Mathematics Textbook Adoption (Gr. 36) 2013


 Gilbert Welch
 1 years ago
 Views:
Transcription
1 Mathematics Textbook Adoption (Gr. 36) 2013 Synopsis: After careful consideration, the 36 Mathematics Committee unanimously recommends the purchase and implementation of Houghton Mifflin Harcourt s Math in Focus program. This program will help Rossford students and teachers meet the high expectations of the new Common Core State Standards in Mathematics. Course of Study Process Details: Part I. Committee Members: Name Position Building Jason Smith Curriculum Director Diane Burtchin Math Coach Maria Pratt 3 rd Grade teacher Eagle Point Kristen Vargo Intervention Specialist Indian Hills Jodi Duhaime 4 th Grade teacher Indian Hills Heather Patacca 4th grade teacher Glenwood Renee Abke 5 th Grade teacher Glenwood Jennifer Muck 5 th Grade teacher Eagle Point Scott Dorn 6 th Grade teacher Glenwood Rachel Hinz 6 th Grade teacher Glenwood Sherri Johns 6 th Grade teacher Indian Hills Jennifer Mundo Intervention Specialist Glenwood Part II. Goals: Determine whether Everyday Math will continue to meet our needs with the new Common Core State Standards for Mathematics as well as the new Mathematical Practices Evaluate programs, textbook companies, other districts, etc. Take an indepth look at programs that are aligned to the new CCSS and Mathematical Practices Make a recommendation to the Board of Education in April After BOE approval, purchase materials, begin professional development, and deliver materials to classrooms Part III. Meetings: November 12 Overview of team s purpose, evaluation of the current Mathematics program (Everyday Math) and whether it will continue to serve our needs as related to the new Common Core State Standards for Mathematics as well as the new Mathematical Practices; discussion of programs for the committee to research based on new needs November 26 Overview of Go Math (Houghton Mifflin Harcourt) program and My Math (McGrawHill) program; exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation 1
2 December 10 Continuation of exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation of Investigations (Pearson) program and envision Math (Pearson) program and Glencoe Math (Glencoe) for Grade 6 only January 9 Discussions and rubric evaluations of My Math, Go Math, Investigations, envision math, and Glencoe Math January 28 Presentation of Stepping Stones (Origo) program to the committee by Jennifer Kafati; large group discussion; online trials given to each committee member February 11 Additional group discussion and collection of rubrics on Stepping Stones; a more indepth look at envision Math by the committee because it had the highest initial score of the first five programs February 25 Exploration of materials using CCSS and Mathematical Practices as a guideline for evaluation of the Math in Focus (Houghton Mifflin Harcourt) program March 20 Seven of the committee members traveled to Ft. Meigs (Perrysburg) to watch Math in Focus in action, to meet with Bridgette Beeler (Math Coach/Specialist) for the district, and to talk with teachers currently using the program March 26 Debriefed the Perrysburg trip, completed final evaluations of the program, discussed possible implementation concerns, made a final recommendation Part IV. PublishersPrograms Considered: McGraw Hill Wright Group Everyday Math: The committee decided that the Everyday Math program will not meet the new needs for our students based on the increased level of rigor of the new CCSS and the Mathematical Practices See Appendix A for a detailed analysis of the program Origo Education Stepping Stones: After a thorough investigation of the program and input from the committee, it was determined that this program would not be suited for all educators It was recommended that parts of the program be used for teachers, Academic Intervention Assistants, and tutors because it does align with the CCSS and is costeffective See Appendix B for a detailed analysis of the program Houghton Mifflin Harcourt Math In Focus: After a thorough investigation of the program, a visit to Perrysburg to watch the program being taught, a discussion with teachers and Math Coach in the district on implementation, and input from the committee, it was determined that this program would be the best choice for the Math Textbook/program for Grades 36. Please note that this is the program being used currently in Grades K2 in our district. See Appendix C for a detailed analysis of the program 2
3 Pearson envision Math: The program received the highest average score of the remaining other programs considered: 441/500 points on the Instructional Materials Evaluation Form for 88.2% of the total possible points, so this program was carefully considered as well. McGrawHill: My Math: The program received 570 of 900 points on the Instructional Materials Evaluation Form for 63.3% of the total possible points, so this program was easily ruled out by the committee. Houghton Mifflin Harcourt: Go Math: The program received 450 of 800 points on the Instructional Materials Evaluation Form for 56.3% of the total possible points, so this program was easily ruled out by the committee. Glencoe Glencoe Math (for 6 th grade only): The program received 233 of 400 points on the Instructional Materials Evaluation Form for 58.3% of the total possible points, so this program was easily ruled out by the committee. Part V. Pacing for Math in Focus Program: Grade 3: (176 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Numbers to 10, Mental Math and Estimation 8 3 Addition up to 10, Subtraction up to 10, Using Bar Models: Addition and 6 Subtraction 6 Multiplication Tables of 6, 7, 8, and Multiplication 8 8 Division 9 9 Using Bar Models: Multiplication and 11 Division 10 Money 9 11 Metric Length, Mass, and Volume 8 12 Real World Problems: Measurement 6 13 Bar Graphs and Line Plots 7 14 Fractions Customary Length, Weight, and 13 Capacity 16 Time and Temperature Angles and Lines 8 18 TwoDimensional Shapes 8 3
4 19 Area and Perimeter 11 Grade 4: (185 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Place Value of Whole Numbers 12 2 Estimation and Number Theory 11 3 Whole Number Multiplication and 19 Division 4 Tables and Line Graphs 12 5 Data and Probability 14 6 Fractions and Mixed Numbers 22 7 Decimals 15 8 Adding and Subtracting Decimals 9 9 Angles Perpendicular and Parallel Line 9 Segments 11 Squares and Rectangles 8 12 Area and Perimeter Symmetry Tessellations 8 Grade 5: (175 total days of instructional time as suggested by the company) Unit Topic Number of Days Suggested 1 Whole Numbers 10 2 Whole Numbers: Multiplication and Division 20 3 Fractions and Mixed Numbers 11 4 Multiplying and Dividing Fractions and 15 Mixed Numbers 5 Algebra 10 6 Area of a Triangle 7 7 Ratio 12 8 Decimals 8 9 Multiplying and Dividing Decimals Percent Graphs and Probability Angles 7 13 Properties of Triangles and FourSided 14 Figures 14 ThreeDimensional Shapes 7 15 Surface Area and Volume 16 Grade 6: (154 total days of instructional time as suggested by the company) Unit Topic Number of Days 4
5 Suggested 1 Positive Numbers and the Number Line 12 2 Negative Numbers and the Number Line 7 3 Multiplying and Dividing Fractions and 14 Decimals 4 Ratio 10 5 Rates 8 6 Percent 11 7 Algebraic Expressions 15 8 Equations and Inequalities 12 9 The Coordinate Plane 9 10 Area of Polygons Circumference and Area of a Circle Surface Area and Volume of Solids Introduction to Statistics 8 14 Measures of Central Tendency 13 5
6 Appendix A Math Adoption Committee Findings on Everyday Math At the first meeting the committee reviewed the current curriculum for mathematics, which is the Everyday Mathematics program. We began with a general discussion on the positives and negatives regarding the program. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons A wide variety of algorithms to hit different learning styles (they also help build number sense) The Student Resource Books (very organized and easy to use) The wide variety of math games (students enjoy them) The Pacing Guide is helpful for planning purposes Some good handson activities Study/Home links are nice Differentiation pieces are good (readiness and enrichment) Structured and scripted lessons for teachers List Serv support is good Skills build on one another (scaffolding also from yeartoyear)) Negative aspects of the program: Not enough practice or time allotted to a particular concept The spiraling of the program causes topics to be introduced and then when it is revisited it is at an increased level of difficulty which is hard for students who didn t get it the first time it was introduced The spiral also causes major issues with time management since teachers are always having to preteach or reteach There is no teaching for mastery in this program Teachers feel the need to add extra information to the lessons because of the mastery issue (which takes away from the fidelity of the program) Too much extra information in the program because of the spiral which causes undue pressure on students and teachers This program is especially difficult for special education students and lowerachieving students This program is difficult for parents to help with homework because of the new math (alternative algorithms) Practice on fact fluency is severely lacking in this program The examples and word problems in the program are lacking in rigor The assessments do not cover everything in the units, and it is difficult to link the questions to the standards for the grade level because of the spiral There are not enough questions on the assessments for each of the standards addressed EM uses unique terminology that is confusing for students, teachers, and parents In order to really teach the program, we need 90 minutes per day of math (which we don t have) Not a lot of rich problems/performance tasks for students There is not a lot of technology associated with the program (other than games) The student pages do not provide a lot of workspace 6
7 Every resource is too busy and distracting for students Not enough work with manipulatives (for students still at the concrete level in their learning) Overall number sense seems to be a weakness for students because of the lack of mastery There are some issues with the order/progression of topics Not enough practice problems The program doesn t contextualize the information enough Not enough modeling/labeling in the lessons Next the group used the Adapted Mathematics Resource Materials Filter to evaluate the Everyday Math program. Here is the breakdown of the ratings: A. Critical Areas of Focus and the Content Standards Alignment: Avg. score of 1.0 (out of 3) B. Rigor of the Content Standards (we added this criterion): Avg. score of 1.0 (out of 3) C. Mastery of Concepts: Avg. score of 0.71 (out of 3) D. Mastery of Math Facts: Avg. score of 0.56 (out of 3) E. Standards for Mathematical Practice Development: Avg. score of 1.14 (out of 3) F. Conceptual Understanding of Mathematics Development: Avg. score of 1.25 (out of 3) G. Mathematical Accuracy: Avg. score of 2.0 (out of 3) H. Reliability, Validity, Authority, and Equity: Avg. score of 2.29 (out of 3) I. Contextual Learning: Avg. score of 1.0 (out of 3) J. Problem Solving and Rich Problems: Avg. score of 0.88 (out of 3) K. Adaptability/limited use easily able to be modified to meet the diverse needs of students, uses or situations: Avg. score of 1.89 (out of 3) L. Assessments Formative and Summative: Avg. score of 1.43 (out of 3) M. Assessments Quality, Quantity, and Correlation to Standards: Avg. score of 0.5 (out of 3) N. Navigability and Appearance: Avg. Score of 1.33 (out of 3) So the total overall rating for the EM program is: 132/327 points or 40.4% of the possible points were earned. Please note that two of the committee members only rated portions of the program, and two committee members did not rate the EM program. The committee does NOT recommend continued use of the Everyday Math program for grades 36 in this district. 7
8 Appendix B Math Adoption Committee Findings on Stepping Stones At several committee meetings the committee reviewed options for a new mathematics program. After both whole group and individual review of the program, we had a general discussion on the positives and negatives regarding Stepping Stones. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons Very cost effective Embedded Professional Development at the beginning of the lessons allowing teachers to have a tutorial when appropriate Correlated with the CCSS Appropriate length of units and pacing Technological enhancements and activities for students (though some are better than others) Inclusion of Performance Tasks and sample rubrics Great resource for Intervention and Special Education because of the ease of moving to prior/future lessons Negative aspects of the program: No hard copy of teacher materials (many teachers feel it is important to have hard copies when planning lessons) Difficult in some cases for some teachers to navigate (those who are not tech savvy could really struggle with this program) Many of the supports and resources are detached, making navigation more difficult Concerns about whether the classrooms can always support using this program (if the Internet isn t working, do the teachers still have a lesson?) In order to use the technology games and programs, we would have to purchase student licenses Differentiation was a little weak The committee used the Instructional Materials Evaluation Form for rating each program. The total overall rating on the Instructional Materials Evaluation Form is: 460/575 points or 80% of the possible points were earned. The committee does NOT recommend implementation of the Stepping Stones program for grades K2 in this district. The committee DOES recommend the Stepping Stones program as an option for Math Intervention for the district. 8
9 Appendix C Math Adoption Committee Findings on Math in Focus At several committee meetings the committee reviewed options for a new mathematics program. After both whole group and individual review of the program, as well as an observation of the program in action, we had a general discussion on the positives and negatives regarding Math in Focus. The comments from the group are listed below: Positive aspects of the program: Additional supports/resources/elements of the lessons Correlated with the CCSS Mathematical Practices are embedded in the lessons practice, and activities Focuses on teaching concepts to mastery Increased emphasis on fact fluency and mastery (some in lessons and some as a supplement) Appropriate length of units and pacing Builds important foundational number sense skills from the beginning so students will have a better understanding leading into more difficult concepts There is an emphasis at ALL levels on using manipulatives to build concrete understanding Includes a focus on realworld concepts and applicability Increased level of rigor Builds understanding based on the suggestions from research (concrete pictorial abstract) This is a program that ALL students can be successful with (more developmentally appropriate for special needs students as compared to Everyday Math) Embedded Performance tasks for students Assessments are comprehensive and very rigorous This program is an adaptation of the mathematics taught in Singapore (see the American Institute for Research s article What the United States Can Learn From Singapore s WorldClass Mathematics System (and what Singapore can learn from the United States): An Exploratory Study (2005)) Program is used (My Pals are Here is the Singapore version) in 80% of schools in Singapore and this country scores extremely well on international tests in mathematics The program includes a variety of technology options for both teachers and students Emphasis on communicating mathematically with appropriate terminology and supporting thoughts Already being implemented in the district for Grades K2 Negative aspects of the program: Teachers will have to differentiate often in the classroom Professional development will be critical for effective implementation Struggling students will need to receive intervention quickly Teachers might struggle initially with implementation because this program is very different than the everyday Math program The program is a little dry at times in the upper grades, so teachers might need to make it more exciting for students (but the content is really good) 9
10 The committee used the Instructional Materials Evaluation Form for rating each program. The total overall rating on the Instructional Materials Evaluation Form is: 669/700 points or 95.6% of the possible points were earned. The committee DOES recommend implementation of the Math in Focus program for grades 36 in this district. This recommendation includes the use of the Everyday Counts! program (accompanying calendar math component) as well for Grades 35. Everyday Counts! is also recommended for 6 th grade, but due to possible move to the Junior High and less time for math instruction, we do not wish to purchase the program for 6 th grade at this time. 10
Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationGVCS Recommended K8 Math Programs August 2015
GVCS Recommended K8 Math Programs August 2015 The following math curriculum recommendations have been carefully chosen by the GVCS Common Core Committee. They are suited for a variety of teaching and
More informationMathematics Curricular Guide SIXTH GRADE SCHOOL YEAR. Updated: Thursday, December 02, 2010
Mathematics Curricular Guide SIXTH GRADE 20102011 SCHOOL YEAR 1 MATHEMATICS SCOPE & SEQUENCE Unit Title Dates Page 1. CMP 2 Bits and Pieces I... 3 2. How Likely Is It? (Probability)... 6 3. CMP 2 Bits
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationPrentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)
New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct
More informationStage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed
Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 1: Understanding Place Value 3 weeks Critical Thinking and Problem Solving Communication
More informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008 Test Preparation Timeline Recommendation: September  November Chapters 15 December
More informationIntensive Intervention
Fit Your Framework. No matter how you frame it, it fits. focusmath provides the essential elements of Response to Intervention (RtI) in a validated instructional design for accelerating math achievement.
More informationNew York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1
New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator
More informationWelcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)
Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402443 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application
More informationCommon Core StepbyStep Reviewer s Guide FLORIDA. Pearson Algebra 1 Geometry Algebra 2. To Common Core Success FLORIDA FLORIDA FLORIDA FLORIDA
To Common Core Success Pearson Algebra Geometry Algebra Common Core 05 StepbyStep Reviewer s Guide FLORIDA FLORIDA A FLORIDA FLORIDA FLORIDA tions for FLORIDA FLORIDA FLORIDA Equations Expressions, Equations,
More informationAutumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place value. Counting. 2 Sequences and place value.
Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place Counting. 2 Sequences and place Number facts and counting. Money and time. Length, position and
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationReviewer s Guide. Georgia High School. Coordinate Algebra Analytic Geometry Advanced Algebra
Reviewer s Guide Georgia High School Mathematics Coordinate Algebra Analytic Geometry Advanced Algebra Georgia High School Mathematics Pearson Georgia High School Mathematics offers a hybrid instructional
More informationMathematics. Curriculum Content for Elementary School Mathematics. Fulton County Schools Curriculum Guide for Elementary Schools
Mathematics Philosophy Mathematics permeates all sectors of life and occupies a wellestablished position in curriculum and instruction. Schools must assume responsibility for empowering students with
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationEffective Mathematics Interventions
Effective Mathematics Interventions Diane P. Bryant, Ph.D. Brian R. Bryant, Ph.D. Kathleen Hughes Pfannenstiel, Ph.D. Meadows Center for Preventing Educational Risk: Mathematics Institute 1 Research to
More informationFunctional Math II. Information CourseTitle. Types of Instruction
Functional Math II Course Outcome Summary Riverdale School District Information CourseTitle Functional Math II Credits 0 Contact Hours 135 Instructional Area Middle School Instructional Level 8th Grade
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationMath Materials Review Committee Reports For. Houghton Mifflin. Expressions. SBCUSD For Internal Use Only
Math Materials Review Committee Reports For Houghton Mifflin Expressions SBCUSD 201415 For Internal Use Only Kindergarten Houghton Mifflin Expressions Textbook Review 20142015 Publisher: Houghton Mifflin
More informationMath Program Selection. Board of Education March 12, 2014
Math Program Selection Board of Education March 12, 2014 Why a Math Program? Math Shifts Focus, Coherence, Rigor, Deep Understanding, Application, Dual Intensity Will provide consistency and common teaching
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationConsumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationNumber and Numeracy SE/TE: 43, 49, 140145, 367369, 457, 459, 479
Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,
More information612 ELA and Mathematics Guidelines address student rights to high quality literacy, including written expression, and mathematics instruction.
The Tennessee Department of Education supports a comprehensive and cohesive English Language Arts (ELA) and mathematics program of study for all 612 students. Programs should be consistent with the Common
More informationMath Opportunities Valuable Experiences Innovative Teaching. MOVE IT with manipulatives! MOVE IT through the curriculum! MOVE IT in the 21st century!
Math Opportunities Valuable Experiences Innovative Teaching MOVE IT with manipulatives! MOVE IT through the curriculum! MOVE IT in the 21st century! BIG REWARDS! FILLS GAPS, ENRICHES, ACCELERATES any Grade
More informationCreated specifically for the needs of early math learners in Grades K 2
For Grades K 2 Real learning, real math, really fun! Created specifically for the needs of early math learners in Grades K 2 Developed by a highly experienced team of teachers, educational writers, animators,
More informationPrentice Hall Mathematics, Algebra 1 2009
Prentice Hall Mathematics, Algebra 1 2009 Grades 912 C O R R E L A T E D T O Grades 912 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension
More informationPrentice Hall. California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008. Grade 8
Prentice Hall Grade 8 California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 C O R R E L A T E D T O California s Map for a Basic Grade Level Program Grade 8 PROGRAM DESCRIPTION Prentice
More informationDecide how many topics you wish to revise at a time (let s say 10).
1 Minute Maths for the Higher Exam (grades B, C and D topics*) Too fast for a firsttime use but... brilliant for topics you have already understood and want to quickly revise. for the Foundation Exam
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationState College Area School District Elementary Curriculum Office. Elementary Mathematics Pilot Plan
Uniting Talent and Passion! State College Area School District Elementary Curriculum Office Elementary Mathematics Pilot Plan November 8, 2010 Elementary Mathematics Pilot Plan Purpose To select a highquality
More informationNumeracy and mathematics Experiences and outcomes
Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationFrequently Asked Questions about Math Expressions Elementary Math Program
Purpose: The purpose of this document is to provide answers to the questions that have been asked over the course of selecting and adopting the Math Expressions for all elementary schools in the Boulder
More informationMathematics Interim Assessment Blocks Blueprint V
67 Blueprint V.5.7.6 The Smarter Balanced Interim Assessment Blocks (IABs) are one of two distinct types of interim assessments being made available by the Consortium; the other type is the Interim Comprehensive
More informationEveryday Mathematics. Grade 3 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade Level Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationLos Angeles Unified School District Office of Curriculum, Instruction, and School Support 20142015 Elementary Curriculum Maps Grade 4
Los Angeles Unified School District Office of Curriculum, Instruction, and School Support 20142015 Elementary Curriculum Maps Grade 4 Introduction to the Document: Welcome to the Los Angeles Unified School
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationCOURSE SYLLABUS  6TH GRADE MATH
Kellye Voigt kellye.voigt@palmettoscholarsacademy.org Concepts & Processes COURSE SYLLABUS  6TH GRADE MATH Sixth grade math will create a firm foundation of prealgebra skills and concepts that are necessary
More informationMath Materials Review Committee Reports For Houghton Mifflin Go Math SBCUSD 201415 For Internal Use Only
Math Materials Review Committee Reports For Houghton Mifflin Go Math SBCUSD 201415 For Internal Use Only Kindergarten Houghton Mifflin Go Math Textbook Review 20142015 Publisher: Houghton Mifflin Go
More informationELEMENTARY MATH GRADE 1
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit
More informationAssessment Anchors and Eligible Content
M07.AN The Number System M07.AN.1 M07.AN.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings
More informationUtah Core Curriculum for Mathematics
Core Curriculum for Mathematics correlated to correlated to 2005 Chapter 1 (pp. 2 57) Variables, Expressions, and Integers Lesson 1.1 (pp. 5 9) Expressions and Variables 2.2.1 Evaluate algebraic expressions
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationMathematics. Parent Information
Mathematics Parent Information What is Maths? Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history s most intriguing
More informationPrentice Hall Mathematics Algebra 1 2004 Correlated to: Alabama Course of Study: Mathematics (Grades 912)
Alabama Course of Study: Mathematics (Grades 912) NUMBER AND OPERATIONS 1. Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots,
More informationPA Academic Standards. 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication
Curriculum Category Shift Standard Areas Grades K8 and High School PA Academic Standards 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication PA Common Core
More informationAppendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess
Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to
More informationA Correlation of. to the. Common Core State Standards for Mathematics Grade 4
A Correlation of to the Introduction envisionmath2.0 is a comprehensive K6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced
More informationFlorida Department of Education/Office of Assessment January 2012. Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions
Florida Department of Education/Office of Assessment January 2012 Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 6 FCAT 2.0 Mathematics Reporting Category Fractions, Ratios, Proportional
More informationMATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab
MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring noncourse based remediation in developmental mathematics. This structure will
More informationVocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
More information3rd Grade Texas Mathematics: Unpacked Content
3rd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must
More informationMaths Nonnegotiables
Maths Nonnegotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards Mathematics Grades 68 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands
More informationOverview. Opening 10 minutes. Closing 10 minutes. Work Time 25 minutes EXECUTIVE SUMMARY WORKSHOP MODEL
Overview EXECUTIVE SUMMARY onramp to Algebra is designed to ensure that atrisk students are successful in Algebra, a problem prominent in most of our country s larger school districts. onramp to Algebra
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationa. Look under the menu item Introduction to see how the standards are organized by Standards, Clusters and Domains.
Chapter One Section 1.1 1. Go to the Common Core State Standards website (http://www.corestandards.org/math). This is the main site for further questions about the Common Core Standards for Mathematics.
More informationGreater Nanticoke Area School District Math Standards: Grade 6
Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place
More informationMastery approaches to mathematics and the new national curriculum
October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those
More informationRAVEN S GUIDE TO BRITISH COLUMBIA LINKED DIRECTLY TO NEW CURRICULUM REQUIREMENTS FROM THE WESTERN PROTOCOLS FOR 2008 AND BEYOND
RAVEN S GUIDE TO BRITISH COLUMBIA MATHEMATICS GRADE 6 LINKED DIRECTLY TO NEW CURRICULUM REQUIREMENTS FROM THE WESTERN PROTOCOLS FOR 2008 AND BEYOND STUDENT GUIDE AND RESOURCE BOOK Key to Student Success
More informationPHILOSOPHY OF THE MATHEMATICS DEPARTMENT
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
More informationGrade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationKolbe Academy Home School
GRADE FIVE MATHEMATICS Singapore Math Primary 5A Singapore Math Primary 5B TABLE OF CONTENTS I. Syllabus 2 II. Daily Course Plan A. Quarter 1 8 B. Quarter 2 19 C. Quarter 3 29 D. Quarter 4 40 III. Unit
More informationArea, Perimeter, Surface Area and Change Overview
Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length
More informationKindergarten Math Curriculum Course Description and Philosophy Text Reference:
Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationSingapore Math: A Visual Approach to Word Problems
Singapore Math: A Visual Approach to Word Problems Model Drawing in Math in Focus Since the early 1980s, a distinguishing characteristic of the math taught in Singapore a top performing nation as seen
More informationA Correlation of Pearson Texas Geometry Digital, 2015
A Correlation of Pearson Texas Geometry Digital, 2015 To the Texas Essential Knowledge and Skills (TEKS) for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS) Correlations
More informationMaths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.
Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100
More informationThe Most Widely Used. Mathematics Textbook Series in Japan is Now in English! Introducing Tokyo Shoseki s. and
The Most Widely Used Mathematics Textbook Series in Japan is Now in English! Introducing Tokyo Shoseki s Mathematics International (Elementary School, s 1 to 6) and Mathematics International (Lower Secondary
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More information3. Why did the Department decide to require the statewide use of core instructional materials?
Hawaii Common Core Instructional Materials Overview and FAQ 1. What is the Hawaii Common Core? The Hawaii Common Core standards define the knowledge and skills students need to succeed in college and careers
More informationGRADES 7, 8, AND 9 BIG IDEAS
Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for
More information1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
More informationAssessment in Abacus. Continual professional development. Next. Teach. Learn and master. Plan. Assess mastery
Assessment in Abacus In Abacus, assessment is integrated into teaching and learning so that it can be constantly used to diagnose future learning needs. Rather than hive it off as a strand to be done in
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationSaxon Homeschool Math Scope and Sequence
hmhco.com Saxon Homeschool Math Scope and Sequence Saxon Philosophy The unique structure of Saxon Math promotes student success through the proven educational practices of incremental development and continual
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Counting Number  number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write
More informationMath, Grades 13 TEKS and TAKS Alignment
111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are adding and subtracting
More informationStandardsbased Math Instruction for Students with Intellectual Disabilities. Karen RossBrown, BS, MLS Ben Satterfield, Ed.D
Standardsbased Math Instruction for Students with Intellectual Disabilities Karen RossBrown, BS, MLS Ben Satterfield, Ed.D Students with cognitive disabilities motor challenges nonverbal abilities or
More informationModuMath Basic Math Basic Math 1.1  Naming Whole Numbers Basic Math 1.2  The Number Line Basic Math 1.3  Addition of Whole Numbers, Part I
ModuMath Basic Math Basic Math 1.1  Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in
More informationMathematics Policy April 2016
Mathematics Policy April 2016 At The Village Primary we believe that Maths should be progressive, thorough and stimulating. Teachers strive to provide high quality teaching which is engaging, interactive
More information100 Math Facts 6 th Grade
100 Math Facts 6 th Grade Name 1. SUM: What is the answer to an addition problem called? (N. 2.1) 2. DIFFERENCE: What is the answer to a subtraction problem called? (N. 2.1) 3. PRODUCT: What is the answer
More information