I want to share one of my favorite resources for rich math lessons: the Mathematics Assessment Project, which is a collaboration between the University of Nottingham and UC Berkeley. I love the structure of their Formative Assessment Lessons. According to the website, these lessons are designed “to reveal and develop students’ conceptions, and misconceptions, of significant mathematical ideas and how these connect to their other knowledge”, as well as “to assess and develop students’ capacity to apply their mathematics flexibly to non-routine unstructured problems, both from the real world and within pure mathematics”.

When I taught middle school summer school, I used a couple of these lessons with great success. I love how they include matching and sorting activities that require the students to come up with their own mathematical justifications. When I tried these out in summer school, I had small classes and had the students do it individually, but this year I am definitely going to follow their suggested structure of using small groups because I want to see more mathematical discourse among the kids. I also want to do a better job of creating the final product and displaying the work on posters. In my summer school class, once the kids finished sorting they would just toss the cards in the trash (or worse, leave them scattered on tables or the floor for me to clean up). So this year I will definitely use the small group format and require the posters, which will hopefully get more students to explain their thoughts and reach a deeper understanding.

Conveniently, I was able to find a MAP lesson for each of the first four units in my Functions, Statistics, and Trigonometry (FST) class. (Students at my school have the option of the Geom–>Advanced Algebra–>Pre-Calc route, or the Geom–>Algebra 2–>FST route. So the curriculum for this class is comparable to the second half of an Algebra 2 class, I think. First year teacher here, so I can’t comment too much on “typical” math curriculums.)

**Unit 1** – Our curriculum calls this first unit “Symbolic Manipulation” which is a decent description for it. It’s basically a review of Algebra topics they’ve previously encountered, such as the distributive property, combining like terms, and factoring. The MAP lesson I plan to use is Interpreting Algebraic Expressions. I like how this lesson helps students distinguish between expressions like (5n)^2 and 5n^2, and it also uses area diagrams that will come up again when I’m teaching factoring. I plan to try this lesson right away the first week of school, and it might be a fairly simple for this class content-wise, but that’s okay because it will also serve the purpose of introducing the students to this type of group work and what it’s like to share their thinking, which will probably be a very new experience for them.

**Unit 2** – This one is all-things quadratics. The MAP lesson I want to use is Forming Quadratics. This is a great matching activity, and I like how it incorporates all of the different forms for quadratic functions and helps the students identify key features of the graphs.

**Unit 3** – Polynomials. Not my favorite unit (I find long division, rational root theorem, etc to be somewhat tedious), but I can’t let that show. I think I will definitely emphasize SMP #6 – Make sense of problems and *persevere in solving them* during this unit. The MAP lesson here is Representing Polynomials, which is another great matching activity which connects what students already know about finding zeros to 3rd-degree polynomials and their graphs. The extension activity is also intriguing.

**Unit 4** – Functions and Function Transformations. There are two awesome MAP lessons that could be incorporated here. The first one, Interpreting Distance-Time Graphs, was the one I used with my summer school class last summer (8th graders who would be taking Algebra 2 in the fall… so a very different group than the one I’m talking about now). Perhaps this one would be too simple for my FST kids, so the second option, Functions and Everyday Situations, might be a better fit. I like the open-endedness of Distance-Time, but I like how Everyday Situations has students translating between the algebra and the graph.

These lessons will be great formative assessments, and I’m glad I can incorporate one into each unit. Hopefully you got a chance to check out the MAP website and lessons if you aren’t already using this great resource. If you’ve used these in your classroom before, what do you like about them? What about them is difficult to implement? Thanks in advance!