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This document provides teacher information for assessing outcomes from Unit 12 on investigating parabolas, including task descriptions, teacher support notes, and assessment guidelines.
Year:
2022
Region / city:
New South Wales, Australia
Subject:
Mathematics
Document type:
Educational resource
Author:
NSW Education Standards Authority (NESA)
Target audience:
Teachers and students (Year 10)
Period of validity:
Unit 12 – Investigating parabolas
Approval date:
2022
Date of changes:
None specified
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2022
Region / City:
New South Wales
Topic:
Mathematics education
Document Type:
Educational Curriculum
Organization:
NSW Department of Education
Author:
NSW Education Standards Authority
Target Audience:
Teachers, students
Period of Validity:
2022
Approval Date:
2022
Date of Changes:
Not specified
Year:
2022
Region / City:
New South Wales
Subject:
Mathematics
Document Type:
Lesson Plan
Author:
NSW Education Standards Authority (NESA)
Target Audience:
Students
Period of validity:
2022
Approval Date:
2022
Date of amendments:
Not specified
Learning Intentions:
To know how to sketch a parabola from a quadratic equation.
Success Criteria:
Students can identify the concavity of a parabola, find the vertex, and sketch the graph of a parabola.
Teaching Strategies:
Think-Pair-Share, Pose-Pause-Pounce-Bounce
Syllabus Outcomes:
MAO-WM-01, MA5-NLI-P-01
Teaching Points:
Importance of axis of symmetry, vertex, and intercepts in graphing a parabola
Note:
Description
Year:
2016
Region / City:
United States
Subject:
Mathematics Instruction, Special Education
Document Type:
Educational Resource
Institution:
William & Mary, University of Colorado, Meadows Center for Preventing Educational Risk
Author:
The IEP Team, TTAC
Target Audience:
Educators, Special Education Teachers
Period of Implementation:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Year
Topic:
Educational Strategies, Mathematics
Document Type:
Instructional Guide
Target Audience:
Educators, Teachers
Topic:
Mathematics education
Focus areas:
Place value, decimals, percentages
Instructional approach:
Concrete-Representational-Abstract (CRA)
Educational level:
Elementary and middle grades
Target learners:
Students with mathematics difficulties and disabilities
Intended users:
Teachers and special education professionals
Evidence base:
Evidence-based practices
Related standards:
Virginia Standards of Learning
Contributing organizations:
Virginia Department of Education, CEC, IRIS Center, National Center on Intensive Interventions
Associated experts:
Sarah Powell
Resource types referenced:
Videos, lesson plans, checklists, progress monitoring tools
Geographic context:
United States, Virginia
Source type:
Educational guidance and resource compilation
Year:
not specified
Subject area:
Mathematics education
Topic:
Algebraic concepts
Educational level:
Middle school; High school
Target group:
Students with disabilities in mathematics
Instructional approach:
Specially Designed Instruction (SDI)
Instructional methods:
Explicit instruction; Concrete-Representational-Abstract (CRA); CRA-I model; Schema-Based Instruction
Evidence base:
Evidence-based practices
Organizations referenced:
Virginia Department of Education (VDOE); Council for Exceptional Children (CEC); The IRIS Center; Project Stair; National Center on Intensive Intervention
Content type:
Curated instructional resource collection
Format:
Text with referenced videos, tools, and lesson plans
Geographic context:
United States (Virginia)
Year:
Not specified
Region:
Virginia, United States
Subject:
Mathematics education, Geometry
Document type:
Educational resource overview
Educational level:
Elementary and secondary education
Instructional approach:
Specially Designed Instruction (SDI)
Instructional methods:
Concrete-Representational-Abstract (CRA), explicit instruction, progress monitoring
Target audience:
Teachers of students with mathematics difficulties and disabilities
Organizations:
Virginia Department of Education (VDOE); Council for Exceptional Children (CEC); IRIS Center; REL Appalachia; National Center on Intensive Intervention; George Mason University TTAC
Authors / contributors:
Virginia Department of Education; Sarah Powell
Key topics:
Geometry instruction; mathematics vocabulary; progress monitoring; visual representations; cognitive strategies
Referenced period:
2015–2017
Evidence base:
Evidence-based practices in mathematics education
Year:
2017
Region / City:
Global
Subject:
Mathematics
Document Type:
Course Planner
Organ / Institution:
Pearson Edexcel
Author:
Pearson Edexcel
Target Audience:
Mathematics departments, teachers, educators
Period of Validity:
From September 2017
Approval Date:
2017
Date of Modifications:
Not specified
Note:
Year
Topic:
Mathematics
Document Type:
Lesson Plan
Year:
2014
Region / City:
Not specified
Topic:
Education, Language Development, Literacy
Document Type:
Educational Rubric
Institution:
Not specified
Author:
Not specified
Target Audience:
Educators, Curriculum Developers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Note:
Year
Topic:
Mathematics
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Target Audience:
Educators
Year:
2021
Region / city:
Florida
Theme:
Mathematics Education
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Author:
Florida Department of Education
Target Audience:
Educators, Teachers
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Changes:
Ongoing updates
Title I Student Selection Criteria Samples for English Language Arts and Mathematics by Grade Levels
Program:
Title I
Jurisdiction:
Massachusetts
Governing body:
Massachusetts Department of Elementary and Secondary Education
Document type:
Sample selection criteria templates
Subject areas:
English Language Arts; Mathematics
Grade levels:
Grades 1, 3–5, 4–5, 9–11
Assessment measures:
DIBELS; Fountas & Pinnell Benchmark; iReady; MCAS; STAR Math; SRI
Scoring method:
Point-based composite scoring
Intended use:
Targeted Assistance schools
Status:
Informational sample
Document scope:
Student eligibility and ranking criteria
Source type:
Administrative education guidance
Year:
2026
Region / city:
Australia
Subject:
Mathematics
Document Type:
Educational resource
Organization:
NESA
Audience:
Teachers, Students
Period:
Year 11-12
Approval Date:
N/A
Modification Date:
N/A
Year:
2025
Region / City:
N/A
Topic:
Mathematics Education
Document Type:
Instructional Guide
Institution:
N/A
Author:
N/A
Target Audience:
Teachers, Educational Institutions
Effective Period:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2022
Education stage:
Stage 5 (Year 10)
Subject:
Mathematics
Topic:
Financial mathematics, compound interest, exponential relationships
Type of document:
Teacher information and assessment task
Curriculum:
Mathematics K–10 Syllabus
Outcomes assessed:
MAO-WM-01; MA5-FIN-C-02; MA5-NLI-C-01; MA5-NLI-C-02
Assessment type:
Investigation
Jurisdiction:
New South Wales
Authority:
NSW Education Standards Authority (NESA)
Target audience:
Teachers and students
Assessment components:
Task description; task details; submission details; marking guidelines; support materials
Includes marking guidelines:
Yes
Includes worked examples:
Yes
Source type:
Curriculum-based assessment material
Year:
2023
Subject:
Mathematics
Grade:
7
Topics:
Triangles and quadrilaterals, Length and area
Type of document:
Task notification
Author:
Not specified
Institution:
Not specified
Target audience:
Students (Year 7)
Period of validity:
2023 school year
Date of approval:
Not specified
Date of last revision:
Not specified