
| Lesson 5: The Size of the Scale Factor | Scale Factor Challenges |
| Lesson 6: Scaling Area | Tiles |
| Lesson 6: Scaling Area | Will It Fit |
| Lesson 1: One of These Things is Not Like the Other | Paint |
| Lesson 5: Two Equations for Each Relationship | Two and Two |
| Lesson 10: Introducing Graphs of Proportional Relationships | DinoPops |
| Lesson 2: Exploring Circles | Measuring Around |
| Lesson 7: Exploring the Area of a Circle | Why Pi? |
| Lesson 9: Applying Area of a Circle | Area Challenges |
| Lesson 6: Increasing and Decreasing | Mosaics 100% |
| Lesson 7: One Hundred Percent | More and Less Back in My Day |
| Lesson 8: Percent Increase and Decrease with Equations | All the Equations |
| Lesson 11: Percentage Contexts | Percent Machines |
| Lesson 3: Changing Elevation | Floats and Anchors |
| Lesson 5: Representing Subtraction | More Floats and Anchors |
| Lesson 6: Finding Differences | Draw Your Own |
| Lesson 13: Expressions with Rational Numbers | Integer Puzzles |
| Lesson 9: Dealing with Negative Numbers | Keeping it True |
| Lesson 13: Reintroducing Inequalities | I Saw the Signs |
| Lesson 14: Finding Solutions to Inequalities in Context | Unbalanced Hangers |
| Lesson 15: Efficiently Solving Inequalities | Shira the Sheep |
| Lesson 16: Interpreting Inequalities | Budgeting |
| Lesson 17: Modeling with Inequalities | Write Them and Solve Them |
| Lesson 20: Combining Like Terms (Part 1) | Collect the Squares |
| Lesson 2: Adjacent Angles | Friendly Angles |
| Lesson 5: Using Equations to Solve For Unknown Angles | Missing Measures |
| Lesson 7: Building Polygons (Part 2) | Can You Build It |
| Lesson 1: Mystery Bags | How Likely |
| Lesson 3: What are Probabilities? | Prob-bear-bilities |
| Lesson 4: Estimating Probabilities through Repeated Experiments | Is It Fair? |
| Lesson 13: What Make a Good Sample? | Crab Island |
| Lesson 1: Moving the Plane | Transformers |
| Lesson 2: Naming the Moves | Spinning, Flipping, Sliding |
| Lesson 3: Grid Moves | Moving Day |
| Lesson 4: Making Moves | Transformation Golf |
| Lesson 5: Coordinate Moves | Getting Coordinated, Part 1 |
| Lesson 6: Describing Transformations | Getting Coordinated, Part 2 |
| Lesson 16: Parallel Lines and Angles in a Triangle | Puzzling It Out |
| Lesson 17: Rotate and Tesselate | Tessellate |
| Lesson 1: Projecting and Scaling | Sketchy Dilations |
| Lesson 3: Dilations with No Grid | Dilation Mini Golf |
| Lesson 7: Similar Polygons | Social Scavenger Hunt |
| Lesson 1: Understanding Proportional Relationships | Turtle Time Trials |
| Lesson 5: Introductions to Linear Relationships | Flags |
| Lesson 6: More Linear Relationships | Stacking Cups (Optional) |
| Lesson 8: Translating y=mx+b | Translations |
| Lesson 9: Slopes Don’t Have to Be Positive | Water Cooler |
| Lesson 10: Calculating Slope | Ups and Downs |
| Lesson 5: Solve Any Linear Equation | Equation Roundtable |
| Lesson 12: Systems of Equations | Make Them Balance |
| Lesson 13: Solving Systems of Equations | Line Zapper |
| Lesson 1: Inputs and Outputs | Guess My Rule |
| Lesson 5: More graphs of Functions | Turtle Crossing |
| Lesson 6: Even More Graphs of Functions | The Tortoise and the Hare |
| Lesson 13: The Volume of a Cylinder | Cylinders |
| Lesson 15: The Volume of a Cone | Cones |
| Lesson 3: What a Point on a Scatter Plot Means | Robots |
| Lesson 4: Fitting a Line to Data | Dapper Cats |
| Lesson 5: Describing Trends in Scatter Plots | Interpreting Scatter Plots |
| Lesson 6: Slope of a Fitted Line | Find the FIt (called Fit Fights in Desmos Math) |
| Lesson 7: Observing More Patterns in Scatter Plots | Scatter Plot City |
| Lesson 8: Analyzing Bivariate Data | Interpreting Slopes |
| Lesson 9: Looking for Association | Animal Brains |
| Lesson 10: Using Data Displays to Find Association | Finding Associations |
| Lesson 1: Exponent Review | Circles |
| Lesson 6: What about Other Bases? | Power Pairs |
| Lesson 12: Applicatios of Arithmetic with Powers of 10 | Balance the Scale |
| Lesson 13: Definition of Scientific Notation | Specific and Scientific (formerly Solar System) |
| Lesson 5: Square Roots on the Number Line | Root Down |
| Lesson 7: Finding Side Lengths of Triangles | Triangle Tracing Turtle |
| Lesson 11: Applications of the Pythagorean Theorem | Taco Truck |
| Launch | Visual Patterns |
| Lesson 12: Standard Deviation | Finding Desmo |
| Lesson 4: Equations and Their Solutions | Working Backwards Solving Strategies Same Position |
| Lesson 5: Equations and Their Graphs | Shelley the Snail Five Representations |
| Lesson 6: Equivalent Equations | Subway Seats |
| Lesson 7: Explaining Steps for Rewriting Equations | Various Variables |
| Lesson 12: Writing and Graphing Systems of Linear Equations | Lizard Lines |
| Lesson 13: Solving Systems by Substitution | Shape It Up |
| Lesson 5: Fitting Lines | City Slopes Penguin Populations |
| Lesson 6: Residuals | Residual Fruit |
| Lesson 7: Correlation Coefficient | Correlation Coefficient City Data |
| Lesson 8: Using the Correlation Coefficient | How Hot Is It? |
| Lesson 9: Causal Relationships | Behind the Headlines |
| Lessons 4-6: Graphing Linear Inequalities in Two Variables | Pizza Delivery |
| Lesson 7: Solutions to Systems of Linear Inequalities in Two Variables | Quilts Seeking Solutions |
| Lesson 8: Solving Problems with Systems of Linear Inequalities in Two Variables | Carlos’s Fish |
| Lesson 1: Describing and Graphing Situations | Craft-a-Graph |
| Lesson 7: Using Graphs to Find Average Rate of Change | Plane, Train, and Automobile |
| Lesson 12: Piecewise Functions | Pumpkin Prices |
| Lesson 15: Inverse Functions | Chip the Robot |
| Lesson 19: Which One Changes Faster? | Detroit’s Population, Part 1 Detroit’s Population, Part 2 |
| Lesson 1: A Different Kind of Change | Revisiting Visual Patterns, Part 1 Quadratic Visual Patterns |
| Lesson 10: Graphs of Quadratic Functions in Standard and Factored Forms | On the Fence Stomp Rockets Plenty of Parabolas Two for One |
| Lesson 11: Graphing Quadratics from the Factored Form | Parabola Zapper Shooting Stars |
| Lesson 14: Quadratic Graphs that Represent Situations | Robot Launch |
| Lesson 2: When and Why Do We Write Quadratic Equations? | Sorting Relationships |
| Lesson 12-14: Completing the Square | Square Tactic |
| Lesson 24: Using Quadratic Equations to Model Situation and Solve Problems | Stomp Rockets in Space |
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.
| Illustrative Mathematics | Amplify Classroom |
| Topic A: Reasoning to Find Area | |
| Lesson 1: Tiling the Plane | Unit 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 Triangles | Unit 1 Lesson 3: Exploring Parallelograms |
| Topic 5: Surface Area | |
| Lesson 12: What is Surface Area? | Unit 1 Lesson 10: Renata’s Stickers |
| Topic 1: Introducing Ratios | |
| Lesson 1: Introducing Ratios and Ratio Language | Unit 2 Lesson 1: Pizza Maker |
| Lesson 2: Representing Ratios with Diagrams | Unit 2 Lesson 1: Pizza Maker |
| Topic 2: Equivalent Ratios | |
| Lesson 3: Recipes | Unit 2 Lesson 4: Fruit Lab |
| Lesson 5: Defining Equivalent Ratios | Unit 2 Lesson 1: Pizza Maker |
| Topic 4: Solving Ratio and Rate Problems | |
| Lesson 11: Representing Ratios with Tables | Unit 2 Lesson 10: Disaster Preparation |
| Topic 2: Unit Conversion | |
| Lesson 2: Anchoring Units of Measurement | Unit 3 Lesson 1: Many Measurements |
| Topic 3: Rates | |
| Lesson 5: Comparing Speeds and Prices | Unit 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 percentages | Unit 3 Lesson 9: Lucky Duckies |
| Lesson 13: Benchmark percentages | Unit 3 Lesson 9: Lucky Duckies |
| Topic 5: Let’s Put It to Work | |
| Lesson 7: Equivalent Ratios Have the Same Unit Rates | Unit 3 Lesson 6: Soft Serve |
| 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 Groups | Unit 4 Lesson 6: Fill the Gap |
| Topic 1: Warming Up to Decimals | |
| Lesson 1: Using Decimals in a Shopping Context | Unit 5 Lesson 1: Dishing Out Decimals |
| Topic 5: Let’s Put It to Work | |
| Lesson 14: Using Operations on Decimals to Solve Problems | Unit 5 Lesson 13: Movie Time |
| Lesson 1: Tape Diagrams and Equations Lesson 2: Truth and Equations | Unit 6 Lesson 1: Weight for It |
| Lesson 3: Staying in Balance | Unit 6 Lesson 1: Weight for It |
| Topic 2: Equal and Equivalent | |
| Lesson 8: Equal and Equivalent | Unit 6 Lesson 1: Weight for It |
| Topic 9: The Distributive Property, Part 1 | Unit 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!) |
| Lesson 1: Positive and Negative Numbers | Unit 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 Plane | Unit 1 Lesson 1: Shapes on a Plane |
| 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: Median | Unit 8 Lesson 11: Toy Cars |
| Illustrative Mathematics | Amplify Classroom |
| Topic 1: Scaled Copies | |
| Lesson 1: What are Scaled Copies? | Unit 1 Lesson 1: Scaling Machines |
| Topic 2: Scale Drawings | |
| Lesson 7: Scale Drawings | Unit 1 Lesson 7: Will It Fit? |
| Topic 1: Representing Proportional Relationships with Tables | |
| Lesson 1: One of These Things Is Not Like the Others | Unit 2 Lesson 1: Paint |
| Topic 2: Representing Proportional Relationships with Equations | |
| Lesson 4: Proportional Relationships with Equations | Unit 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 Equations | Unit 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 |
| 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!) |
| 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 Decreasing | Unit 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 Problems | Unit 4 Lesson 12: Posing Percent Problems (coming soon!) |
| Topic 1: Interpreting Negative Numbers | |
| Lesson 1: Interpreting Negative Numbers | Unit 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 |
| Topic 1: Representing Situations of the Form px + q = r and p(x + q) = r | |
| Lesson 1: Relationships Between Quantities | Unit 2 Lesson 1: Paint Unit 4 Lesson 1: Mosaics |
| Topic 9 Dealing with Negative Numbers | |
| Lesson 10: Different Options for Solving One Equation | Unit 6 Lesson 10: Collect the Squares |
| Topic 3: Inequalities | |
| Lesson 13: Reintroducing Inequalities | Unit 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 Expressions | Unit 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 |
| Lesson 2: Adjacent Angles Lesson 3: Nonadjacent Angles | Unit 7 Lesson 2: Friendly Angles |
| Lesson 4: Solving for Unknown Angles | Unit 7 Lesson 2: Friendly Angles |
| Lesson 5: Using Equations to Solve for Unknown Angles | Unit 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? |
| 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 |
| Illustrative Mathematics | Amplify Classroom |
| Topic 1: Rigid Transformations | |
| Lesson 1: Moving in the Plane | Unit 1 Lesson 1: Transformers |
| Lesson 2: Naming the Moves | Unit 1 Lesson 2: Spinning, Flipping, Sliding |
| Lesson 3: Grid Moves | Unit 1 Lesson 4: Moving Day |
| Lesson 4: Making the Moves | Unit 1 Lesson 1: Transformers Lesson 2: Spinning, Flipping, Sliding Lesson 4: Moving Day |
| Lesson 5: Coordinate Moves | Unit 1 Lesson 4: Moving Day |
| Lesson 6: Describing Transformations | Unit 1 Lesson 6: Connecting the Dots (coming soon!) |
| Topic 2: Properties of Rigid Transformations | |
| Lesson 8: Rotation Patterns | Unit 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 Tessellate | Lesson 13: Tessellate |
| Topic 1: Dilations | |
| Lesson 1: Projecting and Scaling | Unit 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: Similarity | Unit 2 Lesson 6: Social Scavenger Hunt |
| Topic 3: Slope | |
| Lesson 10: Meet Slope | Unit 3 Lesson 4: Flags |
| Topic 1: Proportional Relationships | |
| Lesson 1: Understanding Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 2: Graphs of Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 3: Representing Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Topic 2: Representing Linear Relationships | |
| Lesson 5: Introduction to Linear Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 7: Representations of Linear Relationships | Unit 3 Lesson 4: Flags |
| Topic 3: Finding Slopes | |
| Lesson 9: Slopes Don’t Have to be Positive | Unit 3 Lesson 4: Flags |
| Lesson 11: Equations of All Kinds of Lines | Unit 3 Lesson 4: Flags |
| Topic 4: Linear Equations | |
| Lesson 13: More Solutions to Linear Equations | Unit 3 Lesson 4: Flags |
| Topic 2: Linear Equation in One Variable | |
| Lesson 5: Solving Any Linear Equation | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 6: Strategic Solving | Unit 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 |
| Topic 1: Inputs and Outputs | |
| Lesson 1: Inputs and Outputs | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 2: Introduction to Functions | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Topic 2: Representing and Interpreting Functions | |
| Lesson 3: Equations of Functions | Unit 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 Functions | Unit 3 Lesson 4: Flags |
| Lesson 9: Linear Models | Unit 5 Lesson 5: The Tortoise and the Hare |
| Topic 4: Cylinder and Cones | |
| Lesson 13: The Volume of a Cylinder | Unit 5 Lesson 11: Cylinders |
| Lesson 14: Finding Cylinder Dimensions | Unit 5 Lesson 11: Cylinders |
| Lesson 15: The Volume of a Cone | Unit 5 Lesson 13: Cones |
| Lesson 16: Finding Cone Dimensions | Unit 5 Lesson 13: Cones |
| Topic 2: Associations in Numerical Data | |
| Lesson 3: What a Point in a Scatter Plot Means | Unit 6 Lesson 3: Robots |
| Lesson 4: Fitting a Line | Unit 6 Lesson 4: Dapper Cats Lesson 6: Find the Fit |
| Lesson 5: Describing Trends in Scatter Plots | Unit 6 Lesson 3: Robots |
| Lesson 7: Observing More patterns in Scatter Plots | Unit 6 Lesson 3: Robots |
| Topic 3: Associations in Categorical data | |
| Lesson 9: Looking for Associations | Unit 6 Lesson 11: Finding Associations |
| Lesson 10: Using Data Displays to Find associations | Unit 6 Lesson 11: Finding Associations |
| Topic 1: Exponent Review | |
| Lesson 1: Exponent Review | Unit 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 Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Topic 1: Side Lengths and Areas of Squares | |
| Lesson 5: Reasoning about Square Roots | Unit 8 Lesson 4: Root Down |
| Topic 2: The Pythagorean Theorem | |
| Lesson 6: Finding Side Lengths of Triangles | Unit 8 Lesson 8: Triangle-Tracing Turtle |
| Lesson 10: Applications of the Pythagorean Theorem | Unit 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 |
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.
| Lesson 2: Describe and Compare Length and Height, Session 3 | Connecting Cubes |
| Lesson 4: Count, Show and Write Numbers to 5, Session 2 | Skye’s Style |
| Lesson 5: Compare Numbers to 5, Session 4 | Matching Groups |
| Lesson 5: Compare Numbers to 5, Session 5 | Designing Shoes With Skye |
| Lesson 6: Three-Dimensional Shapes and Weight, Session 1 | What’s That Shape? |
| Lesson 6: Three-Dimensional Shapes and Weight, Session 2 | Building Solid Shapes |
| Lesson 6: Three-Dimensional Shapes and Weight, Session 5 | Putting Solid Shapes Together |
| Lesson 8: Two-Dimensional Shapes, Session 1 | So Much Sorting |
| Lesson 8: Two-Dimensional Shapes, Session 2 | What’s That Shape Called? Another Shape |
| Lesson 11: Count, Show, and Write Numbers to 10, Session 1 | Investigate: Cafeteria Math Fingers as Math Tools |
| Lesson 12: Compare Numbers to 10, Session 1 | Moving and Grooving Fingers and Counters |
| Lesson 12: Compare Numbers to 10, Session 2 | More, Fewer, or the Same Comparing Words |
| Lesson 12: Compare Numbers to 10, Session 5 | Forest Friends |
| Lesson 14: Compose and Decompose 10, Session 2 | Harry’s Hamster Wheel |
| Lesson 14: Compose and Decompose 10, Session 3 | Harry Explores Space |
| Lesson 14: Compose and Decompose 10, Session 4 | Showing What We Know About 10 |
| Lesson 14: Compose and Decompose 10, Session 5 | Harry Explores the Ocean |
| Lesson 20: Add Within 10, Session 1 | Investigate: Casey’s Town What Does It Mean to Add? |
| Lesson 20: Add Within 10, Session 2 | How Many Objects? |
| Lesson 20: Add Within 10, Session 3 | How Many Objects in Pictures? How Will You Count? |
| Lesson 21: Subtract Within 10, Session 1 | What Does It Mean to Subtract? |
| Lesson 22: Add and Subtract to Solve Wold Problems, Session 1 | The Bus Depot |
| Lesson 23: Compose and Decompose Teen Numbers with Tools and Drawings, Session 2 | Investigate: Packing Snacks Getting Ready for the Game Pass, Shoot, Score |
| Lesson 23: Compose and Decompose Teen Numbers with Tools and Drawings, Session 3 | How Many on the Field? |
| Lesson 25: Compose and Decompose Teen Numbers with Symbols, Session 2 | Jersey Jam! People at the Park |
| Lesson 2: Add and Subtract Within 10, Session 1 | What’s the Difference? Leaping Lily Pads! Investigate: Let’s Grow! |
| Lesson 2: Add and Subtract Within 10, Session 3 | Packing a Picnic |
| Lesson 5: Solve Word Problems to 10, Session 2 | Tutu’s Garden in Maui |
| Lesson 5: Solve Word Problems to 10, Session 2 | Replanting Huli |
| Lesson 5: Solve Word Problems to 10, Session 3 | The Kalo Plants |
| Lesson 5: Solve Word Problems to 10, Session 4 | A Community Working Together |
| Lesson 5: Solve Word Problems to 10, Session 5 | Helping Others |
| Lesson 6: Teen Numbers, Session 2 | Same Number, Different Ways |
| Lesson 7: Add Three Numbers, Session 2 | Making 10 Kitten Coaster |
| Lesson 15: Tens and Ones, Session 1 | Investigate: Game Points |
| Lesson 15: Tens and Ones, Session 3 | Meeting Yara It’s a Match |
| Lesson 16: Numbers to 120, Session 1 | How Many Cubes? Boris’s Thimbles |
| Lesson 21: Add Two-Digit Numbers, Session 1 | How 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 |
| Lesson 19: Addition with Two-Digit Numbers, Session 2 | From Park to Table |
| Lesson 22: Shapes, Session 1 | Shapes Ying Saw |
| Lesson 23: Break Shapes Into Equal Parts, Session 2 | Fair and Square One of the Parts, All of the Parts |
| Lesson 23: Break Shapes Into Equal Parts, Session 5 | A Bigger Part |
| Lesson 1: Partner Pairs for 10, Session 3 | Ways to Make 10 |
| Lesson 2: Add and Subtract Within 10, Session 3 | Exploring Within 10 |
| Lesson 2: Using Mental Math Strategies to Subtract, Session 1 | Awesome Aquariums |
| Lesson 10: Solve Word Problems Involving Money, Session 1 | Investigate |
| Lesson 10: Solve Word Problems Involving Money, Session 2 | Discovering Coins (Part 1) The Toy Stand |
| Lesson 10: Solve Word Problems Involving Money, Session 3 | How Much Money? Discovering Coins (Part 2) |
| Lesson 10: Solve Word Problems Involving Money, Session 4 | The Craft Stand at the Block Party |
| Lesson 12: Three-Digit Numbers, Session 1 | Investigate: A Mistake in Mom’s Office What Makes a Hundred? |
| Lesson 12: Three-Digit Numbers, Session 2 | Looking for Patterns |
| Lesson 13: Read and Write Three-Digit Numbers, Session 1 | What’s the Value? |
| Lesson 13: Read and Write Three-Digit Numbers, Session 2 | Mail Call! |
| Lesson 13: Read and Write Three-Digit Numbers, Session 3 | A New Representation What’s Your Name? All the Ways! |
| Lesson 15: Mental Addition and Subtraction, Session 2 | Turtle Hurdle |
| Lesson 16: Add Three-Digit Numbers, Session 2 | There’s Something About Berries |
| Lesson 18: Using Addition and Subtraction Strategies with Three-Digit Numbers, Session 2 | Baking With Skunk |
| Lesson 25: Solving Problems About Length, Session 2 | Lengths of Jungle Animals |
| Lesson 27: Sorting and Organizing Data, Session 1 | Messy Measurements |
| Lesson 27: Sorting and Organizing Data, Session 3 | Bracelets and Wristbands |
| Lesson 26: Add and Subtract on the Number Line, Session 1 | Investigate Time to Line Up! In Full Bloom |
| Lesson 26: Add and Subtract on the Number Line, Session 2 | What’s That Number? |
| Lesson 26: Add and Subtract on the Number Line, Session 3 | Greater Than, Less Than, or Equal to |
| Lesson 28: Recognize and Draw Shapes, Session 2 | Frame It! |
| Lesson 28: Recognize and Draw Shapes, Session 3 | Measure 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? |
| Lesson 6: Adding Two-Digit Numbers, Session 1 | Panda Patterns |
| Lesson 12: Understand Three-Digit Numbers, Session 2 | Investigate: Creating a Photo Gallery |
| Lesson 16: Add Three-Digit Numbers, Session 2 | How Would You Solve It? Adding Your Way What Is an Algorithm? |
| Lesson 16: Add Three-Digit Numbers, Session 3 | Using Fewer Digits Determining Sums of 2 or More Addends |
| Lesson 16: Add Three-Digit Numbers, Session 3 | Adding Strategically |
| Lesson 27: Read and Make Line Plots, Session 2 | The Plot Chickens Let’s Make a Line Plot |
| Lesson 4: Understand the Meaning of Multiplication, Session 1 | Equal Groups |
| Lesson 6: Multiply with 3, 4, and 6, Session 2 | Rectangles and Arrays |
| Lesson 8: Use Order and Grouping to Multiply, Session 2 | Arrays of Flavor |
| Lesson 11: Understand How Multiplication and Division Are Connected, Session 1 | It’s Chili in Here! |
| Lesson 12: Multiplication and Division Facts, Session 3 | Relating Quotients to Familiar Products |
| Lesson 19: Scaled Graphs, Session 1 | Puppy Pile |
| Lesson 19: Scaled Graphs, Session 4 | 2, 5, or 10? |
| Lesson 14: Understand Area, Session 1 | Tiling Figures |
| Lesson 14: Understand Area, Session 2 | Which Covers More Space? |
| Lesson 15: Multiply to Find Area, Session 3 | Area Hunt |
| Lesson 17: Solve One-Step Word Problems Using Multiplication and Division, Session 2 | Division and Multiplication Equations |
| Lesson 21: Understand Fractions on a Number Line, Session 1 | Cat Crossing |
| Lesson 21: Understand Fractions on a Number Line, Session 2 | Fractions on the Number Line |
| Lesson 21: Understand Fractions on a Number Line, Session 3 | Location, Location, Location |
| Performance Task | Investigate: Comparing Rugs |
| Lesson 30: Understand Categories of Shapes, Session 1 | Piho’s Shapes |
| Lesson 31: Classify Quadrilaterals, Session 1 | Rectangles, Squares, and Rhombuses |
| Lesson 31: Classify Quadrilaterals, Session 3 | More Quadrilaterals |
| Lesson 6: Understand Multiplication as a Comparison, Session 1 | Sticker Mania |
| Lesson 6: Understand Multiplication as a Comparison, Session 2 | Representing “Times as Many” Going Swimming |
| Lesson 8: Multiples and Factors, Session 1 | Hamster Homes |
| Lesson 8: Multiples and Factors, Session 3 | Factor or Multiple? |
| Lesson 8: Multiples and Factors, Session 4 | A Number Game |
| Lesson 9: Number and Shape Patterns, Session 1 | How Does It Grow? |
| Lesson 11: Multiply by One-Digit Numbers, Session 1 | Investigate: Packing Lei Counting Flowers for Lei |
| Lesson 11: Multiply by One-Digit Numbers, Session 3 | A Lei Making Workshop A Reasonable Answer Three of a Kind |
| Lesson 12: Multiply by Two-Digit Numbers, Session 2 | Growing Flowers for the Lei Double Decomposition |
| Lesson 12: Multiply by Two-Digit Numbers, Session 3 | Revisiting Strategies How Many Supplies? |
| Lesson 17: Understand Equivalent Fractions, Session 1 | Investigate: Building Your Own Number Line Fraction Strips |
| Lesson 18: Understand Equivalent Fractions, Session 3 | Chop It All Kinds of Fractions |
| Lesson 19: Fraction Addition and Subtraction, Session 1 | Pizza Problems |
| Lesson 20: Add and Subtract Fractions, Session 4 | Math Pizzeria |
| Lesson 24: Multiply Fractions by Whole Numbers, Session 2 | Equal Groups of Fractions |
| Lesson 25: Fractions as Tenths and Hundredths, Session 3 | Investigate: Different Units |
| Lesson 26: Relate Decimals and Fractions, Session 2 | A New Way to Write Tenths A New Way to Write Hundredths |
| Lesson 26: Relate Decimals and Fractions, Session 4 | Are They Equivalent? |
| Lesson 27: Compare Decimals, Session 2 | How Can You Compare? |
| Lesson 27: Compare Decimals, Session 3 | Robot Factory |
| Lesson 27: Compare Decimals, Session 4 | What’s the Order |
| Lesson 30: Points, Lines, Rays, and Angles, Session 3 | Angle Adventures |
| Lesson 31: Angles, Session 1 | The Spin on Angles |
| Lesson 32: Add and Subtract with Angles, Session 3 | Angles in Motion |
| Lesson 2: Find Volume Using Unit Cubes, Session 1 | Which is Largest |
| Lesson 2: Find Volume Using Unit Cubes, Session 2 | Packing the Barge |
| Lesson 3: Find Volume Using Formulas, Session 3 | Putting it Together Figures Made of Prisms |
| Lesson 4: Multiply Multi-Digit Numbers, Session 1 | Partial Products Everywhere |
| Lesson 4: Multiply Multi-Digit Numbers, Session 4 | How Do They Compare? |
| Lesson 5: Divide Multi-Digit Numbers, Session 4 | Emptying the Water Tank |
| Lesson 6: Understand Decimal Place Value, Session 1 | Investigate: Numbers Between Numbers |
| Lesson 6: Understand Decimal Place Value, Session 2 | What Is One Thousandth? |
| Lesson 8: Read and Write Decimals, Session 1 | Say What? Place Value Patterns |
| Lesson 9: Compare and Round Decimals, Session 2 | Selling Collectibles |
| Lesson 9: Compare and Round Decimals, Session 3 | The Claw Which Way Down the Mountain? |
| Lesson 9: Compare and Round Decimals, Session 4 | Rounding Races |
| Lesson 7: Understand Powers of 10, Session 1 | Monarch Butterflies All About That Base Powers of 10 Parade |
| Lesson 18: Fractions as Division, Session 1 | Investigate: Sharing Sandwiches Division Story Problems Making Generalizations Investigate: Folding Paper |
| Lesson 18: Fractions as Division, Session 2 | Sharing More Sandwiches Dance Breaks |
| Lesson 19: Multiplication by a Fraction, Session 2 | Parts of Parts |
| Lesson 20: Multiply Fractions to Find Area, Session 2 | One Part of One Part |
| Lesson 20: Multiply Fractions to Find Area, Session 3 | Making Food |
| Lesson 22: Multiply Fractions in Word Problems, Session 3 | Installing Turf Rows and Columns |
| Lesson 22: Multiply Fractions in Word Problems, Session 4 | Messy Multiplication Applying Fraction Multiplication |
| Lesson 21: Exploring Multiplication as Scaling, Session 1 | Chores at Animal Haven The Re-size-inator |
| Lesson 31: Understand the Coordinate Plane, Session 1 | Bullseye! |
| Lesson 31: Understand the Coordinate Plane, Session 2 | Creating a Coordinate System Coordinating Satellite Repairs |
| iReady Classroom | Amplify Classroom |
| Lesson 1: Find the Area of a Parallelogram | Unit 1 Lesson 3: Exploring Parallelograms Exploring Parallelograms, Part 2 |
| Lesson 7: Add, Subtract, and Multiply Multi-Digit Decimals | Unit 4 Lesson 1: Dishing Out Decimals |
| Lesson 8: Divide Whole Numbers and Multi-Digit Decimals | Unit 5 Lesson 13: Movie Time |
| Lesson 9: Understand Division with Fractions | Unit 4 Lesson 3: Flour Planner |
| Lesson 10: Divide Fractions | Unit 4 Lesson 6: Fill the Gap |
| Lesson 12: Understand Ratio Concepts | Unit 2 Lesson 1: Pizza Maker |
| Lesson 13: Find Equivalent Ratios | Unit 2 Lesson 4: Fruit Lab Lesson 10: Disaster Preparation |
| Lesson 15: Understand Rate Concepts | Unit 3 Lesson 1: Many Measurements |
| Lesson 16: Use Unit Rates to Solve Problems | Unit 3 Lesson 6: Soft Serve |
| Lesson 17: Understand Percents | Unit 3 Lesson 9: Lucky Duckies |
| Lesson 19: Write and Identify Equivalent Expressions | Unit 6 Lesson 8: Products and Sums Take Away (coming soon!) |
| Lesson 22: Analyze Two-Variable Relationships | Unit 6 Lesson 16: Subway Fares Take Away (coming soon!) |
| Lesson 23: Understand Positive and Negative Numbers | Unit 7 Lesson 1: Can You Dig It? |
| Lesson 24: Order Positive and Negative Numbers | Unit 7 Lesson 4: Order in the Class |
| Lesson 26: Write and Graph One-Variable Inequalities | Unit 7 Lesson 7: Tunnel Travels |
| Lesson 30: Use Dot Plots and Histograms to Describe Data Distributions | Unit 8 Lesson 3: Minimum Wage Lesson 5: The Plot Thickens |
| Lesson 31: Interpret Median and Interquartile Range in Box Plots | Unit 8 Lesson 11: Toy Cars |
| iReady Classroom | Amplify Classroom |
| Lesson 2: Find Unit Rates Involving Ratios and Fractions | Unit 2 Lesson 1: Paint |
| Lesson 4: Represent Proportional Relationships | Unit 2 Lesson 6: Two and Two |
| Lesson 5: Solve Proportional Relationship Problems | |
| Lesson 6: Solve Area and Circumference Problems Involving Circles | Unit 3 Lesson 3: Measuring Around Lesson 9: Area Challenges |
| Lesson 7: Understand Addition with Negative Numbers | Unit 5 Lesson 1: Floats and Anchors |
| Lesson 8: Add with Negative Numbers | Unit 5 Lesson 1: Floats and Anchors |
| Lesson 9: Understand Subtraction with Negative Integers | Unit 5 Lesson 1: Floats and Anchors |
| Lesson 10: Add and Subtract Positive and Negative Numbers | Unit 5 Lesson 1: Floats and Anchors |
| Lesson 14: Use the Four Operations with Negative Numbers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 19: Write and Solve Inequalities | Unit 6 Lesson 16: Shira the Sheep |
| Lesson 20: Solve Problems Involving Percents | Unit 4 Lesson 5: Percent Machines Lesson 12: Posing Percent Problems (coming soon!) |
| Lesson 22: Understand Random Sampling | Unit 8 Lesson 2: Prob-bear-bilities |
| Lesson 24: Compare Populations | Unit 8 Lesson 10: Crab Island |
| Lesson 28: Find Unknown Angle Measures | Unit 7 Lesson 2: Friendly Angles Lesson 4: Missing Measures |
| Lesson 30: Understand Probability | Unit 8 Lesson 1: How Likely? Lesson 2: Prob-bear-bilities |
| iReady Classroom | Amplify Classroom |
| Lesson 1: Understand Rigid Transformations and Their Properties | Unit 1 Lesson 1: Transformers Lesson 2: Spinning, Flipping, Sliding |
| Lesson 2: Work with Single Rigid Transformations in the Coordinate Plane | Unit 1 Lesson 4: Moving Day |
| Lesson 4: Understand Dilations and Similarity | Unit 2 Lesson 2: Dilation Mini Golf |
| Lesson 6: Describe Angle Relationships | Unit 2 Lesson 6: Social Scavenger Hunt |
| Lesson 7: Describe Angle Relationships in Triangles | Unit 1 Lesson 12: Puzzling It Out |
| Lesson 8: Graph Proportional Relationships and Define Slope | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 13: Solve Systems of Linear Equations Algebraically | Unit 4 Lesson 11: Make Them Balance Lesson 12: Line Zapper |
| Lesson 15: Understand Functions | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 16: Use Functions to Model Linear Relationships | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 19: Apply Exponent Properties for Positive Integer Exponents | Unit 7 Lesson 1: Circles Lesson 3: Power Pairs |
| Lesson 22: Work with Scientific Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Lesson 23: Find Square Roots and Cube Roots to Solve Problems | Unit 8 Lesson 4: Root Down |
| Lesson 25: Find Rational Approximations of Irrational Numbers | Unit 8 Lesson 10: Taco Truck |
| Lesson 27: Apply the Pythagorean Theorem | Unit 8 Lesson 8: Triangle-Tracing Turtle |
| Lesson 28: Solve Problems with Volumes of Cylinders, Cones, and Spheres | Unit 8 Lesson 11: Cylinders Lesson 13: Cones |
| Lesson 29: Analyze Scatter Plots and Fit a Linear Model to Data | Unit 6 Lesson 3: Robots Lesson 4: Dapper Cats Lesson 6: Find the Fit |
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.
| Topic Opener Numbers 0 to 5 | Connecting Cubes |
| Lesson 1-2 Recognize 1, 2, and 3 in Different Arrangements | Skye’s Style |
| Lesson 1-5 Recognize 4 and 5 in Different Arrangements | Matching Groups Designing Shoes with Skye |
| 3-ACT MATH: Set the Table | Investigate: Cafeteria Math |
| Lesson 3-2: Read, Make, and Write 6 and 7 | Moving and Grooving |
| Lesson 3-4: Read, Make, and Write 8 and 9 | Moving and Grooving |
| Lesson 3-6: Read, Make, and Write 10 | Moving and Grooving |
| Lesson 3-7: Count Numbers to 10 | Fingers as Math Tools |
| Lesson 4-1: Compare Groups to 10 by Matching | More, Fewer, or the Same Forest Friends |
| Lesson 4-2: Compare Numbers Using Numerals to 10 | Fingers and Counters |
| Lesson 4-3: Compare Groups to 10 by Counting | Comparing Words |
| Interactive Math Story | Investigate: Casey’s Town |
| Lesson 6-1: Explore Addition | How Many Objects in Pictures? The Bus Depot |
| Lesson 6-2: Represent Addition as Adding To | How Will You Count? |
| Lesson 6-3: Represent Addition as Putting Together | How Many Objects? |
| Lesson 6-4: Represent and Explain Addition with Equations | What Does It Mean to Add? |
| Lesson 7-1: Explore Subtraction | What Does It Mean to Subtract? The Bus Depot |
| Lesson 8-5: Decompose 6 and 7 to Solve Problems | Harry Explores the Ocean |
| Lesson 8-6: Decompose 8 and 9 to Solve Problems | Harry Explores the Ocean |
| Lesson 8-8: Decompose 10 to Solve Problems | Harry Explores the Ocean |
| Lesson 12-2: Circles and Triangles | What’s That Shape Called? |
| Lesson 12-3: Squares and Other Rectangles | Another Shape |
| Lesson 13-1: Analyze and Compare Two-Dimensional (2-D) Shapes | Another Shape So Much Sorting |
| Lesson 1-4: Take From | Packing for a Picnic What’s the Difference? |
| Lesson 1-7: Change Unknown | Replanting Huli |
| Lesson 1-8: Practice Adding and Subtracting | Leaping Lily Pads! |
| enVision STEM Project | A Community Working Together |
| Topic 2 Interactive Math Story | Investigate: Let’s Grow! |
| Lesson 2-8: Solve Word Problems with Facts to 10 | Tutu’s Garden in Maui The Kalo Plants Helping Others |
| Lesson 3-5: Make 10 to Add | Making 10 |
| Lesson 3-6: Continue to Make 10 to Add | Kitten Coaster |
| Lesson 6-1: Organize Data into Three Categories | Shapes Ying Saw |
| Lesson 7-1: Count by 10s to 120 | Meeting Yara |
| Grade 1 Lesson 7-5: Count on an Open Number Line | Time to Line Up! |
| Grade 1 Lesson 7-5: Count on an Open Number Line | What’s That Number? |
| Lesson 8-1: Make Numbers 11 to 19 | Same Number, Different Ways |
| Lesson 8-2: Numbers Made with Tens | Investigate: Game Points It’s a Match |
| Lesson 9-3: Compare Numbers | Investigate: Where Am I? |
| Grade 1 Lesson 9-5: Compare Numbers on a Number Line | Greater Than, Less Than, or Equal to |
| Grade 1 Lesson 9-5: Compare Numbers on a Number Line | In Full Bloom |
| Lesson 10-1: Add Tens Using Models | How Many Cubes? Boris’s Thimbles How Many Tens? |
| Lesson 11-1: Subtract Tens Using Models | Boris’s Thimbles |
| Lesson 11-2: Subtract Tens Using a Hundred Chart | How Many Tens? |
| Lesson 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes | Shapes Ying Saw |
| Lesson 1-1: Addition Fact Strategies | Exploring Within 10 |
| Lesson 1-3: Make a 10 to Add | Ways to Make 10 |
| Lesson 8-1: Solve Problems with Coins | Investigate: Activities at the Block Party Discovering Coins (Part 1) Discovering Coins (Part 2) |
| Lesson 8-2: Continue to Solve Problems with Coins | How Much Money? Discovering Coins (Part 2) |
| Lesson 8-5: Problem Solving: Reasoning | The Toy Stand The Craft Stand at the Block Party |
| Lesson 12-8: Compare Lengths | Lengths of Jungle Animals |
| Lesson 15-1: Line Plots | Messy Measurements |
| Lesson 15-2: More Line Plots | Bracelets and Wristbands |
| Lesson 15-3: Bar Graphs | Awesome Aquariums |
| Lesson 1-1: Relate Multiplication and Addition | Equal Groups |
| Lesson 1-3: Arrays and Properties | Arrays of Flavor |
| Lesson 4-1: Relate Multiplication and Division | It’s Chili in Here Relating Quotients to Familiar Products |
| Lesson 4-8: Solve Multiplication and Division Equations | Division and Multiplication Equations |
| Lesson 6-1: Cover Regions | Investigate: Comparing Rugs Which Covers More Space? |
| Lesson 6-2: Area: Nonstandard Units | Tiling Figures |
| Lesson 6-3: Area: Standard Units | Area Hunt |
| Lesson 6-4: Area of Squares and Rectangles | Rectangles and Arrays |
| Lesson 7-3: Make Bar Graphs | Puppy Pile 2, 5, or 10? |
| Topic 8 Vocabulary | Investigate: Create a Photo Gallery |
| Lesson 8-2: Algebra: Addition Patterns | Panda Patterns |
| Lesson 8-3: Mental Math: Addition | How Would You Solve It? |
| Lesson 9-1: Use Partial Sums to Add | Adding Your Way What is an Algorithm? |
| Lesson 9-2: Use Regrouping to Add | Using Fewer Digits |
| Lesson 9-3: Add 3 or More Numbers | Determining Sums of 2 or More Addends |
| Lesson 9-6: Use Strategies to Add and Subtract | Adding Strategically |
| 3-ACT MATH: Can-Do Attitude | Hamster Homes |
| Lesson 7-2: Factors | Factor or Multiple? |
| Lesson 7-4: Prime and Composite Numbers | A Number Game |
| Lesson 7-5: Multiples | Factor or Multiple? How Does It Grow? |
| Lesson 8-2: Equivalent Fractions: Number Lines | Investigate: Building Your Own Number Line All Kinds of Fractions |
| Lesson 8-5: Use Benchmarks to Compare Fractions | Fraction Strips |
| Lesson 8-5: Use Benchmarks to Compare Fractions | Chop It |
| Lesson 9-1: Model Addition of Fractions | Pizza Problems |
| Lesson 9-4: Model Subtraction of Fractions | Pizza Problems |
| Lesson 9-2: Decompose Fractions | Math Pizzeria |
| Lesson 10-1: Fractions as Multiples of Unit Fractions | Equal Groups of Fractions |
| Topic 12 Review What You Know | Investigate: Different Units |
| Lesson 12-1: Fractions and Decimals | A New Way to Write Tenths A New Way to Write Hundredths |
| Lesson 12-2: Fractions and Decimals on the Number Line | Are They Equivalent? What’s the Order? |
| Lesson 12-3: Compare Decimals | How Can You Compare? Robot Factory |
| Lesson 3-5: Multiply 3-Digit by 2-Digit Numbers | Partial Products Everywhere |
| Lesson 3-7: Practice Multiplying Multi-Digit Numbers | How Do They Compare? |
| Lesson 5-4: Use Partial Quotients to Divide | Emptying the Water Tank |
| Lesson 8-3: Multiply Fractions and Whole Numbers | Making Food |
| Lesson 8-4: Use Models to Multiply Two Fractions | Investigate: Folding Paper Parts of Parts One Part of One Part |
| Lesson 8-5: Multiply Two Fractions | Making Food Messy Multiplication |
| Lesson 8-6: Area of a Rectangle | Installing Turf Rows and Columns |
| Lesson 8-7: Multiply Mixed Numbers | Applying Fraction Multiplication Messy Multiplication |
| Lesson 8-8: Multiplication as Scaling | Chores at Animal Haven The Re-size-inator |
| Lesson 9-1: Fractions and Division | Investigate: Sharing Sandwiches Sharing More Sandwiches Making Generalizations |
| Lesson 9-2: Fractions and Mixed Numbers as Quotients | Dance Breaks Division Story Problems Making Generalizations |
| Lesson 11-1: Model Volume | Which is Largest |
| 3-ACT Math: Fill ‘er Up | Packing the Barge |
| Lesson 11-3: Combine Volumes of Prisms | Putting It Together Figures Made of Prisms |
No lessons focused on only shape patterns.
| Launch | Visual Patterns |
| Lesson 1-2: Solving Linear Equations | Working Backwards Solving Strategies |
| Lesson 1-3: Solving Linear Equations With a Variable on Both Sides | Same Position |
| Lesson 1-4: Literal Equations & Formulas | Subway Seats Various Variables |
| Lesson 1-5: Solving Inequalities in One Variable | Pizza Delivery |
| Lesson 2-3: Standard Form | Shelley the Snail Five Representations |
| Lesson 3-4: Arithmetic Sequence | More Visual Patterns Sequence Carnival |
| Lesson 3-5: Scatter Plots and Lines of Fit | Correlation Coefficient How Hot Is It? City Slopes |
| Lesson 3-6: Analyzing Lines of Fit | Residual Fruit Penguin Populations Behind the Headlines City Data |
| Lesson 4-1: Solving Systems of Linear Equations by Graphing | Lizard Lines |
| Lesson 4-2: Solving Systems of Equations by Substitution | Shape It Up |
| Lesson 4-5: Systems of Linear Inequalities | Quilts Seeking Solutions |
| Lesson 5-2: Piecewise Defined Functions | Craft-a-Graph Pumpkin Prices |
| Lesson 6-3: Exponential Functions | Carlos’s Fish |
| Lesson 6-5: Geometric Sequences | Revisiting Visual Patterns, Part 1 Sequence Carnival More Visual Patterns |
| Lesson 8-1: Key Features of a Quadratic Function | Revisiting Visual Patterns, Part 1 Quadratic Visual Patterns On the Fence |
| Lesson 8-3: Quadratic Functions in Standard Form | Plenty of Parabolas Two for One |
| Lesson 8-4: Modeling with Quadratic Functions | Stomp Rockets Robot Launch |
| Lesson 8-5: Linear, Exponential and Quadratic Models | Sorting Relationships |
| Lesson 9-1: Solving Quadratics Using Graphs and Tables | Stomp Rockets |
| Lesson 9-2: Solving Quadratic Equations by Factoring | Parabola Zapper Shooting Stars |
| Lesson 9-4: Completing the Square | Square Tactic |
| Lesson 9-5: The Quadratic Formula and the Discriminant | Stomp Rockets in Space |
| 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 Functions | Chip the Robot |
| Lesson 11-4: Standard Deviation | Finding Desmo |
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.
We recognize and respect the unique differences of each of our partnering districts—and that includes San Francisco USD.
Out of the box, Amplify Caminos offers districts a rich, comprehensive, research-based SELA experience. That said, no two districts are exactly alike. To that end, we are committed to working with San Francisco USD to ensure that Amplify Caminos addresses the needs of your community. This includes providing implementation guidance and support, as well as collaborating with your staff to determine which domains need to be modified or exchanged.
Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:
Watch the video below to learn more about Amplify Caminos for Grades K–2.
Watch the video below to learn more about Amplify Caminos for Grades 3–5.
Amplify Caminos is built on the science of how kids learn to read—in Spanish.
Amplify Caminos is all about helping you teach students how to read, all while giving them authentic and engaging reasons to read. That’s why Amplify Caminos develops foundational skills and builds knowledge in tandem.
Respecting the development differences between grade ranges, Amplify Caminos teaches foundational skills and background knowledge as two distinct strands in grades K–2, and combines them into one integrated strand in grades 3–5.
Grades K–2:
Every day, students in grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds robust background knowledge to access complex text in the Amplify Caminos Conocimiento 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:
In grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands 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.
Amplify Caminos builds students’ knowledge about the world.
In addition to teaching all students to crack the written code (which is vital for equity), the Amplify Caminos program helps students see the strengths and experiences we all share while celebrating their own unique identities and experiences.
This is accomplished through the exploration of topics and text that feature people who resemble students and familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
Amplify Caminos builds knowledge coherently across subjects and grades.
Throughout the program, students use their skills to explore domains that relate to storytelling, science, and the history of our world as seen through the eyes of many different groups.
Carefully selected to build from year-to-year, our grade-appropriate topics help students make and deepen connections while also reading, writing, and thinking creatively and for themselves.
New Knowledge Research Units for Grades K–5
Our brand-new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:
Units cover a variety of rich and relevant topics:
With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.
Units will be made available in English and Spanish, and will include the following components:
Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.
This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.
As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.
Within this unit, students have opportunities to:
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.
In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.
Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.
In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.
During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.
The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.
During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.
The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:
How this unit builds knowledge:
Within this unit, students have opportunities to:
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.
Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.
This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:
How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.
The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.
Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.
Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.
Amplify Caminos puts a variety of texts in the hands of students every day.
Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. In addition to featuring a diverse range of authors and topics, our texts represent individuals and characters with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more.
Amplify Caminos texts include:
Amplify Caminos Trade Book Collection Guide
Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.
Every trade book has an instructional guide that includes the following:
Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.
Built out of the latest research in the Science of Reading, Amplify Caminos 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.
The skills instruction in Amplify Caminos was distinctly developed with the Spanish language in mind. Its foundational lessons are specific to the language, rather than a direct translation from Amplify CKLA’s English skills instruction.
Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.
Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.
While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.
Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.
Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.
Amplify Caminos provides built-in differentiation strategies and supports in every lesson.
Writing instruction in Amplify Caminos builds systematically and cohesively within and across grades.
In Grades K-2, writing mechanics—including handwriting and spelling—are taught in the Amplify Caminos Lectoescritura strand. Starting in Grade 1, instruction includes four steps in the writing process: planning, drafting, editing, and publishing and features lessons that have modeling, collaboration, and sharing. As students gain skills and confidence, they are able to take on more of these steps independently. Students learn to use planning techniques, including brainstorming and graphic organizers.
Beginning in Grade 4, the Amplify Caminos writing process expands to also include sharing and evaluating. In Grades 4 and 5, the writing process is no longer conceptualized as a series of scaffolded, linear steps (an important change from the Grade 3 writing process). Rather, students move between components of the writing process in a flexible manner, similar to the process mature and experienced writers follow naturally.
Amplify Caminos’ writing instruction provides a clear progression through the text types in each grade.
Because Amplify Caminos has two strands of lessons in Grades K-2, Lectoescritura and Conocimiento, students are exposed to both narrative and informational texts throughout the year. In Grades 3-5, the integrated units feature study in literary, informational, or a mix of both types of texts, depending on the content of the unit.
Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.
Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts
Ready to explore on your own? First, watch the videos below to learn about the program’s components and how to navigate the digital platform.
Physical materials walkthrough video
Digital navigation video
Next, follow the instructions below to access your demo account.
Finally, click on the grade levels below to explore your requested sample units.
Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.
Every trade book has an instructional guide that includes the following:
Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.
Conocimiento Strand:
Lectoescritura Strand:
| GO Math! | Amplify Classroom |
| Module 4: Operations with Fractions | |
| Lesson 4.1: Applying GCF and LCM to Fraction Operations | Unit 4 Lesson 6: Fill the Gap |
| Module 5: Operations with Decimals | |
| Lesson 5.2: Adding and Subtracting Decimals | Unit 5 Lesson 1: Dishing Out Decimals Lesson 2: Decimal Diagrams and Algorithms |
| Lesson 5.4: Dividing Decimals | Unit 5 Lesson 13: Movie Time |
| Module 4: Operations with Fractions | |
| Lesson 4.1: Applying GCF and LCM to Fraction Operations | Unit 4 Lesson 6: Fill the Gap |
| Module 5: Operations with Decimals | |
| Lesson 5.2: Adding and Subtracting Decimals | Unit 5 Lesson 1: Dishing Out Decimals Lesson 2: Decimal Diagrams and Algorithms |
| Lesson 5.4: Dividing Decimals | Unit 5 Lesson 13: Movie Time |
| Module 6: Representing Ratios and Rates | |
| Lesson 6.1: Ratios | Unit 2 Lesson 1: Pizza Maker |
| Lesson 6.2: Rates | Unit 3 Lesson 6: Soft Serve |
| Lesson 6.3: Using Ratios and Rates to Solve Problems | Unit 2 Lesson 4: Fruit Lab Lesson 10: Disaster Preparation |
| Module 7: Applying Ratios and Rates | |
| Lesson 7.1: Ratios, Rates, Tables, and Graphs | Unit 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 |
| 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 Expressions | Unit 6 Lesson 8: Products and Sums Take Away (coming soon!) |
| 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 Inequalities | Unit 7 Lesson 7: Tunnel Travels |
| Module 12: Relationships in Two Variables | |
| Lesson 12.2: Independent and Dependent Variables in Tables and Graphs | Unit 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 Graphs | Unit 6 Lesson 16: Subway Fares Take Away (coming soon!) |
| GO Math! | Amplify Classroom |
| Module 13: Area and Polygons | |
| Lesson 13.1: Area of Quadrilaterals | Unit 1 Lesson 1: Shapes on a Plane Lesson 3: Exploring Parallelograms Exploring Parallelograms, Part 2 |
| Lesson 13.2: Area of Triangles | Unit 1 Lesson 1: Shapes on a Plane |
| Lesson 13.4: Area of Polygons | Unit 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 |
| Module 16: Displaying, Analyzing, and Summarizing Data | |
| Lesson 16.1: Measures of Center | Unit 8 Lesson 11: Toy Cars |
| Lesson 16.4: Dot Plots and Data Distribution | Unit 8 Lesson 3: Minimum Wage |
| Lesson 16.5: Histograms | Unit 8 Lesson 5: The Plot Thickens |
| 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 Integers | Unit 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 |
| Module 4: Rates and Proportionality | |
| Lesson 4.1: Unit Rates | Unit 2 Lesson 6: Two and Two |
| Lesson 4.2: Constant Rates of Change | Unit 2 Lesson 1: Paint Lesson 6: Two and Two |
| Lesson 4.3: Proportional Relationships and Graphs | Unit 2 Lesson 1: Paint Lesson 6: Two and Two |
| Module 5: Proportions and Percent | |
| Lesson 5.1: Percent Increase and Decrease | Unit 4 Lesson 1: Mosaics Lesson 5: Percent Machines |
| Lesson 5.3: Applications of Percent | Unit 4 Lesson 12: Posing Percent Problems(coming soon!) |
| Module 6: Expressions and Equations | |
| Lesson 6.3: Writing Two-Step Equations | Unit 6 Lesson 10: Collect the Squares |
| Module 6: Expressions and Equations | |
| Lesson 7.2: Writing Two-Step Inequalities | Unit 6 Lesson 16: Shira the Sheep |
| Lesson 7.3: Solving Two-Step Inequalities | Unit 6 Lesson 16: Shira the Sheep |
| Module 8: Modeling Geometric Figures | |
| Lesson 8.1: Similar Shapes and Scale Drawings | Unit 1 Lesson 1: Scaling Machines Lesson 7: Will It Fit? Unit 7 Lesson 5: Can You Build It? |
| Lesson 8.2: Geometric Drawings | Unit 1 Lesson 7: Will It Fit? |
| Lesson 8.4: Angle Relationships | Unit 7 Lesson 2: Friendly Angles Lesson 4: Missing Measures |
| Module 9: Circumference, Area, and Volume | |
| Lesson 9.1: Circumference | Unit 3 Lesson 3: Measuring Around |
| Lesson 9.2: Area of Circles | Unit 3 Lesson 8: Area Challenges |
| Lesson 9.3: Area of Composite Figures | Unit 3 Lesson 8: Area Challenges |
| Module 10: Random Samples and Populations | |
| Lesson 10.1: Populations and Samples | Unit 8 Lesson 10: Crab Island |
| Module 11: Analyzing and Comparing Data | |
| Lesson 11.3: Using Statistical Measures to Compare Populations | Unit 8 Lesson 10: Crab Island |
| Module 13: Theoretical Probability and Simulations | |
| Lesson 13.1: Theoretical Probability of Simple Events | Unit 8 Lesson 1: How Likely? Lesson 2: Prob-bear-bilities |
| GO Math! | Amplify Classroom |
|---|---|
| Module 1: Real Numbers | |
| Lesson 1.3: Ordering Real Numbers | Unit 8 Lesson 4: Root Down |
| Module 2: Exponents and Scientific Notation | |
| Lesson 2.1: Integer Exponents | Unit 7 Lesson 1: Circles Lesson 3: Power Pairs |
| Lesson 2.4: Operations with Scientific Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Module 3: Proportional Relationships | |
| Lesson 3.1: Representing Proportional Relationships. | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 3.2: Rate of Change and Slope | Unit 3 Lesson 4: Flags Lesson 5: The Tortoise and the Hare |
| Module 4: Nonproportional Relationships | |
| Lesson 4.1: Representing Linear Nonproportional Relationships | Unit 3 Lesson 4: Flags |
| Lesson 4.2: Determining Slope and y-intercept | Unit 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 Situations | Unit 3 Lesson 1: Turtle Time Trials |
| Module 5: Writing Linear Equations | |
| Lesson 5.1: Writing Linear Equations from Situations and Graphs | Unit 3 Lesson 4: Flags |
| Lesson 5.3: Linear Relationships and Bivariate Data | Unit 6 Lesson 3: Robots Lesson 4: Dapper Cats Lesson 6: Find the Fit |
| Module 6: Functions | |
| Lesson 6.1: Identifying and Representing Functions | Unit 5 Lesson 2: Guess My Rule Lesson 5: The Tortoise and the Hare |
| Lesson 6.3: Comparing Functions | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 6.4: Analyzing Graphs | Unit 5 Lesson 1: Turtle Crossing Lesson 5: The Tortoise and the Hare |
| Module 7: Solving Linear Equations | |
| Lesson 7.1: Equations with the Variable on Both Sides | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 7.2: Equations with Rational Numbers | |
| Lesson 7.3: Equations with the Distributive Property | Unit 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 |
| 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 Dilations | Unit 2 Lesson 2: Dilation Mini Golf Lesson 6: Social Scavenger Hunt |
| Lesson 10.3: Similar Figures | Unit 2 Lesson 1: Sketchy Dilations Lesson 6: Social Scavenger Hunt |
| 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 Triangles | Unit 1 Lesson 12: Puzzling It Out |
| Lesson 11.3: Angle-Angle Similarity | Unit 2 Lesson 6: Social Scavenger Hunt |
| Module 12: Pythagorean Theorem | |
| Lesson 12.1: The Pythagorean Theorem | Unit 8 Lesson 8: Triangle-Tracing Turtle Lesson 10: Taco Truck |
| Module 13: Volume | |
| Lesson 13.1: Volume of Cylinders | Unit 5 Lesson 11: Cylinders |
| Lesson 13.2: Volume of Cones | Unit 5 Lesson 13: Cones |
| Module 14: Scatter Plots | |
| Lesson 14.1: Scatter Plots and Association | Unit 6 Lesson 3: Robots |
| Lesson 14.2: Trend Lines and Predictions | Unit 6 Lesson 4: Dapper Cats Lesson 6: Find the Fit |
| Module 15: Two-Way Tables | |
| Lesson 15.2: Two-Way Relative Frequency Tables | Unit 6 Lesson 11: Finding Associations |
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.
| enVision Math | Desmos Classroom |
| Lesson 1: Fluently Add, Subtract, and Multiply Decimals | Unit 5 Lesson 1: Dishing Out Decimals Lesson 2: Decimal Diagrams and Algorithms |
| Lesson 2: Fluently Divide Whole Numbers and Decimals | Unit 5 Lesson 13: Movie Time |
| Lesson 4: Understand Division with Fractions | Unit 4 Lesson 13: Movie Time |
| Lesson 6: Divide Mixed Numbers | Unit 4 Lesson 6 Fill the Gap |
| Lesson 7: Solve Problems with Rational Numbers | Unit 4 Lesson 3: Flour Planner |
| Lesson 1: Understand Integers | Unit 7 Lesson 1: Can You Dig It? |
| Lesson 2: Represent Rational Numbers on the Number Line | Unit 7 Lesson 4: Order in the Class |
| Lesson 4: Write Algebraic Expressions | Unit 6 Lesson 8: Products and SumsTake Away (coming soon!) |
| Lesson 6: Generate Equivalent Expressions | Unit 6 Lesson 8: Products and SumsTake Away (coming soon!) |
| Lesson 1: Understand Equations and Solutions | Unit 6 Lesson 1: Weight for It |
| Lesson 6: Understand and Write Inequalities | Unit 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!) |
| Lesson 1: Understand Ratios | Unit 2 Lesson 1: Pizza Maker |
| Lesson 2: Generate Equivalent Ratios | Unit 2 Lesson 4: Fruit Lab |
| Lesson 4: Represent and Graph Ratios | Unit 2 Lesson 10: Disaster Preparation |
| Lesson 5: Understand Rates and Unit Rates | Unit 3 Lesson 6: Soft Serve |
| Lesson 6: Compare Unit Rates | Unit 3 Lesson 6: Soft Serve |
| Lesson 1: Understand Percent | Unit 3 Lesson 9: Lucky Duckies |
| Lesson 1: Find Areas of Parallelograms and Rhombuses | Unit 1 Lesson 3: Exploring Parallelograms, Part 1 Exploring Parallelograms, Part 2 |
| Lesson 5: Represent Solid Figures Using Nets | Unit 1 Lesson 10: Renata’s Stickers |
| Lesson 2: Summarize data Using Mean, Median, and Mode | Unit 8 Lesson 11: Toy Cars |
| Lesson 4: Display Data in Frequency Tables and Histograms | Unit 8 Lesson 5: The Plot Thickens |
| Lesson 7: Summarize Data Distributions | Unit 8 Lesson 3: Minimum Wage |
| enVision Math | Desmos Classroom |
| Lesson 1: Relate Integers and Their Opposites | Unit 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 Numbers | Unit 5 Lesson 4: Draw Your Own Lesson 10: Integer Puzzles |
| Lesson 6: Multiply Integers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 7: Multiply Rational Numbers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 9: Divide Rational Numbers | Unit 5 Lesson 10: Integer Puzzles |
| Lesson 3: Understand Proportional Relationships: Equivalent Ratios | Unit 2 Lesson 1: Paint |
| Lesson 4: Describe Proportional Relationships: Constant of Proportionality | Unit 2 Lesson 6: Two and Two |
| Lesson 5: Graph Proportional Relationships | Unit 2 Lesson 8: Dino Pops |
| 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 Problems | Unit 4 Lesson 5: Percent Machines Lesson 12: Posing Percent Problems (coming soon!) |
| Lesson 5: Solve Markup and Markdown Problems | Unit 4 Lesson 5: Percent Machines Lesson 12: Posing Percent Problems (coming soon!) |
| Lesson 3: Simplify Expressions | Unit 6 Lesson 10: Collect the Squares |
| Lesson 4: Expand Expressions | Unit 6 Lesson 10: Collect the Squares |
| Lesson 6: Add Expressions Lesson 7: Subtract Expressions | Unit 6 Lesson 10: Collect the Squares |
| 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 |
| Lesson 1: Populations and Samples | Unit 8 Lesson 10: Crab Island |
| Lesson 2: Draw Inferences from Data | Unit 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 |
| Lesson 1: Understand Likelihood and Probability | Unit 8 Lesson 1: How Likely? Lesson 2: Prob-bear-bilities |
| Lesson 1: Solve Problems Involving Scale Drawings | Unit 1 Lesson 1: Scaling Machines Lesson 7: Will It Fit? |
| Lesson 3: Draw Triangles with Given Conditions | Unit 7 Lesson 5: Can You Build It? |
| Lesson 4: Solve Problems Using Angle Relationships | Unit 7 Lesson 2: Friendly Angles Lesson 4: Missing Measures |
| Lesson 5: Solve Problems Involving Circumference of a Circle | Unit 7 Lesson 3: Measuring Around |
| Lesson 6: Solve Problems Involving Area of a Circle | Unit 3 Lesson 9: Area Challenges |
| enVision Math | Desmos Classroom |
| Lesson 4: Evaluate Square Roots and Cube Roots | Unit 8 Lesson 4: Root Down |
| Lesson 6: Use Properties of Integer Exponents | Unit 7 Lesson 3: Power Pairs |
| Lesson 9: Understand Scientific Notation | Unit 7 Lesson 9: Specific and Scientific Lesson 11: Balance the Scale |
| Lesson 3: Solve Multi-Step Equations | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 5: Compare Proportional Relationships | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 6: Connect proportional Relationships and Slope | Unit 3 Lesson 4: Flags |
| Lesson 8: Understand the y-intercept of a Line | Unit 3 Lesson 4: Flags |
| Lesson 1: Understand Relations and Functions | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 2: Connect Representations of Functions | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 5: Intervals of Increase and Decrease | Unit 5 Lesson 1: Turtle Crossing |
| Lesson 1: Construct and Interpret Scatter Plots | Unit 6 Lesson 3: Robots |
| Lesson 2: Analyze Linear Association | Unit 6 Lesson 4: Dapper Cats Lesson 6: Find the Fit |
| Lesson 5: Interpret Two-Way Relative Frequency Tables | Unit 6 Lesson 11: Finding Associations |
| Lesson 2: Solve Systems by Graphing | Unit 4 Lesson 11: Make Them Balance Lesson 12: Line Zapper |
| Lesson 1: Analyze Translations | Unit 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 Dilations | Unit 2 Lesson 1: Sketchy Dilations Lesson 2: Dilation Mini Golf |
| Lesson 7: Understand Similar Figures | Unit 2 Lesson 6: Social Scavenger Hunt |
| Lesson 9: Interior and Exterior Angles of Triangles | Unit 1 Lesson 12: Puzzling It Out |
| Lesson 1: Understand the Pythagorean Theorem | Unit 8 Lesson 8: Triangle-Tracing Turtle |
| Lesson 3: Apply the Pythagorean Theorem to Solve Problems | Unit 8 Lesson 10: Taco Truck |
| Lesson 2: Find Volume of Cylinders | Unit 5 Lesson 11: Cylinders |
| Lesson 3: Find Volume of Cones | Unit 5 Lesson 13: Cones |
| Launch | Visual Patterns |
| Lesson 1-2: Solving Linear Equations | Working Backwards |
| Lesson 1-3: Solving Equations with Variables on Both Sides | Solving Strategies Same Position |
| Lesson 1-4: Literal Equations and Formulas | Subway Seats Various Variables |
| Lesson 1-5: Solving Inequalities in One Variable | Pizza Delivery |
| Lessons 2-1 to 2-3 Forms of Linear Equations | Subway Seats Five Representations |
| Lesson 3-2: Linear Functions | Shelley the Snail Chip the Robot |
| Lesson 3-4: Arithmetic Sequences | Sequence Carnival More Visual Patterns |
| Lesson 3-6: Analyzing Lines of Fit | Correlation Coefficient How Hot Is It? City Slopes Residual Fruit Penguin Populations Behind the Headlines City Data |
| Lesson 4-1: Solving Systems of Equations by Graphing | Lizard Lines |
| Lesson 4-2: Solving Systems of Equations by Substitution | Shape It Up |
| Lesson 4-5: Systems of Linear Inequalities | Quilts Seeking Solutions |
| Lesson 5-2: Piecewise-Defined Functions | Pumpkin Prices |
| Lesson 6-2: Exponential Functions | Carlos’s Fish Revisiting Visual Patterns, Part 1 |
| Lesson 6-4: Geometric Sequences | Sequence Carnival More Visual Patterns |
| Lesson 8-1: Key Features of a Quadratic Function | Quadratic Visual Patterns |
| Lesson 8-2: Quadratic Functions in Vertex Form | On the Fence Plenty of Parabolas |
| Lesson 8-5: Linear, Exponential and Quadratic Models | Detroit’s Population, Part 1 Detroit’s Population, Part 2 Sorting Relationships |
| Lesson 8-3: Quadratic Functions in Standard Form | Robot Launch |
| Lesson 8-4: Modeling with Quadratic Functions | Stomp Rockets |
| Lesson 9-2: Solving Quadratic Equations by Factoring | Two for One Parabola Zapper Shooting Stars |
| Lesson 9-5: Completing the Square | Square Tactic |
| Lesson 9-6: The Quadratic Formula and the Discriminant | Stomp Rockets in Space |
| Lesson 10-1: The Square Root function | Plane, Train, and Automobile |
| Lesson 10-3: Analyzing Functions Graphically | Craft-a-Graph |
| Lesson 10-7: Inverse Functions | Chip the Robot |
| Lesson 11-4: Standard Deviation | Finding Desmo |
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.
Topic 1: Factors and Multiples
| MATHbook | Lesson 1: Taking Apart Numbers and Shapes | Products and Sums |
| MATHbook | Lesson 5: Yours IS to Reason Why! | Fill the Gap |
Topic 2: Area, Volume, and Surface Area
| MATHbook | Lesson 1: All About That Base….and Height | Exploring Triangles Triangles and Parallelograms |
| MATHbook | Lesson 2: Slicing and Dicing: Composit Figure | Shapes on a Plane Letters |
Topic 3: Decimals
| MATHbook | Lesson 1: You Have a Point | Dishing Out Decimals |
| MATHbook | Lesson 2: Get In Line | Decimal Diagrams and Algorithms |
| MATHbook | Lesson 4: Dividend In the House | Movie Time |
Topic 4: Fraction by Fraction Division
| MATHia | Lesson 1: Representing Fraction Division | Flour Planner |
Topic 5: Area of Triangles and Quadrilaterals
| MATHia | Lesson 2: Developing Area Formulas | Exploring Parallelograms, Part 1 |
| MATHia | Lesson 3: Calculating Areas of Various Figures | Exploring Parallelograms, Part 2 Off the Grid, Part 1 Off the Grid, Part 2 |
Topic 6: Composite Figures
| MATHia | Lesson 2: Calculating Area of Composite Figures | Pile of Polygons |
Topic 8: Surface Area of Regulat Prisms and Pyramids
| MATHia | Lesson 1: Determing Surface Area Using Nets | Renata’s Stickers |
Topic 1: Ratios
| MATHbook | Lesson 2: Going Strong | Pizza Maker |
| MATHbook | Lesson 3: Different but the Same | Pizza Maker |
| MATHbook | Lesson 4: A trip to the Moon | Fruit Lab |
Topic 2: Percents
| MATHbook | Lesson 2: Warming the Bench | Lucky Duckies |
Topic 3: Using Tables to Represent Equivalent Ratios
| MATHbook | Lesson 1: Many ways to Measure | Many Measurements Model Trains |
| MATHbook | Lesson 2: What is the Best Buy? | World Records |
| MATHbook | Lesson 3: A Trip to the Moon | Welcome to the Robot Factory |
| MATHia | Lesson 2: Using Tables to Determine Equivalent Ratios | Disaster Preparation |
| MATHia | Lesson 3: Problem Solving with Equivalent Rations and Rates using Tables | Disaster Preparation |
Topic 9: Introduction to Unit Rate
| MATHia | Lesson 2: Determining and Comparing Rates | Soft Serve More Soft Serve |
Topic 2: Equations
| MATHbook | Lesson 2: Double Talk | Weight for It |
| MATHbook | Lesson 3: Play It in Reverse | Weight for It |
| MATHbook | Lesson 4: One, None, or a Ton | Tunnel Travels |
| MATHbook | Lesson 5: Getting Real | Five Equations Swap and Solve |
Topic 3: Graphing Quantitative Relationships
| MATHbook | Lesson 3: Planes, Trains, and Paychecks | Subway Fares |
Topic 6: Solving One-Step Addition and Subtraction Equations
| MATHia | Lesson 1: Exploring One-Step Equations with Double-Number Lines | Hanging Around |
Topic 7: Solving One-Step Multiplication and Division Equations
| MATHia | Lesson 1: Using Double Number Lines to Solve One-Step Multiplicaiton Equations | Hanging Around |
Topic 8: Solving One-Step Equations with Decimals and Fractions
| MATHia | Lessons 1-4: | Hanging Around |
Topic 1: Signed Numbers
| MATHbook | Lesson 1: Signed Numbers | Can You Dig It? |
Topic 1: Introduction to Negative Numbers
| MATHia | Lesson 2: Representing Integers on Number Lines | Order in the Class |
Topic 1: The Statical Process
| MATHbook | Lesson 3: Skyscrapers | The Plot Thickens |
Topic 2: Numerical Summaries of Data
Topic 2: Analyzing Numeric Data Displays
| MATHia | Lesson 1: Creating Dot Plots | Minimum Wage |
Topic 1: Circles and Ratios
| MATHbook | Lesson 1: Pi: The Ultimate Ratio | Measuring Around |
| MATHbook | Lesson 2: That’s a Spicy Pizza! | Why Pi? |
| MATHbook | Lesson 2: Circular Reasoning | Area Challenges |
| MATHbook | Lesson 4: Pound for Pount, Inch for Inch | Scaling Machines Tiles Scaling Robots |
Topic 2: Proportionality
| MATHbook | Lesson 1: Poultry in Motion | Paint |
| MATHbook | Lesson 6: Minding Your Ps and Qs | Two and Two |
Topic 3: Proportional Relationships
| MATHbook | Lesson 1: Markups and Markdowns | All the Equations 100% |
| MATHbook | Lesson 4: More Ups and Downs | Mosaics More and Less |
Topic 3: Scale and Scale Drawing
| MATHia | Lesson 1: Critical Attributes of Similar Figures | Scale Factor Challenges |
| MATHia | Lesson 3: Calculating Measurements Using Scale | Make it Scale Will It Fit |
Topic 4: Ratio Representations
| MATHia | Lesson 2: Determining Characteristics of Graphs of Proportional Relationships | DinoPops |
Topic 11: Introducing Proportions to Solve Percent Problems
| MATHia | Lesson 2: Solving Simple Percent Problems | Back in My Day |
Topic 13: Percent Increase and Percent Decrease
| MATHia | Lesson 1: Calculating Percent Change and Final Amounts | Percent Machines |
Topic 1: Adding and Subtracting Rational Numbers
| MATHbook | Lesson 1: Math Football | Floats and Anchors |
| MATHbook | Lesson 2: Walk the Line | More Floats and Anchors |
| MATHbook | Lesson 4: What’s the Difference? | More Floats and Anchors |
Topic 5: Rewriting Expressions
| MATHia | Lesson 2: Evaluating Simple Numberic Expressions with Integers | Integer Puzzles |
Topic 6: Using Number Properties to Interpret Expressions with Signed Numbers
| MATHia | Lesson 2: Operating with Signed Decimals | Draw Your Own |
Topic 1: Two-Step Expressions and Equations
| MATHbook | Lesson 4: Formally Yours | Keeping it True |
Topic 2: Multiple Representations of Equations and Inequalities
| MATHbook | Lesson 3: Solving Inequalities with Inverse Operations | Unbalanced Hangers |
| MATHbook | Lesson 4: Deep Dive | Budgeting Write Them and Solve Them |
Topic 1: Rewriting Algebraic Expressions
| MATHia | Lesson 2: Rewriting Algebraic Expressions Involving Integer Coefficients | Collect the Squares |
Topic 8: Solving Inequalities with Inverse Operations
| MATHia | Lesson 3: Solving Two-Step Inequalities | I Saw the Signs Shira the Sheep |
Topic 1: Introduction to Probability
| MATHbook | Lesson 1: Rolling, Rolling, Rolling… | How Likely Prob-bear-bilities |
| MATHbook | Lesson 2: Give the Model a Chance | Is It Fair? |
Topic 3: Drawing Inferences
| MATHbook | Lesson 2: Tiles, Gumballs, and Pumpkins | Crab Island |
Topic 1: Angles and Triangles
| MATHbook | Lesson 2: Special Delivery | Friendly Angles |
| MATHbook | Lesson 3: Consider Every Side | Can You Build It |
Topic 1: Special Angle Relationships
| MATHia | Lesson 2: Exploring Angle Relationships | Missing Measures |
| MATHia | Lesson 3: Solving for Angle Measures | Missing Measures |
Topic 1: Rigit Motion Transformaitons
| MATHbook | Lesson 1: Patty Paper, Patty Paper | Transformers |
| MATHbook | Lesson 2: Slides, Flips, and Spins | Spinning, Flipping, Sliding |
| MATHbook | Lesson 3: Lateral Moves | Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| MATHbook | Lesson 4: Mirror, Mirror | Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| MATHbook | Lasson 5: Half Turnsa and Quarter Turns | Getting Coordinated, Part 1 Getting Coordinated, Part 2 |
| MATHbook | Lesson 6: Every Which Way | Transformation Golf |
Topic 2: Dilations
| MATHbook | Lesson 1: Pinch-Zoom Geometry | Sketchy Dilations |
| MATHbook | Lesson 2: Rising, Running, Stepping, Scaling | Dilation Mini Golf |
| MATHbook | Lesson 3: From Here to There | Social Scavenger Hunt |
Topic 3: Line and Angle Relationships
| MATHbook | Lesson 2: Crisscrsoss Applesauce | Puzzling It Out |
Topic 1: Rigid Motion in the Coordinate Plane
| MATHia | Lesson 1: Experimenting with Rigid Motion | Moving Day |
Topic 1: From Proportions to Linear Relationships
| MATHbook | Lesson 2: Jack and Jill Went Up the Hill | Turtle Time Trials |
| MATHbook | Lesson 4: Up, Down, and All Around | Translations |
Topic 2: Modeling Linear Relationships
| MATHbook | Lesson 2: Been There, Done That, Got the T-shirt | Water Cooler |
| MATHbook | Lesson 3: Dining, Dancing, Driving | Flags Ups and Downs |
| MATHbook | Lesson 4: Derby Day | Stacking Cups (Optional) |
Topic 3: Systems of Linear Equations
| MATHbook | Lesson 1: Crossing Paths | Make Them Balance |
| MATHbook | Lesson 2: The Road Less Traveled | Line Zapper |
Topic 11: Solving Linear Equations with Variables on Both Sides
| MATHia | Lesson 3: Solving with Variables on Both Sides with Rationals | Equation Roundtable |
Topic 1: Introduction to Functions
| MATHbook | Lesson 1: Patterns, Sequences, Rules… | Guess My Rule |
| MATHbook | Lesson 2: Once Upon a Graph | Turtle Crossing |
| MATHbook | Lesson 4: Over the River and Through the Woods | The Tortoise and the Hare Scatter Plot City Interpreting Slopes |
Topic 2: Patterns in Bivariate Data
| MATHbook | Lesson 1: Pass the Squeeze | Robots |
| MATHbook | Lesson 2: Off the Chain | Dapper Cats |
| MATHbook | Lesson 3: Mia is Growing Like a Weed | Find the FIt (called Fit Fights in Desmos Math) |
| MATHbook | Lesson 4: The Stroop Test | Interpreting Scatter Plots |
| MATHbook | Lesson 5: Would You Rather…? | Finding Associations |
Topic 4: Drawing Lines of Best Fit
| MATHia | Lesson 1: Estimating Lines of Best Fit | Interpreting Slopes |
| MATHia | Lesson 2: Using Lines of Best Fit | Animal Brains |
Topic 2: Pythagorean Theorem
| MATHbook | Lesson 1: The Right Connection | Triangle Tracing Turtle |
| MATHbook | Lesson 4: Catty Corner | Taco Truck |
Topic 1: The Real Number System
| MATHia | Lesson 2: Graphing Real Numbers on the Number Line | Root Down |
Topic 1: Exponents and Scientific Notation
| MATHbook | Lesson 1: It’s a Generational Thing | Circles |
| MATHbook | Lesson 2: Show What You Know | Power Pairs |
| MATHbook | Lesson 3: The Big and Small of It | Specific and Scientific (formerly Solar System) |
| MATHbook | Lesson 4: How Much Larger? | Balance the Scale |
Topic 2: Volume of Curved Figures
Topic 1: Quantities and Relationships
| Lesson 3: f of x, Recognizing Functions and Function Families | Craft-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 Glove | Penguin Populations |
| Lesson 2: Gotta Keep It Correlatin’ | Correlation Coefficient How Hot Is It? Behind the Headlines City Data |
| Lesson 3: The Residual Effect | Residual Fruit |
| Lesson 4: To Fit or Not To Fit? That Is the Question! | City Slopes |
Topic 1: Linear Functions
| Lesson 1: Connecting the Dots | Plane, Train, and Automobile |
Topic 2: Solving Linear Equations and Inequalities
| Lesson 1: Strike a Balance | Working Backwards Solving Strategies Same Position |
| Lesson 2: It’s Literally About Literal Equations | Subway Seats Various Variables Shelley the Snail Five Representations |
| Lesson 3: Not All Statements Are Made Equal | Pizza Delivery |
Topic 3: Systems of Equations and Inequalities
| Lesson 1: Double the Fun | Shape It Up Lizard Lines |
| Lesson 3: Throwing Shade | Seeking Solutions |
| Lesson 4: Working with Constraints | Quilts |
Topic 1: Introduction to Exponential Functions
| Lesson 2: The Power Within | Carlos’s Fish |
Topic 2: Using Exponential Equations
| Lesson 4: BAC is BAD News | Detroit’s Population, Part 1 Detroit’s Population, Part 2 |
Topic 1: One-Variable Statistics
| Lesson 2: A Skewed Reality | Finding Desmo |
Topic 1: Introduction to Quadratic Functions
| Lesson 1: Up and Down or Down and Up | Quadratic Visual Patterns On the Fence Stomp Rockets Plenty of Parabolas Robot Launch |
| Lesson 2: Endless Forms Most Beautiful | Parabola Zapper Two for One Shooting Stars |
| Lesson 4: You Lose Some, You Lose Some | Sorting Relationships |
Topic 2: Solving Quadratic Equations
| Lesson 4: The Missing Link | Square Tactic |
| Lesson 5: The Quadratic Formula | Stomp Rockets in Space |
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.
| Launch | Visual Patterns |
| Lesson 1.2: Solving Multi-Step Equations | Working Backwards |
| Lesson 1.4: Solving Equations with Variables on Both Sides | Solving Strategies Same Position |
| Lesson 1.6: Rewriting Equations and Formulas | Subway Seats Various Variables |
| Lesson 2.1: Writing and Graphing Inequalities | Pizza Delivery |
| Lesson 3.2: Characteristics of Functions | Craft-a-Graph |
| Lesson 3.5: Graphing Linear Equations in Standard Form | Shelley the Snail Five Representations |
| Lesson 4.4: Scatter Plots and Lines of Fit | Correlation Coefficient How Hot Is It? City Slopes Residual Fruit Penguin Populations |
| Lesson 4.5: Analyzing Lines of Fit | Behind the Headlines City Data |
| Lesson 4.6: Arithmetic Sequences | Sequence Carnival More Visual Patterns |
| Lesson 4.7: Piecewise Defined Functions | Pumpkin Prices |
| Lesson 5.1: Solve Systems of Linear Equations by Graphing | Lizard Lines |
| Lesson 5.2: Solving Systems of Linear Equations by Substitution | Shape It Up |
| Lesson 5.4: Solving Special Systems of Linear Equations | Lizard Lines |
| Lesson 5.6: Graphing Linear Inequalities in Two Variables | Quilts |
| Lesson 5.7: Systems of Linear Inequalities | Seeking Solutions |
| Lesson 6.3: Exponential Functions | Carlos’s Fish |
| Lesson 6.6 Geometric Sequences | Sequence Carnival More Visual Patterns |
| Performance Task | Detroit’s Population, Part 1 Detroit’s Population, Part 2 |
| Lesson 8.1: Graphing f(x)=Ax^2 | Revisiting Visual Patterns, Part 1 Quadratic Visual Patterns On the Fence |
| Lesson 8.2: Graphing f(x)=Ax^2+C | Plenty of Parabolas |
| Lesson 8.3: Graphing f(x)=Ax^2+Bx+C | Stomp Rockets |
| Lesson 8.4: Graphing f(x)=A(x-h)^2+k | Robot Launch |
| Lesson 8.5: Using Intercept Form | Two for One Parabola Zapper Shooting Stars |
| Lesson 8.6: Comparing Linear, Exponential, and Quadratic Functions | Plane, Train, and Automobile Sorting Relationships |
| Lesson 9.4: Solving Quadratic Equations by Completing the Square | Square Tactic |
| Lesson 9.5: Solving Quadratic Equations using the Quadratic Formula | Stomp Rockets in Space |
| Lesson 10.4: Inverse of a Function | Chip the Robot |
| Chapter 11: Data Analysis and Displays | Finding Desmo |
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 | Amplify 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 Rates | Unit 3 Lesson 6: Soft Serve |
| Lesson 18: Finding a Rate by Dividing Two Quantities | Unit 3 Lesson 6: Soft Serve |
| Lesson 24: Percent and Rates per 100 | Unit 3 Lesson 9: Lucky Duckies |
| 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 Numbers | Unit 4 Lesson 6: Fill the Gap |
| Topic B Multi-Digit Decimal Operations—Adding, Subtracting, and Multiplying | |
| Lesson 9: Sums and Differences of Decimals | Unit 5 Lesson 2: Decimal Diagrams and Algorithms |
| 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 |
| Topic D Expanding, Factoring, and Distributing Expressions | |
| Lesson 9: The Relationship of Addition and Subtraction | Unit 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 True | Unit 6 Lesson 1: Weight for It |
| Lesson 26: One-Step Equations—Addition and Subtraction | Unit 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 |
| Topic A: Area of Triangles, Quadrilaterals, and Polygons | |
| Lesson 1: The Area of Parallelograms Through Rectangle Facts | Unit 1 Lesson 3: Exploring Parallelograms Exploring Parallelograms, Part 2 |
| Topic D Nets and Surface Area | |
| Lesson 18: Determining Surface Area of Three-Dimensional Figures | Unit 1 Lesson 10: Renata’s Stickers |
| 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 Median | Unit 8 Lesson 11: Toy Cars |
| Topic D Summarizing and Describing Distributions | |
| Lesson 18: Connecting Graphical Representations and Numerical Summaries | Unit 8 Lesson 5: The Plot Thickens |
| Lesson 3: Creating a Dot Plot | Unit 8 Lesson 3: Minimum Wage |
| Eureka Math | Amplify Classroom |
| Topic A Proportional Relationships | |
| Lesson 1: An Experience in Relationships as Measuring Rate | Unit 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 Relationships | Unit 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 Fractions | Unit 2 Lesson 8: Dino Pops |
| Topic D Ratios of Scale Drawings | |
| Lesson 16: Relating Scale Drawings to Ratios and Rates | Unit 1 Lesson 1: Scaling Machines |
| Lesson 18: Computing Actual Lengths from a Scale Drawing | Unit 1 Lesson 7: Will It Fit? |
| Lesson 19: Computing Actual Areas from a Scale Drawing | Unit 1 Lesson 7: Will It Fit? |
| Topic A Addition and Subtraction of Integers and Rational Numbers | |
| Lesson 1: Opposite Quantities Combine to Make Zero | Unit 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 Numbers | Unit 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 Numbers | Unit 5 Lesson 10: Integer Puzzles |
| 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 Equations | Unit 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 All | Unit 3 Lesson 3: Measuring Around |
| Lesson 17: The Area of a Circle | Unit 3 Lesson 9: Area Challenges |
| Lesson 18: More Problems on Area and Circumference | Unit 3 Lesson 9: Area Challenges |
| Topic A Finding the Whole | |
| Lesson 1: Percent | Unit 4 Lesson 1: Mosaics |
| Lesson 2: Part of a Whole as a Percent | Unit 4 Lesson 1: Mosaics |
| Lesson 3: Comparing Quantities with Percent | Unit 4 Lesson 1: Mosaics |
| Lesson 4: Percent Increase and Decrease | Unit 4 Lesson 5: Percent MachinesLesson 12: Posing Percent Problems(coming soon!) |
| Lesson 5: Finding One Hundred Percent Given Another Percent | |
| Lesson 6: Fluency with Percents | Unit 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 Problems | Unit 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 Applications | Unit 4 Lesson 12: Posing Percent Problems (coming soon!) |
| Topic C Scale Drawings | |
| Lesson 13: Changing Scales | Unit 1 Lesson 1: Scaling Machines Lesson 7: Will It Fit? |
| Lesson 14: Computing Actual Lengths from a Scale Drawing | Unit 1 Lesson 7: Will It Fit? |
| Topic D Population, Mixture, and Counting Problems Involving Percents | |
| Lesson 16: Population Problems | Unit 8 Lesson 10: Crab Island |
| Topic A Calculating and Interpreting Probabilities | |
| Lesson 1: Chance Experiments | Unit 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 Population | Unit 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 |
| Topic A Unknown Angles | |
| Lesson 1: Complementary and Supplementary Angles | Unit 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 Triangles | Unit 7 Lesson 5: Can You Build It? |
| Lesson 11: Conditions on Measurements That Determine a Triangle | Unit 7 Lesson 5: Can You Build It? |
| Topic D Problems Involving Area and Surface Area | |
| Lesson 22: Area Problems with Circular Regions | Unit 3 Lesson 9: Area Challenges |
| Eureka Math | Amplify Classroom |
| Topic A Exponential Notation and Properties of Integer Exponents | |
| Lesson 1: Exponential Notation | Unit 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 |
| 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 Lines | Unit 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 Triangle | Unit 1 Lesson 12: Puzzling It Out |
| 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 Theorem | Unit 8 Lesson 8: Triangle-Tracing Turtle |
| Topic A Writing and Solving Linear Equations | |
| Lesson 4: Solving a Linear Equation | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 5: Writing and Solving Linear Equations | Unit 4 Lesson 5: Equation Roundtable |
| Lesson 6: Solutions of a Linear Equation | Unit 4 Lesson 5: Equation Roundtable |
| Topic B Linear Equations in Two Variables and Their Graphs | Unit 3 Lesson 4: Flags |
| Lesson 10: A Critical Look at Proportional Relationships | Unit 3 Lesson 1: Turtle Time TrialsLesson 4: Flags |
| Lesson 11: Constant Rate | Unit 3 Lesson 4: Flags |
| Lesson 13: The Graph of a Linear Equation in Two Variables | Unit 3 Lesson 4: Flags |
| Topic C Slope and Equations of Lines | |
| Lesson 15: The Slope of a Non-Vertical Line | Unit 3 Lesson 4: Flags |
| Lesson 18: There Is Only One Line Passing Through a Given Point with a Given Slope | Unit 3 Lesson 4: Flags |
| Lesson 19: The Graph of a Linear Equation in Two Variables Is a Line | Unit 3 Lesson 4: Flags |
| Lesson 20: Every Line Is a Graph of a Linear Equation | Unit 3 Lesson 4: Flags |
| Lesson 22: Constant Rates Revisited | Unit 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 System | Unit 4 Lesson 11: Make Them Balance Lesson 12: Line Zapper |
| Topic A Functions | |
| Lesson 1: The Concept of a Function | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 2: Formal Definition of a Function | Unit 5 Lesson 1: Turtle Crossing Lesson 2: Guess My Rule |
| Lesson 3: Linear Functions and Proportionality | Unit 3 Lesson 1: Turtle Time Trials |
| Lesson 5: Graphs of Functions and Equations | Unit 5 Lesson 5: The Tortoise and the Hare |
| Lesson 6: Graphs of Linear Functions and Rate of Change | Unit 3 Lesson 4: Flags |
| Lesson 7: Comparing Linear Functions and Graphs | Unit 5 Lesson 5: The Tortoise and the Hare |
| Topic B Volume | |
| Lesson 10: Volumes of Familiar Solids—Cones and Cylinders | Unit 5 Lesson 11: Cylinders |
| Topic A Linear Functions | |
| Lesson 2: Interpreting Rate of Change and Initial Value | Unit 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 Line | Unit 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 Variables | Unit 6 Lesson 11: Finding Associations |
| Topic A Square and Cube Roots | |
| Lesson 2: Square Roots | Unit 8 Lesson 4: Root Down |
| Lesson 4: Simplifying Square Roots | Unit 8 Lesson 4: Root Down |
| Topic C The Pythagorean Theorem | |
| Lesson 18: Applications of the Pythagorean Theorem | Unit 8 Lesson 10: Taco Truck |
Topic A: Introduction to Functions Studied this Year—Graphing Stories
| Lesson 1: Graphs of Piecewise Functions | Pumpkin Prices |
| Lesson 2: Graphs of Quadratic Functions | Revisiting Visual Patterns, Part 1 Quadratic Visual Patterns |
Topic C: Solving Equations and Inequalities
| Lesson 10: True and False Equations | Same Position |
| Lesson 11: Solution Sets for Equations and Inequalities | Working Backwards Solving Strategies Shelley the Snail |
| Lesson 19: Rearranging Formulas | Subway Seats Various Variables |
| Lesson 21: Solution Sets to Inequalities with Two Variables | Pizza Delivery |
| Lesson 22 & Lesson 23: Solution Sets to Simultaneous Equations (and Inequalities) | Shape It Up Lizard Lines Quilts Seeking Solutions |
Topic D: Numerical Data on Two Variables
| Lesson 14: Modeling Relationships with a Line | City Slopes Residual Fruit Penguin Populations |
| Lesson 19: Interpreting Correlation | Correlation Coefficient How Hot Is It? Behind the Headlines City Data |
Topic A: Linear and Exponential Sequences
| Lesson 3: Arithmetic and Geometric Sequences | Sequence Carnival More Visual Patterns |
| Lesson 5: The Power of Exponential Growth | Carlos’s Fish |
Topic B: Describing Variability and Comparing Distributions
| Lesson 4: Summarizing Deviations from the Mean | Finding Desmo |
| Lesson 13: Interpreting the Graph of a Function | Craft-a-Graph |
| Lesson 14: Linear and Exponential Models – Comparing Growth Rates | Detroit’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 Again | Plane, Train, and Automobile |
| Lesson 21: Comparing Linear and Exponential Models Again | Carlos’s Fish |
Topic A: Quadratic Expressions, Equations, Functions, and Their Connection to Rectangles
| Lesson 8: Exploring the Symmetry in Graphs of Quadratic Functions | On 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 Tables | Stomp Rockets |
Topic B: Using Different Forms for Quadratic Functions
| Lessons 11–12: Completing the Square | Square Tactic |
| Lesson 15: Using the Quadratic Formula | Stomp Rockets in Space |
Topic C: Function Transformations and Modeling
| Lesson 18: Graphing Cubic, Square Root, and Cube Root Functions | Sorting Relationships |
| Lesson 22: Comparing Quadratic, Square Root, and Cube Root Functions Represented in Different Ways | Sorting Relationships |
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.
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.
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 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
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:
Once logged in, caregivers can view student work by opening previous assignments.
Learn how to navigate the student home page.
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.
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:
To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math offers options for:
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.
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.
At Amplify, we support teachers in delivering inspiring, impactful lessons that celebrate and develop the thinking of all their students. See how we build inclusive, high-quality programs.
Thank you for being part of the CKLA® family!
The Amplify CKLA 1st Edition experience is no longer supported as of January 1st, 2023. The 1st Edition has been a wonderful and essential part of our CKLA journey, but as we expand our program, we want to make sure we serve teachers with updated instruction that blends powerful content and a digital experience that meets the needs of all learners. On this page you will find more information about next steps, and resources we’d like to share with you as you prepare for this change.
Due to the age of the digital experience, the original CKLA 1st edition website began to experience a loss of functionality on June 30, 2022. Print materials, including consumable Activity Books, are no longer available for purchase as of December 22, 2022.
You may continue to use your print materials, but your access to digital content will be limited. We strongly encourage you to explore the all-new digital experience and updated content in the CKLA 2nd Edition to see how it could transform your classroom.
Please reach out to the customer care and support team at amplify.com/request-support.
As part of our commitment to creating even richer and more wide-ranging curricula, we have built on the foundation of the 1st Edition to release a new edition of Amplify CKLA with a collection of program enhancements that can save you time and help you reach every student. Built on feedback from users all over the country, the CKLA 2nd Edition has a number of fantastic resources and tools, including:
At an additional cost, you can experience additional CKLA offerings, including:
Explore the 2nd Edition Program Guide for more information about this powerful program!
If you’d like to learn more about upgrading to CKLA 2nd Edition, use the form below to get in contact with an Amplify representative!
Dear educator,
Below you will find guidance and resources to support your students’ learning at home. Please visit this site again soon for updated information and materials.
mCLASS® Home Connect provides resources for families to practice and reinforce important literacy skills at home. Send an email to parents in English or Spanish to let them know about it.
Email a packet to caregivers to help families reinforce and practice literacy skills at home.
Grade | Caregiver-assisted activity packets
K | View
1 | View
2 | View
3 | View
4 | View
5 | View
6 | View
The mCLASS Math Activities Guide includes many activities that caregivers can do with their children. The activities focus on early elementary math skills, ranging from counting to multiplication.
When you share these activities with parents, please let them know we suggest the following substitutions:
Number cards and dot cards are at the end of the guide.
The mCLASS® Interactive Skill Maps help teachers and caregivers identify early elementary students’ reading needs and find high-quality resources for addressing them.
Amplify is offering free access to a remote learning version of Amplify Reading through the end of the school year. Amplify Reading uses mCLASS benchmark data to automatically place students in the program and does not require additional enrollment data for mCLASS users. Learn how to gain access here.
Some districts have asked for information about assessing students between now and the end of the school year. In collaboration with our research partners, we’ve created guidance for administering the following assessments remotely:
We’re offering a suite of online assessments, measuring comprehension, spelling and vocabulary, to help you learn about your students’ current reading skills. Learn more here.
To help you continue building students’ literacy skills during school closures, we developed guidance on how to deliver mCLASS Small Group Instruction remotely.
If you use mCLASS® Intervention to support struggling readers, watch videos and read guidance on how to continue serving students via your virtual learning platform. Learn more here.
To best support you as you adjust to the new realities of remote learning, we’ve been hosting Remote Learning Office Hours for CKLA, Amplify Science, Amplify ELA, and mCLASS.
These product-specific sessions have been focused on remote learning resources, tools, and solutions.
These office hours sessions have included:
Click below to watch a recording of a previous session.
Amplify’s support for teachers via email, phone, and chat related specifically to COVID-19 remote learning is available:
DPI is committed to providing literacy instruction for all by:
mCLASS is built on decades of research at the Center on Teaching and Learning at the University of Oregon, a national center for early childhood assessment and instruction. The measures are already in use in many districts in North Carolina. With the additional mCLASS suite including reporting, grouping, lessons and caregiver support, DPI’s early literacy goals for North Carolina students will be met.
DIBELS 8th Edition fulfills legislative requirements for K-3 students with sub test measures for:
For the above reasons, the state will begin using DIBELS 8 data for EVAAS purposes effective 2021-22 from MOY-EOY for Kindergarten, BOY-EOY for all 1-2 teachers, and BOG-EOG for grade 3.
| DIBELS measures at each grade level | ||||
| Measure | Grade K | Grade 1 | Grade 2 | Grade 3 |
| Letter naming fluency | |
|
||
| Phonemic segmentation fluency | |
|
||
| Nonsense word fluency | |
|
|
|
| Word reading fluency | |
|
|
|
| Oral reading fluency | |
|
|
|
| Maze (basic comprehension) | |
|
||
| Required additional measures at each grade level below | ||||
| Oral language | |
|
|
|
| Vocabulary | |
|
|
|
Stay tuned for new registration links!
Preparing for BOY:
To support district, charter, and school leaders, Amplify will offer the following webinar(s) to help you prepare for a successful MOY administration using the mCLASS tools. The webinars will focus on navigating mCLASS, enrollment, required assessments, and other frequently asked questions. The webinars will be one hour in length; we will record the sessions and post them here.
Register now!
Preparing for MOY (Administrators and Enrollment)
Preparing for BOY (Teachers)
North Carolina Online Course
All of our monthly webinars will be linked in the online course. You will access the North Carolina Online Course to view previous webinars.
mCLASS DIBELS 8th Edition online course
As part of the implementation of mCLASS with DIBELS 8th Edition for the 2023-24 school year, all North Carolina educators will have access to a self-paced online course as a support for a successful implementation and to serve as a resource throughout the school year.
Learn how to:
Monthly Webinar recordings will be placed on the Online Course site upon the completion of each session.
In addition, PSUs may purchase additional remote or in-person training sessions. Amplify offers in-person training options pending:
Contact us for more information on additional PD.
Overview
The Excellent Public Schools Act of 2021 defines “Reading camp” as an additional educational program outside the instructional calendar that the local school administrative unit offers as a literacy intervention to:
Resources
The resources below review the Summer Benchmark assessment, Reading Camp data, and explain enrollment for Reading Camp.
Additional Support:
To further support districts and charters with questions that may arise before or during Reading Camp, Amplify will offer a series of office hours. During these office hours, districts and charters can come with any questions they have surrounding Reading Camp to get answers live. Sessions will be held weekly, starting May 29th and ending on July 17th. Sessions will be 30 minutes in length.
Office hours will be held every Thursday from 11:00 am to 11:30 am.
Participants can join the call here.
Please note that this is not a presentation, but a chance to ask questions and receive specific support.
Each night, DPI extracts rostering files from Infinite Campus and sends them to Amplify. Changes in the enrollment system are captured in mCLASS the next day. As a reminder, no manual changes can take place in mCLASS.
In order to be included in the staff file sent to mCLASS from Infinite Campus, staff members must have a Read to Achieve role assigned to them. It is also important to ensure staff members are active, have a district assignment (Navigation to verify district assignment: Search Staff > Census > Staff > District Assignments), and an email address associated with NCEdCloud; If a staff member receives a “user not found” message when attempting to log in to mCLASS via NCEdCloud, this means they do not have a staff record enrolled in mCLASS.
Additional troubleshooting documents around enrollment can be found here.
Infinite Campus Resources:
mCLASS gives you instant results and clear next steps for each student. Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.
View the mCLASS Reporting Guide to learn more.
More information coming soon!
We at Amplify and the team at the University of Oregon are here to provide continued guidance and support around collecting and using DIBELS® 8th Edition data.
This guide offers recommendations for benchmark assessment with DIBELS as well as tips for interpreting benchmark data during our unpredictable school disruptions.
North Carolina remote assessment guidance
Amplify Service Hub Now Live:
The Service Hub is an online portal which allows district- and school-level administrators to create support tickets, check on ticket status, and view reports related to support cases. Educators who have an RtA Admin role have access to the Service Hub. You can access the Service Hub here. Log in with the SSO Login icon and search for North Carolina Public Schools. Your NCEdCloud credentials will enable you to access the Service Hub.
Learn about navigating, viewing insights, and more in the
mCLASS Lectura is available for all students enrolled in a Dual Language program. When mCLASS Lectura is used with D8 teachers have access to the dual language report. This report provides side-by-side data of the student’s performance in Spanish and English.
Then mCLASS suggests actual strategies and specific activities to promote cross-linguistic transfer for bilingual students.
If you have students that would benefit from this assessment but are not enrolled in a dual language program, individual licenses can be purchased. Please reach out to your CSM and Jennifer Eason, your Account Executive, for more information.
To continue your own professional learning around the Science of Reading, subscribe and join with your colleagues.
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).
What does classroom instruction look like when it is based on Science of Reading practices? We’ve outlined a Science of Reading action plan to guide your evaluation in our new FREE ebook, Science of Reading: Making the shift.
The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their child.
NCDPI has been provided with its own dedicated support line: +1 (888) 890-2505
The current national support line will remain available and include the North Carolina option on the phone tree throughout the fall.
Interested in learning more?
Amplify and NC DPI are collaborating on this FAQ. Please continue to check back, as we are updating this based on questions we receive about mCLASS and the current NC implementation.
Get in touch with us to learn more about bringing other high-quality Amplify programs to your school or district.
Thank you for taking the time to review Amplify ELA for grades 6–8. With Amplify ELA, we enable teachers to foster skills through texts and develop their students’ ability to build meaning through reading. Students dive into complex texts to make observations, grapple with interesting ideas, and find relevance for themselves.
Amplify ELA offers middle school teachers rich texts, opportunities to form better connections with their students through powerful differentiation and assessment tools, and step-by-step instructional guides and resources that save them time and simplify their days.
This site will allow you to experience our blended program, with access to the Amplify ELA print materials, digital curriculum, and resources to support your review. Our blended model enables teachers to design instruction based on their classroom needs and resources. Our engaging print edition highlights the many digital experiences teachers can share with students through classroom projections. Teachers can make choices about when their students use devices while providing 100-percent standards coverage and without compromising learning.
Amplify ELA’s embedded, easy-to-find features include:
The content and instruction in Amplify ELA’s digital program mirror the content provided in the print Teacher Edition and Student Edition, though the digital program offers more opportunity to engage students through the use of multimedia and a variety of learning apps. Teachers will find embedded apps to help with scoring, providing student feedback, and reporting on the digital platform, accessible whether students or working with devices or in print.
Visit learning.amplify.com/ela-trial to review Amplify ELA’s digital program.
6B: Mysteries & Investigations:
6F: The Titanic Collection
7C: Brain Science
7D: Poetry & Poe
8C: Science & Science Fiction
8F: The Space Race Collection
The following FAQ contains the answers to some of the most common questions that we receive from pilot teachers like you.
Still have questions? Your dedicated pilot support coordinator would be happy to help. His or her contact information can be found in the pilot support brochure you received during your pilot implementation training. If you prefer, request that your pilot support coordinator gets in touch with you by completing this form.
It’s true. Our teacher’s guide does not look like the typical guide that comes with a traditional textbook. Here’s why: we aren’t a traditional textbook program. Rather, we’re a next generation curriculum designed to support a shift to a whole new way of teaching science.
With this shift, your district will be faced with supporting a wide-variety of needs from a wide-variety of teachers. For that reason, the resources required to successfully implement a new program will vary considerably from teacher to teacher. That’s precisely why our Teacher’s Reference Guide is chock full of so many rich and varied resources. From scientific background knowledge to suggested teacher talk, standards maps to materials lists, and lesson preparation notes and classroom management tips to strategies for differentiating instruction, this guide is truly meant to serve as an instructional reference.
For everyday instructional use, we recommend that busy classroom teachers use Classroom Slides, which are now available for most K–5 units and will be coming soon for grades 6–8.
Also known as our hands-free TG, Classroom Slides are a brand-new teaching resource that makes delivering daily instruction easy and fun. With a fully customizable PPT available for every lesson of the program, teachers can put down the Teacher’s Guide and focus on what matters most—their students.
Classroom Slides are:
Our development team is working as quickly as possible to make Classroom Slides available to all teachers. That said, at this time they are only available for the first and second units of each grade K–5, with the remaining units being released over the next few months. Due to the popularity of Classroom Slides at the elementary level, development for grades 6–8 is now underway, with all units scheduled for completion by the 2020-2021 school year.
Not to worry. Amplify Science California was developed with plenty of wiggle room built right into the program. This means that you can relax knowing that there’s ample time to get it all done.
Most curricula provide 180 days of lessons despite knowing that the typical classroom can’t possibly complete everything in a given school year. Rather than asking you to wade through unnecessary content, we designed a program that addresses 100 percent of the California NGSS in just 66 days at grades K–2 and 88 days at grades 3–5, and 146 days at grades 6–8.
While we took great care in ensuring cohesiveness across units and grade levels, we also know that the ability level of your students changes from year to year. As a result, you need a program that provides adaptable and flexible pacing, and that empowers you to make instructional decisions in the moment.
As you evaluate how well Amplify Science California can accommodate your pacing needs, consider the following:
Progress Builds: Our Progress Builds describe the way in which students’ understanding of the central phenomenon should develop and deepen over the course of a unit. Each Progress Build defines several levels of understanding, with each level integrating and building upon the knowledge and skills from lower levels. Because these Progress Builds are directly tied to the program’s system of assessments, teachers are armed with the data they need to make informed decisions about when to move on, when to slow down, and when to revisit a concept and dive deeper.
Multiple at-bats: Rather than introducing a concept on Monday, testing for mastery on Friday, and knowing students will forget everything by the next Tuesday, we set out to help students build meaningful and lasting knowledge that they can retain and transfer over the course of the entire unit. We accomplish this by giving students multiple opportunities (a.k.a. “at-bats”) to encounter, explore, and experience a concept. Said another way, Amplify Science California is actually made up of a series of multi-modal “mini-lessons”. This intentional cyclical and iterative design mirrors the 5Es, allows teachers the flexibility to speed up or skip ahead once students have demonstrated mastery, and empowers students to learn concepts more deeply than any other program.
Extension activities: When some students are ready to move on and others are not, our unit extension activities can be a big help. Found in the Lesson Brief section of both the digital and printed Teacher’s Guide, these activities ensure that advanced learners remain engaged and challenged while teachers help the rest of the class build the foundational knowledge they need to be successful later in the unit.
What’s important to remember is that more hands-on doesn’t necessarily mean better, at least according to the California NGSS. That’s because only two of the eight Science and Engineering Practices (SEPs) are directly related to hands-on learning.
Just as scientists gather evidence from many types of sources, so do students in the Amplify Science California program. Like scientists, students gather evidence from physical models, digital models, texts, videos, photographs, maps, and data sets. By doing so, we provide students more opportunities than any other program to practice using all of the practices called out in the California NGSS Framework.
NGSS 8 Science Practices
While all of our units engage students in gathering evidence from a rich collection of sources, the reliance on different types of evidence (and evidence sources) varies according to unit. For instance, some units lend themselves to meaningful hands-on experiences, while in other units the phenomena students are investigating are too slow, too dangerous, or too big to be observed directly. In those units, students rely more heavily on other evidence sources such a physical models or simulations.
Unit types in grades K–5
In each K–5 grade, there is one unit that emphasizes investigation, one that emphasizes modeling, and one that emphasizes design. In addition, in grades 3–5, there is also one unit that emphasizes argumentation.
Unit types in grades 6–8
Each 6–8 grade features three types of units: Launch, Core, and Engineering Internships. Each year has one Launch unit, six Core units, and two Engineering Internships.
For teachers who wish to supplement the lessons with even more hands-on activities, optional “flextension” activities are included in many units.
As a blended curriculum, districts who adopt Amplify Science California are outfitted with a variety of print and digital resources as well as hands-on materials kits. To explore the specific components of the program, visit our What’s Included page.
As our customers will tell you, when you adopt Amplify Science California, you aren’t just buying a science curriculum, you’re joining a family. As such, along with materials, your adoption of Amplify Science California also includes care and support through a variety of staff and resources, including: customer support specialists, pedagogical support specialist, implementation specialists, professional learning specialists, educational partnership managers, and more.
To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products please see Amplify’s customer requirements page.
Absolutely! While 1:1 scenarios are great, they aren’t required. That’s because all Amplify Science California lessons were designed with device sharing in mind, and never assume that every student has a separate device.
When the use of practice apps is called for in a lesson, you have several options:
learning.amplify.com gives you access to the digital Teacher’s Guide and also gives your students (grades 6–8) access to the digital student experience.
apps.learning.amplify.com/elementary gives your students (grades 2–5) access to any practice apps referenced in the instruction. The teacher will either need to log in using their credentials, or have student accounts set up.
Tech headaches are never fun. However, implementing the following tips can help you keep the tech gremlins away.
On this page, you’ll find helpful resources, for returning educators, to support you and your students to ensure you have a successful year with Amplify. Let’s dig in.
Amplify Science K-5
When you’re ready to log in to learning.amplify.com and get started, begin by watching the navigation video for grades K–5 to familiarize you with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!
Amplify Science 6-8
When you are ready to log in to learning.amplify.com and get started, begin by watching the navigation video for grades 6–8 to familiarize yourself with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!
Program Hub
Access self-study professional resources on our Amplify Science program hub (log-in required). Here you will find resources and videos on:
Professional Development Library
The Professional Development Library is a space for educators to learn more about Amplify Science through short, engaging video collections. The PD Library can be located on the Program & Apps menu when logged into the program. Watch the training videos based on your grade band to learn more about pacing, planning, and teaching Science!
Level up learning webinars
Level up your Amplify Science experience with our We Are Scientists webinars! We showcased expert classroom teaching strategies and offered educator tips and tricks on how to get creative with learning with your students.
For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.
What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.
Have a question? Here is where you can look to find the answer..
Planning guides
Planning guides for grades K–5 walk you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan:
Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:
For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.
What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.
Have a question? Here is where you can look to find the answer…
Planning guide
Our planning guide walks you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan. Click here to download.
Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:
Revisiting coherence flowcharts
Take another look (or look for the first time) at the coherence flowcharts for your unit (found in the printable resources section of the unit guide).
Sample Coherence Flowchart: First Grade: Plant and Animal Defenses
Sample Coherence Flowchart: Fourth Grade: Energy Conversions
Sample Coherence Flowchart: Seventh Grade: Plate Motion
Enhance your discourse routines
Timely technical, program, and pedagogical support
Our technical and program support is included and available from 8 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day. As a part our support, Amplify also has an Educational Support Team of former teachers and administrators who provide instructional support for every Amplify curriculum, assessment, and intervention program.
For your most urgent questions:
For less urgent questions:
Reach out to our support team at: help@amplify.com
mCLASS® Intervention (formerly known as Burst: Reading) is a staff-led reading intervention that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs.
We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!
We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.
Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.
Do you also use Amplify CKLA, mCLASS, and/or Boost Reading?
View the planning guide below to explore learning plans for teachers and leaders who are either new to or currently using multiple early literacy products.
An mCLASS Intervention school screens with mCLASS with DIBELS® 8th Edition.* An mCLASS Intervention Universal school screens with any other screener on the market. Some of the most common are iReady, iStation, MAP, AIMSweb, and paper/pencil DIBELS.
Here are a few other areas in which the programs differ:
| Area | mCLASS Intervention | mCLASS Intervention Universal |
|---|---|---|
| Onboarding process | Does not require Amplify’s Implementation team to explain staff and student enrollment because staff and students are already enrolled in our system. | Requires Amplify’s implementation team to explain staff and student enrollment since the tech coordinator hasn’t yet enrolled any students in mCLASS. |
| Professional development | Facilitator does not spend time practicing DIBELS measures with staff because they’re already familiar with these measures. | Facilitator spends time practicing DIBELS measures with staff because they usually haven’t administered them before. |
| Assessments | These schools administer DIBELS to all students because they have paid to use mCLASS as a screener. | These schools administer DIBELS only to intervention students because they haven’t paid to use mCLASS as a screener. |
*Utah and Colorado schools screen with mCLASS: Acadience Reading (formerly called mCLASS:DIBELS Next).
There are two critical roles at a school that need to work together in order for mCLASS Intervention to deliver optimal results. At some schools, an individual may hold both roles.
| Audience | Title | Duration | Modality |
|---|---|---|---|
| Launch packages | |||
| New mCLASS + mCLASS Intervention customers | mCLASS + mCLASS Intervention initial training bundle | 4 half days, non-consecutive | Remote |
| New mCLASS + mCLASS Intervention customers | mCLASS + mCLASS Intervention initial training bundle | 2 days of onsite training, consecutive | Onsite |
| Launch | |||
| New mCLASS Intervention customers (mCLASS has been trained in the past) | mCLASS Intervention initial training | 1 day onsite or 2 half days remote | Onsite/Remote |
| Interventionists online course | Self-paced | Online | |
| Coach | |||
| All mCLASS Intervention customers | Coaching session | 1 day | Onsite |
| All mCLASS Intervention customers | Coaching session | Half day | Onsite/Remote |
| Coaching session | 60 mins | Remote | |
2 days (12 hours); consecutive
Prepare to launch mCLASS Intervention with fidelity! This bundle is intended for schools or districts who are implementing mCLASS Intervention for the first time and want the highest levels of support.
The first day will prepare all educators to administer the mCLASS assessment.
The second day will prepare all educators (including Intervention Coordinators) to implement mCLASS Intervention, including instruction on how to prepare for lessons, practice lesson delivery, administer the diagnostic and progress monitoring measures, and configure grouping and scheduling for maximum effectiveness.
Audience: Intervention Coordinators and Interventionists, maximum 30 participants
Modality: Onsite
2 days (12 hours) or 4 half days (12 hours); non-consecutive
Prepare to launch mCLASS Intervention with fidelity! This bundle is intended for schools or districts who are implementing mCLASS Intervention for the first time and want the highest levels of support.
The first part will prepare all educators to administer the mCLASS assessment.
The second part will prepare all educators (including Intervention Coordinators) to implement mCLASS Intervention: how to prepare for lessons, practice lesson delivery, administer the diagnostic and progress monitoring measures, and configure grouping and scheduling for maximum effectiveness.
Audience: Intervention Coordinators and Interventionists, maximum 30 participants
Modality: Onsite/Remote
1 day onsite (6 hours) or 2 half days (6 hours)
This session is intended for those schools or districts that have been trained in mCLASS in the past.
This training will prepare all educators (including Intervention Coordinators) to implement mCLASS Intervention: how to prepare for lessons, practice lesson delivery, administer the diagnostic and progress monitoring measures, and configure grouping and scheduling for maximum effectiveness.
Audience: Intervention Coordinators and Interventionists, maximum 30 participants
Modality: Onsite/Remote
Self-paced
This PD is an individual seat to our self-paced, on-demand online course that contains approximately 3 hours of training. Participants will learn how to prepare for lessons and administer the diagnostic and progress monitoring measures. Participants will access and revisit the course anytime for up to one year as a refresher.
Audience: Interventionists
Modality: Online course
1 day (6 hours)
Strengthen your implementation of mCLASS Intervention with a Coaching session for your teachers and/or leaders! A certified mCLASS Intervention facilitator can visit 1–2 school sites per day. Participants may choose from a variety of topics that include, but are not limited to: observing lessons and providing feedback, analyzing mCLASS Intervention data and planning instruction, refining groups and schedules, or co-planning and modeling lessons.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Onsite
Half day (3 hours)
Strengthen your implementation of mCLASS Intervention with a Coaching session for your teachers and/or leaders! A certified Intervention facilitator will visit one school site. Participants may choose from a variety of topics that include, but are not limited to: observing lessons and providing feedback; analyzing mCLASS Intervention data, reviewing student progress, and planning next steps; refining groups and schedules; or co-planning and modeling lessons.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Onsite
60 min.
Strengthen your implementation of mCLASS Intervention with a quick Coaching session to improve implementation or student outcomes. During this remote hourly session, a certified mCLASS Intervention facilitator will help school leaders and/or Intervention Coordinators review usage, student progress data, and work to define an opportunity and develop a solution.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Remote
| Title | Duration | Modality |
|---|---|---|
| Launch packages | ||
| Hybrid PD package | Half day, then 1 day | Hybrid (remote, then onsite) |
| Remote PD package | Half day, then 2 half days | Remote |
| Launch sessions | ||
| Training for Interventionists | 1 day or 2 half days | Onsite/Remote |
| Training for Intervention Coordinators | Half day | Remote |
| Coach | ||
| Coaching session | 1 day | Onsite |
| Coaching session | Half day | Onsite |
| Coaching session | Hourly | Remote |
Half day, then 1 day (9 hours)
Prepare to launch mCLASS Intervention Universal with fidelity! This package is intended for schools or districts implementing mCLASS Intervention Universal for the first time and want the highest levels of support.
Session 1 will prepare Intervention Coordinators to develop the school’s mCLASS Intervention Universal implementation plan, learn how to strategically group students, and schedule intervention supports.
Session 2 will prepare Interventionists to do an in-depth exploration of lesson activities and engage in real-time practice with diagnostic and progress monitoring measures.
Both sessions should be scheduled at least two weeks apart so the Intervention Coordinator has time to group students, draft schedules, and select the team of interventionists.
Audience:
Session 1: Intervention Coordinators, maximum 30 participants
Session 2: Interventionists, maximum 30 participants
Modality: Hybrid
3 half days (9 hours)
Prepare to launch mCLASS Intervention Universal with fidelity! This package is intended for schools or districts implementing mCLASS Intervention Universal for the first time.
Session 1 will prepare Intervention Coordinators to develop the school’s mCLASS Intervention Universal implementation plan, learn how to strategically group students, and schedule intervention supports.
Both sessions should be scheduled at least two weeks apart so the Intervention Coordinator has time to group students, draft schedules, and select the team of interventionists.
Audience:
Session 1: Intervention Coordinators, maximum 30 participants
Session 2: Interventionists, maximum 30 participants
Modality: Remote
1 day onsite (6 hours) or 2 half days remote (6 hours)
This one-day training will ensure that Interventionists are prepared to teach mCLASS Intervention Universal with fidelity and accurately progress monitor students with the mCLASS platform throughout the year. Participants will do an in-depth exploration of lesson activities and engage in real-time practice with diagnostic and progress monitoring measures.
This session is ideal for new Interventionists at a school or district that has been previously implementing mCLASS Intervention Universal. We encourage the Coordinator to attend this session as well.
Audience: Interventionists (Intervention Coordinators welcome), maximum 30 participants
Modality: Onsite/Remote
Half day (3 hours)
This half-day training will ensure that Intervention Coordinators are prepared to launch mCLASS Intervention Universal at their school site(s) with fidelity and best practice. Participants will consider grouping and scheduling configurations to make the most of the program, and create launch plans.
This session is paired with the Training for Interventionists full-day session.
Audience: Intervention Coordinators, maximum 30 participants
Modality: Remote
1 day onsite (6 hours)
Strengthen your implementation of mCLASS Intervention Universal with a Coaching session for your teachers and/or leaders! A certified mCLASS Intervention Universal facilitator can visit 1–2 school sites per day. Participants may choose from a variety of topics that include, but are not limited to: observing lessons and providing feedback, analyzing mCLASS Intervention Universal data and planning instruction, refining groups and schedules, or co-planning and modeling lessons, maximum 30 participants.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Onsite
Half day onsite (3 hours)
Strengthen your implementation of mCLASS Intervention with a Coaching session for your teachers and/or leaders! A certified Intervention facilitator will visit one school site. Participants may choose from a variety of topics that include, but are not limited to: observing lessons and providing feedback; analyzing mCLASS Intervention data, reviewing student progress, and planning next steps; refining groups and schedules; or co-planning and modeling lessons.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Onsite/Remote
60 min.
Strengthen your implementation of mCLASS Intervention with a quick Coaching session to improve implementation or student outcomes. During this remote hourly session, a certified mCLASS Intervention facilitator will help school leaders and/or Intervention Coordinators review usage, student progress data, and work to define an opportunity and develop a solution.
Audience: Intervention Coordinators and/or Interventionists, maximum 30 participants
Modality: Remote
We offer the following pricing for training sessions and packages:
| Session type | Pricing |
|---|---|
| mCLASS + mCLASS Intervention initial training bundle, 2 days onsite, consecutive | $4,800 |
| mCLASS + mCLASS Intervention initial training bundle, 2 days onsite, non-consecutive | $6,400 |
| mCLASS + mCLASS Intervention initial training bundle, 4 half days remote | $3,000 |
| mCLASS Intervention initial training, onsite | $3,200 |
| mCLASS Intervention initial training, remote, 2 half-days | $1,500 |
| Interventionists self-paced online course | $49 per individual seat |
| Intervention Coordinators self-paced online course | $49 per individual seat |
| mCLASS Intervention Universal hybrid PD package | $3,950 |
| mCLASS Intervention Universal remote PD package | $2,250 |
| mCLASS Intervention Universal training for Interventionists, onsite | $3,200 |
| mCLASS Intervention Universal training for Interventionists, remote | $1,500 |
| 1-day coaching session, onsite | $3,200 |
| Half-day coaching session, onsite | $2,500 |
| Remote coaching, hourly | $350 |
Please note that the prices are general ranges and may be subject to change.
Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.
If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.
As you return to school in 2023, Desmos Math 6–A1 will be releasing new and exciting features that save you time, extend your reach, and support you with delivering grade-level math to all students.
We love connection and creativity for students and teachers. Now, teachers can work together to collaboratively create collections of activities. Get your whole department involved! To get started, find the dropdown menu in your collection and select “manage editors.” Add as many editors as you want, then dive in.
Students can now meet the complete cast of Algebra 1 characters, from Shelley the Snail to Carlos’s fish, while deepening their understanding of algebraic relationships, functions, and statistics.
The full Desmos 6–A1 curriculum is available in Spanish. To access, click on the globe icon in the top right-hand corner and select Español (LATAM).
We’ve updated the appearance of our entire digital platform to provide a cohesive experience for users across Amplify and Desmos Classroom. We’re continuing to improve accessibility while considering use of color, contrast, font sizes, text spacing, and hierarchy. These exciting navigation updates will mean an updated look and feel. You’ll still be able to access every feature you know, plus more!
Using Polypad inside Desmos Math 6–A1 activities is easy—just add a Polypad component! You can start by creating Polypad content, or easily importing pre-made Polypad content.
Learn more in our latest Polypad Pointer video:
Add a social and creative experience to lessons with Challenge Creator! Teachers can now design their own challenges for students to create, share, and discuss ideas in activities. Check out our activity or try building your own.
With our improved Free Response components, students can now share responses using text, uploaded images, or recorded audio.
If you need help, just click on the Amplify chat icon in the button right-hand corner of your screen. You can ask a question or share your feedback. Our team is here to help you!
If you would like to use Amplify’s tools or content in your work, please review the following guidelines to determine whether your specific use is allowed or if you require a request for approval.
Amplify’s goal is to support educational access to high-quality curriculum while protecting the intellectual property and integrity of our programs. For additional questions about permissible and prohibited uses, please reach out to the customer care and support team.
©Alexander Huth / The Regents of the University of California
Throughout this five-part series, we will cover the main components of the Science of Reading (SoR) and provide additional resources and research to guide your exploration and implementation of this important movement.
Say you’re given a passage of text to read. This particular paragraph describes half an inning of a made-up baseball game.
After you read the passage, you are asked to reenact the scene.
A. Your ability to read
B. Your knowledge of baseball
C. It makes no difference
In part one of our series, “What is the Science of Reading anyway?,” we discussed the two main components of the Science of Reading: decoding (converting written words into speech) and language comprehension (understanding that speech). We also provided in-depth coverage of both learning and teaching how to decode the symbols of the English alphabet and strengthen the reading muscle.
In 1988, two young researchers and 64 students took part in an experiment that has forever changed how we think about reading and comprehension. One by one, the students were handed the same story covering half an inning of a made-up baseball game and asked to reenact it.
To the researchers’ surprise, they found that reading ability had little impact on how well kids understood the story—but knowledge of baseball did. In fact, students who were weak readers did as well as strong readers if they had knowledge of baseball.
Teaching knowledge explicitly improves reading comprehension. As Willingham has said, “Reading tests are knowledge tests in disguise.”
Researchers at the Haskins Lab at Yale tested this theory and found an extraordinarily high correlation between how well a 7-to-9-year-old child can recognize words and how well they comprehend text.
So if reading comprehension is driven by a student’s vocabulary and knowledge, are widely taught strategies like finding the main idea equally critical?
Many strategies make intuitive sense: Stopping and re-reading when comprehension breaks down, for instance, is helpful for many children. But teaching the main idea strategy over and over is less helpful.
It is hard to find the main idea of a piece of writing if you don’t really understand any of the ideas in it. And even if you know a strategy — like re-reading when stuck — you also need to be well-versed in when to apply the strategy. You need to notice that you didn’t understand the text.
Often, strategy instruction neglects to offer students practice with identifying the situations in which they should use the strategy.
In the 1940s, a skills shift began to take place in education systems throughout the world. Its effects can be traced in the U.K., Sweden, Germany, and, most recently, France. This shift brought an emphasis on reading and math, squeezing out the broader knowledge taught in the sciences and social sciences. Some have linked the decline in standardized test scores—the SAT in the U.S. and the DEPP national exam in France—to this shift.
The National Survey of Science and Mathematics Education reported that today, classes in grades K–3 spend just 19 minutes per day on science and 16 minutes per day on social science.
To counter this loss of broader knowledge in our students, research suggests that we teach comprehension strategies in moderation and use the freed-up time to build knowledge (and vocabulary).
But simply exposing students to everyday speech doesn’t build a strong vocabulary. In a typical conversation, there are around 20 unusual words—such as dismayed or zeal—per 1000 words. Newspapers and books contain more than twice as many. Rich vocabulary, then, is gained not solely through speech, but through reading. Rich vocabulary, then, is gained not solely through speech, but through reading—especially when reading a variety of text types.
Some readers with good word recognition, vocabulary, and knowledge are still weak comprehenders. Why might this be the case?
After students read a passage, they aren’t likely to recall the precise wording, but they will probably remember the ideas. Researchers use the term mental model to describe the structure you create in your mind to perform this feat of comprehension. Think of the process of building a mental model as a sort of micro-comprehension. Weak comprehenders build poor models. Hence, when asked prediction or mapping character development questions, they answer poorly.
Think of reading as a suitcase that you need two keys to open. The first key is word-level decoding, a skill that becomes automatic and fluent. The second key is language, vocabulary, and domain-specific knowledge. The more words you can decode, the more new words — and their meanings — you can learn. Similarly, the more knowledge you have on a topic, the more you can soak up on the same topic — and on related topics.
These two keys make up the Science of Reading. When schools focus heavily on one key or the other, the suitcase doesn’t open. So now the greater task of applying this knowledge in the classroom awaits us.
Watching kids learn to read? Magic. Learning how kids learn to read? Science.
As you likely know, the Science of Reading encompasses the pedagogy and practices proven by extensive research to effectively teach children how to read. The growing body of evidence around the Science of Reading tells us that with explicit, systematic instruction, all students can learn to read at or near grade level.
So as educators, we can think of it as the science of teaching reading.
In this post, we’ll look closer at that science in the classroom and explore how it delivers literacy skills in a way that meets the needs of all students. We’ll describe the critical elements of a complete Science of Reading system—including, but not limited to, a Science of Reading curriculum—and explore how it aligns with a Multi-Tiered System of Supports (MTSS) framework.
We’ll also underscore the importance of data in informing instructional decisions—but in a way that might surprise you.
Strong core instruction grounded in Science of Reading principles is crucial. But in isolation, even that’s not enough. To be powerful and effective, a literacy system needs to bring together assessment, curriculum, intervention, personalized learning, and ongoing professional development.
An effective early literacy system aligns the following five key components with the principles of the Science of Reading. This way, each component shares a research-based foundation and works to meet the needs of all students.
The approach described above can integrate powerfully with MTSS.
For a thoughtful discussion of this kind of integration with examples from real classrooms, listen to this recent episode of Amplify’s Science of Reading: The Podcast, with guest Dr. Brittney Bills, curriculum coordinator at Grand Island Public Schools.
In this episode, Dr. Bills described the difference between reading interventions grounded in a MTSS framework, and Response to Intervention (RTI). By definition, RTI reading is a response and solution to an identified problem. Though RTI is necessary and effective, MTSS can help prevent struggles in the first place.
Dr. Bills also shared one core idea that might surprise you: When it comes to differentiating instruction, small groups are not always the most effective approach. Instead, she introduces the concept (included in the MTSS model) of a class-wide intervention.
In Dr. Bills’s experience, grouping can take time away from instruction. “You might have a group of kids getting this five-minute intervention three times a week, and that group of kids getting that ten-minute intervention two times a week … we piecemeal that out,” she says.
But data can lead us to different decisions: “If 60% or more of your students are demonstrating a need for, say, oral reading fluency, then you would implement a class-wide intervention,” says Dr. Bills. “The reality is that we have more kids than not who have the same difficulties.”
Paraphrasing reading expert Dr. Steven Dykstra, Bills says, “We don’t need more individualized instruction. We need better cookie cutters.”
Of course, we still need data to guide us, Bills notes. “We want to leverage data to make decisions that are going to help us arrive at our outcomes or our goals in the most efficient and effective means possible.”
Amplify’s been turning that science into great literacy instruction for two decades. And through our Science of Reading podcast and free professional development events, we’re constantly working with the best experts in the field to make our programs even better—and to share the latest insights with teachers, because we believe the Science of Reading is for everyone.
Amplify’s early literacy suite is based on 20 years of experience with the Science of Reading. The assessment and intervention power of mCLASS®, the core instruction of Amplify CKLA®, and the personalized learning of Amplify Reading come together in a complete system that saves you time and aligns your literacy practices.
The suite comprises a family of programs that are all built on the Science of Reading and connect with one another. What makes it powerful?
According to the International Dyslexia Association official publication of Perspectives on Language and Literacy, Vol. 44, 2018, here are six steps to help your struggling students:
| Rapid Naming Ability | Phonological Awareness | Alphabetic Principle | Word Reading | |
| Letter Naming Fluency | | |||
| Phonemic Segmentation Fluency | | |||
| Nonsense Word Fluency | | | | |
| Word Reading Fluency | | |||
| Oral Reading Fluency | |
mCLASS® with DIBELS® 8th Edition’s free dyslexia screening measures provide additional screening for risk of dyslexia in students in grades K–3 through subtests that help identify early warning signs of reading difficulty. Measures include:
Our webinar series explores how problem-based learning engages all students in grade-level math every day, and how instructors can bring problem-based learning into their classrooms.
We reviewed part 1 of the series in this blog post. Now, in part 2, we dig deeper into this key aspect of problem-based learning: transferring responsibility for learning to the students.
So…now what? “If you watched Kristin Gray’s webinar,” says educator Kathleen Sheehy, “You may be thinking, ‘I learned so much about the power of problem-based learning. Where do I get started?’”
In this webinar, Sheehy joins fellow educator Ben Simon to explore how teachers can truly make that key shift toward student-centered instruction. “It is a journey. So we are going to talk about the small shifts that teachers and others can make that add up to something big,” Sheehy says.
Most adults were not taught to do math this way as kids—and many teachers were not taught to teach math this way. When teachers have a lot of content to get across in limited time, it can feel risky to shift to a style that requires a bit of letting go.
“Student-centered instruction helps us embrace the idea that people can come at math ideas from different directions,” says Sheehy. “It’s collaborative and social. It focuses on problem-solving with an emphasis on multiple strategies and flexible thinking.”
Problem-based math learning may not be the sage-on-a-stage model, where the teacher stands up front and acts as the only math expert in the room—but it doesn’t mean the teacher relinquishes control, either. You can have both student-focused instruction and solid classroom management.
“It’s not a free-for-all. It’s very structured,” says Sheehy. “The teacher also plays a role in providing instruction and then guiding their students to the key takeaways they want for them.”
To be most effective, problem-based learning needs to be not only focused on the student but supported by the community as well. This means you aren’t the only one who needs to adjust to the new approach.
What actions can you take to build stakeholder investment? How can you get the principal, other teachers, parents, and kids (who are also accustomed to another style of learning) involved and excited?
Be able to articulate a really compelling reason why student-centered instruction is right for your students. The following are just a few research-backed examples:
When the teacher is the supporter of knowledge, not the gatekeeper, students lead the learning process and feel more confidence with and connection to math, says Sheehy.
How and where do you communicate these ideas? Sheehy and Dixon have found that providing a short hands-on math experience with problem-based learning examples can be very effective. This enables stakeholders to experience the difference themselves, especially when conducted in a low-stakes scenario like a parent math night or PD training.
Sheehy also suggests asking them what they think the impact of student-centered learning would have been for them when they were students. “We’ve heard people say things like, ‘I would have been way less anxious about math if I’d learned it this way,’” she says.
“We’re not expecting to create a masterpiece overnight. It takes time to develop the teacher and student skills and to establish everything that needs to be in place,” Sheehy says, “You can’t get better at all the things all at once.”
Where to start? “Size up the shift,” she says, and make a plan.
“Using very clear look-fors can enable educators to decide where to focus,” says Sheehy. “‘What would I look for if I walked into a classroom that is beginning to engage in student-centered instruction?’”
Here are a few key elements to look for:
Sheehy and Dixon have found that a focus on these three areas helps teachers name what they are trying to improve in a systematic way.
“Once I tackle this first area and feel successful with that, I know what I’m going to tackle next, and after that,” says Sheehy. “These look-fors can help you make informed decisions that, little step by little step, can help you eventually get to where you want to be.”
Amplify Math is designed to support problem-based learning, so you’re making that shift every time you teach. The program specifically supports teachers in the planning and delivery of problem-based lessons, and enables them to monitor student progress and differentiate instruction based on real-time data.
Lessons start with warm-ups that tap into prior knowledge, then move into problems that require collaboration to solve. Teachers monitor, engage, and ultimately synthesize student work into the main idea. There are also ample opportunities for practice and reflection.
Learn more about Amplify Desmos Math.
Register to watch the recording.
Subscribe to Math Teacher Lounge.
We hope you’ve enjoyed reading about—and watching—parts one and two of our three-part webinar series on student-centered learning. The earlier segments explored the thinking and framework behind student-centered instruction.
In this section—a sneak peek at a new lesson from Desmos Math 6–A1—we explore what it actually looks like in practice (and in a fish tank).
Read on for a look at how problem-based math instruction creates memorable learning experiences, and how you can find inspiration to do the same in your classrooms. (Impatient to find out? You can also just go straight to the full recording!)
The idea for this lesson arose from the real-life experience of Desmos Classroom engineer Carlos Diaz, who found himself in possession of a “magic” toy aquarium. (For more of the entertaining backstory, watch the demo!)
The aquarium contained small fish that grow when you add water—by up to 400%, according to the package.
Takeaway 1: We are always surrounded with inspiration for student-driven math lessons, we just have to keep our eyes open.
Takeaway 2: Green did keep his eyes open, and they were drawn immediately to that 400%. He was skeptical—”At 400% larger, will they even fit?”—and then inspired. “We need to test this thing out,” he thought.
A stream of other questions came forth: Does the scale factor apply to lengths, volumes, something else? Would the growth be linear, or exponential? (Would Carlos ever have to clean the tank?)
We can’t tell you how large the fish grew (spoiler!) but we can tell you that they did (metaphorically) bust out of their tank and into a lively math lesson.
In the lesson, students look at the toy and are asked: What do you see? What do you notice? What do you wonder?
This type of question helps form the basis of student-centered learning. Here, students are not presented with a fixed set of variables and parameters and asked to solve strictly within them. Rather, they’re presented with a relevant or real-world problem and invited to reference background knowledge, previously learned content, new information, and even imagination.
From there, a teacher can guide students to make connections between a situation in context and the type of solution or equation that might be relevant. Students can explore collaboratively why one strategy might work better than another.
In this case, a teacher can help students determine that they’ll need to calculate exponential growth (mass), and support them in deciding the best way to do so. Then, having arrived thoughtfully at an approach, they can actually solve the problem and find an answer.
In other words, teachers leading student-driven learning transfer responsibility to those students. Teachers set up the lessons and activities and then provide just enough information and scaffolding to allow students to learn and reinforce math concepts, apply knowledge, and discover new approaches.
Let’s put it this way. Science has found that—contrary to popular belief—goldfish can remember things for not just weeks or months, but years. With student-focused learning, your students will, too.
Register for a free trial for access to this and other lessons.
Learn more about Amplify Desmos Math.
Watch the webinar.
Subscribe to Math Teacher Lounge.
If you’re reading this, someone taught you to read! You might remember learning your letters with a standout teacher, or simply curling up with a loved one to point out pictures and sound out words.
No matter who stands out to you, it takes a constellation of people to help children learn to read—both inside classrooms and beyond, and from district leadership to student families.
It also takes science: specifically, the science of teaching reading.
And we want to celebrate Science of Reading stars!
That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone for the 2023 Awards. (If you’re already ready to nominate a star in your community, go right ahead!)
We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.
Our inaugural award program honored educators who championed and advocated for the Science of Reading in their classrooms, schools, or districts.
They generated buy-in. They inspired their peers and students. They successfully brought research-based instruction, phonics instruction, and foundational literacy skills into their approaches—and had remarkable gains to show for it.
Our 2021 awards, both finalists and winners, celebrated:
Winner: Anila Nayak, instructional coach and reading intervention teacher, Los Angeles Unified School District, California.
She says: “The Science of Reading is becoming my North Star because it’s guiding me to give the best that research has shown for my students.”
Winner: Cathy Dorbish, principal, Austintown Elementary School, Ohio
She says: “We know our kids come from all different backgrounds, different opportunities, and parents who read or don’t. By teaching them in this manner, we’re leveling the playing field. Those kids who may be economically disadvantaged, [but] they’re going to be readers just like the kids whose parents bought them 100,000 books.”
Winner: Alli Rice, elementary ELA lead, Kansas City, Kansas Public Schools
She says: “Teachers are saying things like ‘I never really thought my kids could have a discussion about the Renaissance during language arts class, but they are doing it.’”
Winner: Brittney Bills, curriculum coordinator, Grand Island Public Schools, Nebraska
She says: “I believe the Science of Reading is about hope. Knowing 95% of students are cognitively able to read at grade level with the right explicit instruction was empowering for me and the teachers I support.”
Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? What about someone who’s gone above and beyond core instruction based in the Science of Reading to apply these evidence-based practices in less traditional ways in areas like assessment, intervention, biliteracy, and beyond? (And yes, this person might be you!) We also have new categories this year, to honor both the traditional, and less traditional, Science of Reading champions!
Submit your nomination for the 2023 Science of Reading Star Awards by February 28!
The Grand Prize winner will receive full conference registration and associated travel costs to Big Sky Literacy Summit in Big Sky, Montana, Sept. 2023 (dates forthcoming).
To hear more from the 2021 winners, you can watch our Amplify Science of Reading Star Award Winners panel, now available as an on-demand webinar, or tune into Science of Reading: The Podcast to hear their conversations with host Susan Lambert.
Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!
New year’s resolutions generally don’t work—unless, experts say, they’re specific, measurable, and backed by science (like … getting more sleep so you feel more rested). So if you’ve resolved (or at least planned) to do more science professional development this year, we got you.
Our new, free, on-demand professional development webinars are ready to be added to your calendar. Designed for the era of NGSS, they offer research-based ways for you to engage your students deeply in science this year. (But we hope you’ll find a way to get more sleep, too!)
The Next Generation Science Standards (NGSS) are designed to deliver this key shift: Students go from learning about to figuring out. Instead of delivering information, teachers invite students to explore the power of phenomena-based learning in science. By focusing first on real-life scenarios and thoughtful questions over abstract correct answers, this approach cultivates students’ voices and curiosity. It gets them to the right answers—but in a way that helps them think, read, write, and argue like real scientists and engineers.
The NGSS also delivers three-dimensional science instruction. This means that each standard includes the following three dimensions:
Featuring curriculum experts from UC Berkeley’s Lawrence Hall of Science, our webinars will show you what these approaches look like in real classrooms.
Explore ways to cultivate curiosity and value student voices while utilizing the structures and content from phenomena-based, literacy-rich science curricula designed for the Next Generation Science Standards.
Reframe your K–8 science instruction by focusing on phenomena. Learn about the shift in science teaching and classroom practices toward one where students are figuring out, not learning about.
Learn about an approach to teaching and learning science that not only meets state science standards, but can also be used to support accelerated student learning across all subject areas.
Tune into Science Connections:The Podcast.
Learn more about the NGSS.
Explore more Amplify webinars.
Have a phenomenal 2023 in science!
It’s great news when a student who has worked hard to do their best gets a perfect score on an exacting test.
We’d like to take a brief moment to share some similar news of our own: Desmos Math 6–8 has earned perfect scores and an all-green rating from EdReports!
This is a powerful affirmation not only of our program, but also of every Desmos Math 6–8 student who benefits from the high-quality instructional materials, student-centered instruction, and thoughtful technology in the math classroom.
Here’s a bit about the program. Based on Illustrative Mathematics’ IM 6–8 Math™ and Open Up Resources, Desmos Math 6–8 features interactive, standards-aligned lessons that are easy to use and fully customizable.
The program empowers teachers with an engaging curriculum that helps them:
The technology in the program is purposeful: students are empowered to explore new ideas, and our teacher dashboard helps teachers bridge those ideas together. Whether teachers are observing student learning on our lesson summary page or guiding productive discussions with our conversation toolkit, our facilitation tools make teaching more effective and more fun.
EdReports.org is an independent nonprofit designed to improve K–12 education. Among other things, its expert reviews help equip teachers with the highest-quality instructional materials.
Their review process is necessarily individualized and rigorous. Educator teams develop rubrics and evidence guides; recruit expert reviewers with a collective thousands of years of experience; then conduct rigorous, evidence-based reviews.
The reviews collect evidence about important characteristics of high-quality instructional materials. These include the presence of standards, how well they are sequenced, and how deeply they are included.
Reviews take 4–6 months. Ultimately, multiple educators will analyze every page of the materials, calibrate their findings, and reach a unified conclusion.
And in our case, it was this: Desmos Math 6–8 received perfect scores from EdReports and met expectations for every one of their gateways.
Request a free 30-day trial today!
IM 6–8 Math™ and Illustrative Mathematics® are trademarks of Illustrative Mathematics, which is not affiliated with Amplify. Amplify is not an IM Certified Partner. EdReports and associated marks and logos are trademarks of EdReports.org, Inc.
EdReports.org is an independent nonprofit designed to improve K–12 education. Among other things, its expert reviews help equip teachers with the highest-quality instructional materials.
Of course, every month is reading month—and every day is reading day!
But March makes National Reading Month official, and we’d like to help you celebrate.
Your kids will join Minh on his journey as his babysitter, Tamara, helps him cultivate a love for reading—while also learning a bit of cognitive science. The series includes 13 episodes that you won’t want to miss!
The series is based on the Science of Reading—but that’s not why students like it! They get to follow and practice along with Dusty the Dog as his person, Dott, teaches him to read. All the while, the kids are learning the underlying components of skillful word reading such as phonological awareness, letter names/sounds, and blending sounds.
And for a little good old-fashioned coloring, we’ve also created this literary reference sheet for your students to bring alive with their own imaginations.
We hope you enjoy celebrating your kids’ brains and creativity!
From Amplify’s Science of Reading: The Podcast:
Find out how “Reading Buddies” came to be (and managed to outpace “Sesame Street”)!
Meet Margaret Goldberg, co-founder of The Right to Read Project, to get her take on Brain Builders and the importance of the comprehension strand of the Science of Reading.
Request a free sample of CKLA.
You might say math and tech go hand in hand. And these days, of course, kids and tech go literally hand in hand. So it makes sense that using digital tools in the math classroom can help teachers reach students, and teach the math content they need to learn. But truly integrating technology into math instruction is not just a matter of adding random gadgets and gizmos. We need to do more—especially if we want to leverage the power of math technology to engage all students.
Integrating technology into instruction delivers numerous benefits in the classroom–perhaps especially in the math classroom.
Numerous studies suggest that technology can support student learning in the math classroom. This tech might take the form of graphic calculators, digital manipulatives, or learning software. In general, such tools have been shown to help students improve both their understanding of math concepts and their performance on tests.
Thoughtful tech has these effects in part because it can make math more engaging. Students are generally more excited to dive into a visually appealing and interactive program than a black-and-white math textbook.
Integrating technology into a math classroom also means:
The most effective technology approaches in the math classroom are active, not passive. They also invite deep thinking and productive struggle rather than speed and rote memorization.
The National Council of Teachers of Mathematics (NCTM) includes this guidance in its Principles to Action:
“An excellent mathematics program integrates the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking.”
The NCTM recommends that teachers: “incorporate mathematical tools and technology as an everyday part of the mathematics classroom, recognizing that students should experience ‘mathematical action technologies’ and physical or virtual manipulatives to explore important mathematics.”
Here are just a few approaches that enhance engagement:
Desmos Math 6–A1 is just that kind of program. It provides dynamic and interactive digital math learning experiences, alongside flexible and creative print activities. Its teacher dashboard is designed to encourage classroom discussion and collaboration. It invites students to explore a variety of approaches—and invites teachers to celebrate and develop interesting thinking in their classrooms.
The dashboard also shows teachers actionable formative assessment data for each student and the entire class, and allows them to leave written feedback for students in their lessons.
And we know it works. Teachers and students in our pilot program said that students learned more with Desmos Math 6–A1 than with their prior program. (See case studies in a large midwestern school district and in Naugatuck Public Schools.)
What’s more, Desmos Math 6–8 has earned perfect scores and an all-green rating from EdReports. This is a powerful affirmation not only of our program, but also of high-quality instructional materials, student-centered instruction, and thoughtful technology in the math classroom.
Can you do long division in your head and calculate tips in your sleep? Or does the mere thought of arithmetic keep you up at night?
If you fall into the latter camp, you’re not alone.
Math anxiety is real—and an established body of research proves it. In fact, data shows that math anxiety affects at least 20% of students.
And its effects can be damaging in both the immediate and long term. It can bring down student performance both in and beyond math, and in and outside the classroom.
Fortunately, we’re also learning how teachers can help students manage math anxiety—and succeed wherever it’s holding them back.
We explored this topic on a recent episode of Math Teacher Lounge, our biweekly podcast created specifically for K–12 math educators. This season is all about recognizing and reducing math anxiety in students, with each episode featuring experts and educators who share their insights and strategies around this critical subject.
Dr. Gerardo Ramirez, associate professor of educational psychology at Ball State University, has been studying math anxiety for more than a decade. He joined podcast hosts Bethany Lockhart Johnson and Dan Meyer to share his insights.
So let’s take a look at what math anxiety is—and is not. We’ll also explore what impact it has on learning, and what we can do about it.
Math anxiety is more than just finding math challenging, or feeling like you’re “not a math person.” Dr. Ramirez offers this definition: “[Math anxiety] is a fear or apprehension in situations that might involve math or situations that you perceive as involving math. Anything from tests to homework to paying a tip at a restaurant.”
Math anxiety may cause sweating, rapid heartbeat, shortness of breath, and other physical symptoms of anxiety.
But while math anxiety has some similarities with other forms of anxiety, it’s exclusive to math-related tasks, and comes with a unique set of characteristics and influences.
Math anxiety can lead sufferers to deliberately avoid math. And this avoidance can not only result in a student not learning math, but also limiting their academic success, career options, and even social experiences and connections. This can look like anything from getting poor grades in math class, to tension with family members over doing math homework.
Parents and teachers can suffer from math anxiety, too. In fact, some research suggests that when teachers have math anxiety, it’s more likely that some of their students will, too.
It’s not correlated to high or low skill or performance in math. Students who generally don’t do well in math can experience math anxiety because they assume they’ll do poorly every time. Students who have been pressured to be high-achieving experience math anxiety because they’re worried they won’t meet expectations.
Other triggers may include:
Dr. Ramirez has researched the important relationship between math anxiety and working memory.
Working memory refers to the ability to hold and manipulate information in short-term memory. People with math anxiety often have poorer working memory capacity when it comes to math-related tasks. This is thought to be due to the cognitive load created by anxiety, which can interfere with the ability to manage information in working memory.
The result? A negative feedback loop. Poor working memory can lead to further math anxiety, and increased anxiety can further impair working memory.
However, it’s important to note that not all individuals with math anxiety experience a decline in working memory capacity. Some may have average or above-average working memory capacity but still experience math anxiety. In such cases, the anxiety may be related to negative beliefs about one’s ability to perform math tasks, rather than an actual cognitive deficit.
Even though math anxiety is a distinct type of anxiety, interventions such as cognitive behavioral therapy, exposure therapy, and mindfulness approaches have been shown to be effective in reducing it.
It starts, says Dr. Ramirez, with normalizing the anxiety.
“If you’re a student and you’re struggling with math and I tell you, ‘Yeah, it’s hard, it’s OK to struggle with math,’ that makes you feel seen. And that’s gonna lead you to want to ask me more for help, because I’m someone who understands you,” says Dr. Ramirez. “And that’s a great opportunity.”
Amplify’s professional development provides a variety of learning experiences over multiple years to incrementally develop and apply the knowledge and skills needed for effective and self-sustaining implementation.
Gain insights into effective instructional techniques, and develop a deeper understanding of your Amplify program(s) by investing in professional development.
Partner with members of our professional learning team to plan long-lasting and sustainable change for your school or district. Change is more likely to stick and get results with deliberate planning. We can support your through this journey to drive your professional improvement, enrich your instructional practice, and increase student impact.
Every school and district is unique. That’s why we offer flexible delivery options to best meet your specific needs and objectives.
Our professional development programs come in packages or individual sessions, available both on-site and virtually, to help you get the most out of your Amplify program(s).
You can also customize your learning experience by adding extra sessions, such as Science of Reading, supporting multiliterate learners, and a problem-based approach to math, to build on your base package.
Professional development helps teachers stay motivated and inspired to grow professionally. Demonstrate your commitment to your staff by empowering them with professional development packages that include on-site or virtual Launch, Strengthen, or Coach sessions, all of which will orient you and your team to the full features of Amplify programs.
You can also personalize your learning experience by adding enhancement sessions to base packages.
On-site and virtual Launch sessions introduce Amplify programs and support strong implementation. Self-paced, online courses are also available for select Amplify programs and include an on-demand subscription for 12-months.
After learning about the program’s foundational principles and key features, you’ll practice administering it within a collaborative environment.
On-site and virtual Strengthen sessions deepen understanding of the program. Session offerings are targeted and meant to take your practice—and your students’ learning—to the next level.
Offered as part of core packages, as well as enhancements, Strengthen sessions are intended to effectively address your students’ needs. Examples include:
On-site and virtual Coach sessions are tailored to elevate instructional practices and meet the unique needs of teachers and/or leaders.
Partner with an Amplify coach who will support you in planning customized sessions leveraging our menu of supports, which can include:
Learning may ebb and flow between phases depending on your teachers’ and leaders’ needs, experiences, and professional goals. Amplify professional development aims to continually grow, develop, and refine instructional practices to support student learning and achievement.
We value your partnership and aim to provide you with the highest quality learning experiences. Check out our frequently asked PD questions below, along with responses.
Once you become an Amplify customer, you’ll have access to many opportunities to continue learning how to get the most out of your Amplify program(s).
To get a sense of our support, check out some of our free resources:
Facilitated in both English and Spanish, specialized biliteracy sessions should be scheduled for teachers using both curricula and/or assessments. Sessions are available to support the use of both Amplify CKLA and Amplify Caminos core programs or mCLASSⓇ DIBELSⓇ 8th Edition and Lectura assessment programs. Substitute a biliteracy session for the 6-hour initial training in your package, or add these sessions on to your package for your biliteracy teachers.
Speak to our team to learn more!
If you’re ready to submit your price quote, purchase order, or payment, visit our Ordering Support site for more information.
Connect with fellow Science of Reading or science advocates in one of our public Facebook groups. Join a community or tune into one of our podcasts today:
Amplify customers can join our exclusive, program-specific Facebook communities to ask pedagogical questions, share Amplify teaching hacks, and more!
There’s a difference between the ability to sound out words on a page and the ability to truly understand their meaning. That difference? Reading fluency.
Fluency is one of the five foundational reading skills. (The other four, as you likely know, are phonological awareness, phonics, vocabulary, and comprehension.) Fluency connects readers not just to words, but to emotions and expressions, characters and connotations. And it’s also where reading really starts to foster joy.
In this post, we’ll explore what fluency is, why it matters, and how to successfully incorporate it into your literacy instruction.
The International Literacy Association defines reading fluency as “reasonably accurate reading, at an appropriate rate, with suitable expression, that leads to accurate and deep comprehension and motivation to read.”
In other words, fluency is not just reading fast. And it goes beyond merely decoding words, to developing a deep understanding of what they’re trying to say. Fluency allows readers to connect ideas, recognize patterns, and infer meanings.
“I call fluency the bridge to comprehension,” says Kent State literary education professor Tim Rasinski, discussing the topic on Amplify’s Science of Reading: The Podcast.
Rasinski is also director of Kent State’s award-winning reading clinic, and in his podcast episode, he describes encountering students as old as grade 5 who have decoding skills, but not fluency. “[These students] can sound words out, but if you were to hear them read orally, it would be slow, laborious reading in a monotone,” he says. According to Rasinski, these students aren’t getting “much joy and satisfaction, or even comprehension” from their reading.
While oral expression in reading is not the ultimate goal, it is an indicator. “The way you read orally reflects the way you read silently,” Rasinski says. “Most of us would say when we read silently we ‘hear’ ourselves with our internal voice.”
When readers develop fluency, they also develop:
The Science of Reading tells us that foundational reading skills must be taught explicitly and systematically, and fluency is no exception. Developing reading fluency is a gradual process that requires consistent practice and exposure to different types of texts. There are several stages and skills that support the development of reading fluency.
As you may know, there’s a tool called Oral Reading Fluency (ORF) that reading professionals use as a quick-read thermometer of sorts to measure reading speed and accuracy. It’s a simple assessment, measuring how many words a student reads correctly in an unpracticed passage. It’s considered one of the best indicators of a student’s reading progress.
“It works! It has validity. It gives us good, useful information,” says researcher, educational consultant, and author Dr. Jan Hasbrouck on Science of Reading: The Podcast. That’s why it’s widely used—but, she adds, it’s also widely misunderstood.
It is a reliable and helpful measure of fluency in terms of reading rate and accuracy, she says. At the same time, “It was unfortunate to put the label ‘fluency’ on it,” she says. “We reading teachers think of fluency as something much more multifaceted and complex that at minimum includes prosody, or expression. It is accuracy, rate, expression, metacognition, background knowledge—it’s all of this stuff that really experienced reading teachers think of as fluency.”
Automaticity frees up cognitive space for comprehension, but fluency isn’t just about reading fast—it’s also about making meaning, which is where prosody comes in.
Prosody refers to the rhythm, intonation, and expression used by someone reading aloud.
But it’s not just for the natural performers in the classroom. Prosody can be influenced. How do we help students develop that external, and internal, prosodic voice?
Through targeted read-aloud practice. By explicitly teaching students about prosody and providing systematic practice opportunities, educators can nurture fluency and comprehension simultaneously—a connection to overall reading success that is well-supported by evidence-based research.
Some fluency strategies include:
Amplify Science for grades 6–8 is a phenomena-based science curriculum that is designed to give middle school students engaging, realistic experiences that mirror how scientists and engineers actually work. To do this, the Lawrence Hall of Science and Amplify created a middle school science program that includes compelling hands-on investigations, print resources, and digital modeling tools and simulations that work seamlessly together to enable students’ investigations and explorations.
Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
Our programs are designed to support and complement one another. Learn more about our related programs.
When we think of fluency, especially as a goal, we might think of speaking or reading a language. But fluency is also a goal in learning math! So what is math fluency? And what does it look like in the math classroom? In Season 6, Episode 1 of our Math Teacher Lounge podcast, Amplify’s own Jason Zimba helps us understand—using some analogies to baseball and chicken, of course.
We can develop fluency in many things, from coding to cooking. On the Math Teacher Lounge podcast, Amplify Chief Academic Officer of STEM Jason Zimba recounted becoming fluent in…roast chicken.
Jason describes practicing one particular recipe until it was perfect. For Jason, that meant not just that the outcome was flawless or delicious, but that he was eventually able to make it from memory, without thinking—and to naturally adjust and calculate for variables like a smaller or larger chicken, or an unfamiliar oven.
Math fluency works the same way. Practice brings effortlessness—freeing up time and mind space for new opportunities.
The word “fluency” comes from the Latin fluentia, which means “flowing.” When applied to math, it means ”skill in carrying out procedures flexibly, accurately, efficiently, and appropriately,” says podcast host and math teacher and advocate Dan Meyer. As with someone fluent in a language (or a recipe), someone fluent in math is able to think and calculate mathematically without struggle or effort—that is, with fluidity.
Podcast host and elementary educator Bethany Lockhart Johnson adds this informal description: “It’s that thing you don’t even think about anymore. ‘Cause it’s in there. You’re not still thinking about addition facts, because you’ve got it. And it fuels you. It’s the foundation that allows you to do all the other cool stuff.”
What does fluency look like in practice? A young learner fluent in math will be able to smoothly recite the number word list in order (“one, two, three…”) and write the numerals from 0 to 9. As the student grows, so does their fluency with multi-digit calculation, rational-number arithmetic, and eventually even variable expressions.
“It’s a wordless but still somehow almost verbal sort of fluency, with properties of operations as the grammar of the language,” says Jason.
But “it’s not fact recall,” he says. “Recall is remembering or just knowing. Fluency refers to calculation.”
There are different paths to fluency, but all can lead to “conceptual richness and mathematical joy,” says Dan.
If fluency provides that crucial foundation, what happens to students who are not math-fluent?
“When kids don’t have access to [fluency], it keeps them from diving into the juicy parts of math,” says Bethany. “Math is so much bigger than addition facts, but when they don’t know those addition facts, that becomes all math is.”
Without fluency, students miss opportunities to progress in (and enjoy) math, and may even develop math anxiety.
So how can you support math students in developing fluency?
For one thing, it’s important not to underestimate the value of practice and repetition. These approaches—especially when used in combination with other, more organic modes—can be highly productive, says Jason. “I worry about whether discomfort with repetitive practice is short-changing students of the power and confidence that fluency can bring.”
Dan compares it to achieving excellence in a sport—”like shooting from the same spot on the court over and over again,” he says. That kind of rote repetition is valuable in sports, and should also have its place in math instruction.
It’s also important for students to understand why they’re learning and even drilling their numbers, arithmetic, or times tables, Jason notes. They need to be “invested in understanding and agreeing that this is going to do something for them.”
One thing that helps: providing students a sense that they’ve accomplished something. “We need to have moments for them to reflect on what has been learned and what is now easy that was previously hard,” Dan says. He calls this process “humanizing fluency”—and Math Teacher Lounge will be here all season to help math educators do just that.
Join us at NCTM in October for a live Math Teacher Lounge podcast recording with Dan Meyer and special guest Jennifer Bay-Williams! We’ll be investigating math fluency and finding fun ways to get all students engaged in math instruction.
Math Teacher Lounge LIVE!
NCTM | Oct. 27 | 2:30 p.m. EST (doors at 2:15) | Room 158AB
The Science of Reading has shown repeatedly and definitively that background knowledge is much more than a nice-to-have when it comes to literacy. In fact, it’s a must.
One recent independent study led by Sonia Q. Cabell, Ph.D., and Hyejin Hwang, Ph.D., conducted two trials of more than 1,200 kindergarten students. Reading comprehension tests revealed that students who used a knowledge-building curriculum, such as Amplify CKLA, showed statistically significant positive effects on both social studies knowledge and vocabulary, even over just one semester.
So here’s what teachers need to know about the knowledge-building students require, starting early, to develop foundational literacy skills for life.
Read the following passage.
Start by putting your clay on the bat as close to the center as possible, then turn your wheel on at full speed. After adding water often enough to keep the clay glossy, adjust it until it’s barely wobbling, then cone it up and center it further. Cone down and then open the clay. Lower your wheel speed to halfway and start pulling the walls. Compress the floor, and then start shaping. When you’re happy with your shape, use your wire tool to remove it from the bat, and set it aside to start drying before you trim, glaze, and fire it.
If you were ever trained in pottery, you probably understood a lot of that. If you weren’t, you could likely read the words and sense the tone, but most of the content would not make sense (Cone up? Cone down?) or stick in your mind at all.
That’s exactly how background knowledge powers reading comprehension.
Elementary students confront disparities in their background knowledge every day. Some have houses full of books and summers full of trips. One kid has a pet turtle, another celebrates Diwali, another grew up in the family restaurant. As you can probably imagine, they’d all get and retain a wide range of understanding from passages about, say, amphibians, alfredo sauce, and the Alps.
Not all foundational literacy instruction is built to access the knowledge students bring to the classroom, or to grow the knowledge they need to understand what they’re reading.
What’s more, having less background knowledge is correlated with socioeconomic status, with students who come from lower income families generally having less background knowledge than those who come from higher-income families. That’s how we know that knowledge is also a matter of fairness.
Writing instruction grounded in the content of a knowledge-based curriculum can be a crucial contributor to knowledge-building, according to Wexler. It can help teachers:
Big picture: Connecting to a student’s background knowledge can help unlock their full potential as a reader, writer, and member of the classroom and school community.
Allison Rice, elementary ELA curriculum coach for Kansas City Kansas Public Schools, tells this story about a girl in her class: “All through Unit 1 and halfway through Unit 2, she had not really participated or spoken in class, until they got to the lesson on Diwali. She celebrates Diwali. And all of a sudden, she had 1,000 things to contribute. Then her parents came in, they had never been into the school, and they finally felt welcomed and comfortable enough to come in and share about their culture, and the whole grade level had a huge party.”
This student was able to use her culture—and her knowledge—to create community in her classroom. “Here’s this little girl,” says Rice, “who for the first time has felt seen and reflected.”
Amplify Science for grades K–5 is a phenomena-based science curriculum that is designed to give elementary students engaging, realistic experiences that mirror how scientists and engineers actually work. To do this, the Lawrence Hall of Science and Amplify created an elementary science program that includes compelling hands-on investigations, print resources, and digital modeling tools and simulations that work seamlessly together to enable students’ investigations and explorations.
Choose level
Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
Our programs are designed to support and complement one another. Learn more about our related programs.
There’s more than one way to name a star. You can honor someone you admire by symbolically attaching their name to a star in the night sky…or you can nominate a teacher you admire or a district lighting the way for students for Amplify’s third annual Science of Reading Star Awards!
As we like to say, it takes a constellation of people to help children learn to read—from district leadership to student families, and from inside the classroom to out there the real world. It also takes science—specifically, the science of teaching reading. And it takes leaders who can successfully lead their district in the shift to a curriculum grounded in the Science of Reading, educators who thoughtfully connect students and their families to the impact of the Science of Reading, and teachers who artfully use evidence-based reading instruction to light the way for their students.
We want to celebrate all of these Science of Reading stars!
That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone (or an entire school or district) for the awards. (And if you’re already ready to nominate a star, go right ahead!)
We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.
Our awards program honors educators who advocate for and champion the Science of Reading in their classrooms, schools, and districts. They generate buy-in. They inspire their peers and students. They successfully bring research-based materials, phonics instruction, and foundational literacy skills into their approaches—and have remarkable gains to show for it.
These award-worthy educators can include/have included:
Javonna L. Mack, Lead Content Teacher, Caddo Parish Schools, LA
Award: Changemaker
How did it feel to be selected as a Star Award finalist?
I was and am still over-the-moon excited about being selected as an Amplify Changemaker Star Award finalist. I was very humbled by becoming the winner. It is an amazing feeling of accomplishment when you receive awards. It has become a hallmark of the hard work I have done in my district to support our push in the Science of Reading.
Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?
Make sure to tell your story. Be clear and concise. Remember to be reflective of all the ways that you have supported your district. I advise that you speak with your peers and gain feedback as to the ways that you have impacted the work they do. Detail your support. Be unique and track and celebrate your achievements.
Shennoy Barnett, Kindergarten Teacher, Johnston County Public Schools, NC
Award: Data Dynamo
How did it feel to be selected as a Star Award finalist?
It was an amazing feeling even to be considered as a semi-finalist, and an even greater one to be selected as a winner, given that it was my first year using the tool.
Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?
Your hard work and dedication with your students through [the] Science of Reading will tell your story. Even if you are not selected as a finalist, you are still a winner as you are using an amazing tool and touching the lives of your students.
Anila Nayak, Instructional Coach, Intervention Teacher, Los Angeles Unified School District, CA
Award: Science of Reading Superstar Teacher
How did it feel to be selected as a Star Award finalist?
I felt exhilarated at first and later responsible for sharing my learning about how best to teach children to read. It certainly made me more energized to work harder and continue to improve my practice. The award validated my efforts and steered my obsession to become an efficient and knowledgeable reading teacher.
Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?
Write your compelling narrative about the impact you make each day in the lives of young readers who need you most. You have the tools to reach students who may be struggling but just have not been reached yet. Tell about how you evolved into an expert despite challenges and how learning about the best ways to teach is an absolutely rich experience. After all, you are impacting so many students through your work. Show your pride, because you are doing important work. The Awards journey opens you up to a community of experts and makes you feel a part of new horizons; you get to listen to many experts and read about the new knowledge that is impacting our understanding of how literacy grows.
You can meet all of our 2023 winners here. Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!
Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? (And yes, this person might be you!) How about a school or district that has established strong evidence-based practices and seen incredible results? We also have new categories this year to honor both the traditional and less traditional Science of Reading champions!
Submit your nomination for the 2024 Science of Reading Star Awards by Feb. 15!
The grand prize winner in the District and School categories will receive a regional event hosted by Amplify. The grand prize winner in the Individual category will be given full conference registration and associated travel costs to NCTE in Boston, in Nov. 2024.
Just like certain functions and number sequences, even the most successful podcasts reach a natural end. And that’s true of Math Teacher Lounge. After six seasons and more than 40 episodes, co-hosts Bethany Lockhart Johnson and Dan Meyer are heading off to work on other exciting projects.
So let’s take a look at the podcast’s farewell episode, as well as some highlights from earlier seasons.
On the final episode of Math Teacher Lounge, our hosts walk through the past ten episodes on math fluency. They highlight key conversations on defining and assessing fluency, fluency development in a bilingual math classroom setting, and the potential pitfalls of relying too heavily on so-called fake fluency.
“I think every guest has answered a question that we’ve had about fluency and then also opened up new areas of investigation for us,” says Dan. “Whether that’s thinking about community more deeply through fluency or assessment or classroom practices, all these different folks offered us a glimpse into their expertise and then pointed at paths towards more learning.”
Spanning six seasons, the podcast has reached thousands of educators while exploring a wide range of topics including the joy of math, math anxiety, and (of course) math fluency. Guests have included Amplify’s Jason Zimba, Reach Capital’s Jennifer Carolan, and Baltimore County Public Schools’s John W. Staley, Ph.D.
Some of the most popular episodes included:
Investigating math anxiety in the classroom (S5E1) with Gerardo Ramirez, Ph.D., associate professor of educational psychology at Ball State University. Ramirez helped our hosts and listeners understand what math anxiety is and is not, what impact it has on learning, and what we can do about it.
Building math fluency through games (S6E7) with University of Louisville professor Jennifer Bay-Williams, Ph.D., who—in a special live recording at NCTM 2023—showed how games can bring both fluency and joy into the math classroom.
Cultivating a joy of learning with Sesame Workshop (S5E3) with Dr. Rosemarie Truglio, senior vice president of curriculum and content for Sesame Workshop. Dr. Truglio shared how to cultivate a growth mindset in young children and point them toward academic achievement and long-term success.
Bethany and Dan will continue working on a host of other exciting projects, including webinars and conference appearances. On March 12, Dan will also participate in the Amplify 2024 Math Symposium: a free, virtual, five-hour event that will help educators strengthen math instruction, bolster student agency, and build math proficiency for life.
The following key Math Symposium sessions (featuring your favorite Math Teacher Lounge guests and host Dan Meyer) will help you learn even more about those popular topics in math:
Dan Meyer
How to Invite Students into More Effective Math Learning | 3:15 p.m. EDT
Gerardo Ramirez Ball State University
How Student’s Personal Narratives Shape Math Learning | 12:15 p.m. EDT
Jennifer Bay-Williams University of Louisville
Bringing Math to Life: How Games Build Fluency and Engagement | 1:00 p.m. EDT
Akimi Gibson Sesame Workshop
Developing Young Children’s Identities and Competencies as Mathematicians | 4:00 p.m. EDT
Check out the full agenda and sign up today. All sessions will be recorded and attendees will receive a certificate of attendance.
Writing is hard. Natalie Wexler, who co-wrote The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades, has described it as “the hardest thing we ask students to do.”
And writing is also hard to teach—perhaps especially to middle schoolers.
Writing education experts such as Steve Graham, Ph.D., say that, as important as writing is, it often gets less attention due to competing educational demands, like the need to teach subjects connected to high-stakes testing, the pressure to teach to a given test, and the siloing of writing as an independent skill untethered to content.
But writing is essential—not just as a means of expressing knowledge, but also as a means of building it. That’s why, when it comes to middle-school writing instruction, we need to go beyond just writing prompts. So how can teachers provide the strongest possible writing instruction for middle-school students? Keep reading.
Learning to write makes you a better writer, but it also makes you a better reader—and a better learner.
In a meta-analysis of more than 100 studies, Steve Graham and Michael Hebert, Ph.D., found that writing about text improves comprehension and learning even more than reading alone, reading and rereading, or reading and discussing.
“Combining reading and writing is part of the Science of Reading,” writes literacy educator Tim Shanahan, Ph.D. “If you want better reading scores, the Science of Reading says do not neglect writing, nor dispatch it to someplace else in the curriculum. When you feel especially pressured to improve reading achievement, that is the time to embrace more tightly the combination of reading and writing.”
Shanahan also notes that readers who write and writers who read are best equipped to observe what authors do to convey meaning and what readers need in order to understand writing.
Current ELA standards recognize the interplay between reading and writing by articulating these goals: using writing to improve learning from text and using the reading of multiple texts to improve the writing of syntheses or reports.
Even with challenges and constraints, educators can find ways to engage students and transform their writing. When planning writing activities with your middle-school students, it’s important to keep them captivated, incorporate writing instruction throughout your lessons, and differentiate to meet the needs of all of your students. Here are some principles that will help:
Writing can be a powerful tool to help students deepen their comprehension of written text, expand their knowledge, and develop as communicators. Learn more about the best strategies and activities to use in your classroom. These will put you on the best path for helping your students thrive as writers, readers, communicators, and lifelong learners.
We’ve talked about how scientists need literacy skills in order to be scientists. They can’t do their jobs without reading, writing, listening, and communicating.
Our recent webinar Science Connections: Science and Literacy explored this intersection from a broader level: the power of language in the science classroom.
How can science teachers remove language barriers to make sure all students are able to access prior knowledge—and acquire more? And how can teachers leverage language to create optimal learning conditions for their science students? Why should they?
Let’s find out what webinar co-hosts Eric Cross and Susan Gomez Zwiep, Ph.D., had to say!
Contrary to stereotype, scientists aren’t just loners in labs. Susan Gomez Zwiep, former middle school science teacher and senior science educator at BSCS Science Learning, credits a colleague with this pearl: “If I’m just doing science myself, and not talking to anybody, that’s not science. That’s just me in my head.”
So science teachers need to give students every possible opportunity to get out of their heads. And if language is a barrier—whether students are learning English, or challenged by science vocab—teachers can help remove it.
This principle is especially important in the context of phenomena-based learning, says Gomez Zwiep. “Rather than telling students ideas, and then proving those ideas correct by showing them a phenomenon, we show them the phenomena and engage them in science sense-making to develop that understanding,” she says. “Language is central to science sense-making and communicating that sense-making.”
Students also bring their prior knowledge to scientific sense-making. And, as Gomez Zwiep points out, prior knowledge is often embedded in the language a student uses at home, or just their own non-scientific vernacular. “I have to use that when I first engage with the phenomenon,” she says. “Otherwise, I’m limiting the resources that kids bring to the learning environment.”
“If I had to learn science in my second language, I would be struggling with not only everyday vocabulary, but also content-specific vocabulary,” says Eric Cross, host of Amplify’s Science Connections podcast. “You would never actually know what I knew or what I was bringing to the table.”
The goal is to create an environment where students feel comfortable exploring, using whatever language is accessible to them, and then guiding them to conclusions—and precise scientific language. “A classroom requires trust. It requires relationship building,” says Gomez Zwiep. “If a student is worried about saying something a particular way, that’s where all their cognitive energy is going instead of actually talking about the science.”
The key? Put scientific ideas first, and the language will come. “We used to wait until kids had English in order to learn science. And now we’re starting to see that language emerges from learning experiences,” says Gomez Zwiep. “So it’s a product of learning, not a prerequisite.”
You can integrate science and literacy right away, starting with free science and literacy lesson samples from Amplify Science.
Science blogs
Science Connections podcast episodes
Educators are expected to balance and deliver assessment, differentiated curriculum, opportunities for higher-level thinking, and remediation—not to mention engaging content that holds student interest and hones early literacy skills. We’ve got to become efficient in numerous systems and platforms in order to pull it all off and help students succeed in early reading. It sounds nearly impossible—and I can honestly say that earlier in my career, it felt that way, too.
What changed that? The Amplify literacy suite. These products have not only fostered incredible growth among our students, but also transformed my experience as a teacher and, now, a literary coach.
I started my journey with Amplify products as a seasoned mCLASS® DIBELS® customer, where I put a lot of stock in the reading foundations’ measures and the data this system offers. The program led to rich data discussions and conversations around appropriate interventions and necessary classroom supports, yet it sometimes felt out of alignment with the curriculum content we used at the time. Our students weren’t always able to put their skills into practice in real time.
Then, a couple of years ago, the Science of Reading became a priority and we adopted Amplify CKLA. This program brought us worldly topics to expand our learners’ experiences, levels of rigor, differentiation, cyclical units of study, and science-based methods. This was the systematic, explicit early literacy curriculum we needed to connect skills and content!
Extending that connection, we found that mCLASS DIBELS paired with Boost Reading provided another layer of support for our students. This combo creates a personalized pathway to strengthen and challenge each learner at their level through engaging, interactive play. Together, these programs provide the perfect blend of actionable data and customized learning.
And just when I thought one platform could never meet the needs of all my students, we added mCLASS Intervention—the culminating piece to the suite, which serves our Tier 3 students (a group that includes even those who have received the Dyslexia Indicator through the mCLASS DIBELS assessment).
Balancing the needs of our readers can be overwhelming. We’re operating in a time of heightened need for proper reading instruction. Our world has never been more connected, and communication has never been a more important skill. The Amplify literacy suite is truly the most effective, balanced approach I have found. It meets your needs from start to finish—whether you’re the student, educator, interventionist, administrator, or parent.
