The first of two lessons on territorial extent of empires in Europe in 814 at the end of Charlemagne’s rule and another after the death of Charlemagne. Students extend and refine their map interpretation skills by examining the use of color to denote territorial ownership. In addition, students make predictions about likely paths of invasion. Key questions: How do physical geography, cultural, economic, and political factors affect borders? To what extent does the physical environment define borders?

The goal of this exercise is to explore attitude consistency and the ideological dimensions of attitudes about euthanasia. Frequency distributions and crosstabulations will be used.

Represent algebraic expressions using concrete materials.  Use the order of operations and the properties of real numbers to evaluate expressions for given replacement values of variables.Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Evaluating algebraic expressions for given replacement values of the variablesMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This video is part of the Continue to Know with WHRO TV series. Watch Fallan Lee-Brown teach about evaluating algebraic expressions using the order of operations.

This set of slides provides an overview of copyright issues that need to be considered by anyone who contributes to #GoOpenVA.  

While the Internet has made research much easier than in the past, this access has also allowed for non-vetted and factually inaccurate sources to be presented as valid. Teachers will guide students through 2 opposing articles and model the process of evaluating articles for validity and bias. Students will then collaboratively create a checklist of questions to use when reading a research article. Using their collaboratively created checklists, students will locate and evaluate a variety of articles that pertain to the use of different types of energy resources (renewable and nonrenewable). Students will evaluate multiple aspects of an online or print source to test its credibility and possible bias. Articles should be analyzed for the purpose, accuracy, and currency.

In this lesson, students will practice using Desmos Scientific Calculator as their program. Students will practice using variables and evaluating expressions using their replacement values by creating a type of if-statement in their Desmos calculator. Students will be able to investigate how the outputs change when the variable's value stays the same but the expression changes. Students will be able to complete a pre-test showing their understanding of prior skills including order of operations, simplifying expressions, and evaluating expressions without Desmos Scientific Calculator. Students will be able to use their skills setting up variables and plugging in their values to evaluate expressions on a worksheet as well as digital task cards.

Evaluating algebraic expressionsMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This video is part of the Continue to Know with WHRO TV series. Watch Fallan Lee-Brown teach about evaluating expressions with replacements using the order of operations.

Students will find, evaluate, and select credible sources to create a research product.

Remix of https://edsitement.neh.gov/lesson-plans/citizen-vi-train-woman-standing-claudia-rankine Adding a variety of texts to compare and connect to the original poem activity 

This is a quick slideshow to help guide students into better researching skills.

Students will extend their understanding of probability from 0 being impossible to 1 being certain by exploring experimental probability through certain experiments: rolling a die, tossing a coin, spinning a spinner, etc. Then, students will use CODAP to create simulations and evaluate whether those simulations are accurate based on the data being generated.

In small groups, students will be assigned two of the first ten amendments and pose the questions, “Which of these two amendments do you think is more important?” and “Why do you believe this?” in a survey of ten classmates. Then they will collect and organize the data electronically to create two visual representations of their information. Students will add their raw data and visualizations to a shared slideshow to present their findings to the class and explain why they chose this particular visualization model and what conclusions they can draw from their survey responses.This material is based upon work supported by the National Science Foundation under Grant No. 2010256.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.