1 Math Materials Review Committee Reports For Houghton Mifflin Go Math SBCUSD For Internal Use Only
2 Kindergarten Houghton Mifflin Go Math
3 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: Kindergarten Summary Statement: Overall the Go Math! offers many features that are tech- savvy and addresses CCSS. The textbooks offers differentiated instruction for whole group and small group success. There are suggestions for extra support, on level and enrichment with support at Tiers 1, 2, and 3. Grab and Go center kits offer differentiated games and activities. Each grade level offers a different character that keeps the students engaged (Kindergarten s character is Curious George). Common errors and an exercise that can be practiced to re- teach and spiral review are included. Features such as Think Smarter and Go Deeper are available to extend thinking. The book offers a math journal section. Home connections include parent access to the thinkcentral.com website that provides information, teaching suggestions, videos, and color- coded assessment results. The weaknesses found in the program include: the narrative of the standards are not clearly stated in student edition; program materials lack cohesiveness; application of the SMPs is limited; needs of special ed. students are not specifically served well; EL strategies are blurbs in the teacher s edition but not differentiated through the different EL levels; and the alignments are very disorganized. Materials and concrete representations are not complete. There is too much time spent on one concept and little time spent on more other concepts. The text is too wordy for students to follow well. In addition, there is a possible disconnect for technology for Kindergarten students because many Kindergarten students do not currently have ready access to technology devices. Content/ Alignment with the Content Standards Content is correct Vocabulary helps to define words, but it is not strong. Rigor is present. The alignment is not as cohesive as it could be. Materials/concrete representations are not totally complete. Too much of some things (for example- shapes), not enough on other things (for example, +/- ) Not enough manipulatives to facilitate guiding students through the standards. Content/Alignment with the Content Standards - Able to use pencil and paper or digital. Many apps and videos that support the program. Standards for Mathematical Practice SMPs are applied in the lesson outline. Lessons are true to the SMPs listed. PD Videos are helpful Lots of tech- savvy items included in the program. Aligned with standards but does not allow students much practice. Each page offers 2-3 problems. Narrative of standards are not explicitly stated in both teacher/student editions. Songs/rhymes are not available to use with students.
4 Content/Alignment with the Content Standards - Consistent Progressions 5 E s Engage with digital lesson and essential questions, making connections, learning task. Explore real world connection. EL embedded. Explain share and show: Reteach and Enrich, Spiral review and differentiated instruction Elaborate quick check RtI, think smarter, go deeper Evaluate Formative assessment Days to teach and buffer days Tier 1, 2, and enrichment RtI intervention Chapter Vocabulary Vocabulary Activity Graphic organizers California Common Core State Standards across the grades: before, grade K and after: an overall main idea and where it is going Intervention for advanced learners, and independent activities only California Common Core State Standards across the grades: before, grade K and after: an overall main idea and where it is going Seen only at the beginning of each chapter. The standard is not broken down Interventions not for ELLs Linguistic note is a side note Intervention for advanced learners, and independent activities only Practice problems are to a minimum. Universal Access /Differentiation Differentiation strategies are evidenced. Common errors are highlighted for teacher to note as they teach lessons. EL strategies are evident in the teacher s edition. The lesson plan parts for EL are not strong for Kindergarten. No strong support of special needs in the textbook. The correlation of items to be watchful for when teaching special needs students is NOT evidenced. Why is the Tier 3 RtI book for K- 1 and not exclusively for K.
5 Assessment Journal activities and quick checks throughout. Various ways to assess students. All aspects of rigor are addressed. Each lesson has a Share and Show section to give students the chance to show what they have learned in the lesson. The tests in general are very wordy, 4 page test. through the entire book- In cohesive through testing sections. Depth of Knowledge at levels 3 and 4 are not evidenced. Program Resources, Home Communications and Ease of Use Parents do receive beginning of unit information. Parents can access the digital link in many platforms. Manipulatives in hands on and digital forms. Many different avenues for use with technology. Hands on activities on each lesson. Dry erase math boards give students a way to show their work Are parents tech- savvy? How will K get to use the technological aspects of the program when K has no steady technology tools?
6 First Grade Houghton Mifflin Go Math
7 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 1st Summary Statement: The math content is correct and clearly aligned to the CCSS. It has no blatant mistakes upon cursory inspection. The materials, including the manipulatives, digital, and print resources used in lessons develop student understanding in a variety of ways, but they need to be referenced more clearly for the instructor to access the full value of the resources in planning and implementing lessons. Content/ Alignment with the Content Standards In the lessons reviewed, the content is clearly aligned to the CCSS. The textbook layout is similar to our current adoption (Macmillan McGraw- Hill) so it would make for a smooth transition. Concrete models in multiple forms are given within each lesson. Digital and print resources provide a variety of modalities for teaching, practice, and re- teaching. The Math Board resource is listed as a resource in most lessons, but is not clearly given how to use it in the Teacher s Edition for each lesson. While there are lots of digital and print resources with the program, the T.E. does not refer to them with enough specific instructions to make them more useful at the point of instruction. Content/ Alignment with the Content Standards - Standards for Mathematical Practice The standards for Mathematical Practice can be found throughout the Teacher and Student edition. Each lesson lists several and you can find them in Lesson at a Glance, Math Talk and in each lesson clearly listed throughout the teaching margin notes. Although the mathematical practices are listed throughout and made note of in the TE s for each chapter, the connections to the content are not always clear or very strong.
8 Content/ Alignment with the Content Standards - Consistent Progressions A progression is evident throughout the chapters in the TE s of standards in K- 2. Although the progressions are listed they are not so easy to find or informative. Universal Access / Differentiation The TE lists various opportunities for differentiation. There were resources available for all learning levels intensive to advanced. They also aligned to new ELD levels and standards. Tiered lessons would meet the needs of students with disabilities. The language objectives within the lessons were not specific enough and did not include the language the students would be using during the lesson. The standards were also listed in short hand. Assessment Has rubrics with response examples for teacher calibration for grading Performance Tasks. Beginning, Middle, and End of year tests that assess identical skills for tracking growth. Multiple methods of assessing student knowledge in each chapter. Electronic tests designed to easily generate reports for designing differentiation and parent communication. Many similarities to SBAC format. Fluency exercises are not included in daily lessons. Common Core standards requiring students to construct arguments against a presented wrong answer, and explaining why an answer is wrong, was not included in assessments.
9 Program Resources, Home Communications and Ease of Use The family letter Spanish translations are of high quality, and not literal. There are a lot of great resources for differentiation, including print and digital. The online resources for the teacher and the students are strong. If you don t have the TE you can access all of the content online. The student online resources can be personalized to their level of instruction. The standards practice book has a lot of text, which can be challenging for students and parents when used as homework. The TE does not clearly refer to the program resources with enough specific instructions of where to find them and how to use them. The Spanish language version of the TE or student edition was not available for review.
10 Second Grade Houghton Mifflin Go Math
11 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 2 Summary Statement: The layout and structure of this curriculum is very similar to what we are currently using. There are a variety of real- world problems and open- ended questions. Weaknesses that stood out were that there were no tiered/leveled ELD strategies listed, prior knowledge is not extended to accommodate new knowledge, and there were no self or peer evaluations included. Content/ Alignment with the Content Standards Layout very similar to current curriculum. Teachers will be able to navigate through it quickly. More practice available to students than what is in place. Demonstrated multiple ways to solve problems. Aligned with content standards Definitions not given or lacking in glossary. Student materials do not have in- depth overview. Standards in student materials not kid friendly or explained. Content/Alignmen t with the Content Standards - Standards for Mathematical Practice Standards for Mathematical Practice explicitly applied in the lesson outline. Lesson true to the Standards for Mathematical Practice. No correlations between what Standards for Mathematical Practice are listed in the TE and student guide. Standard for Mathematical Practice not explicitly stated in the student edition. Content/Alignmen t with the Content Standards - Consistent Progressions Materials/ideas available for enrichment. Grade level problems in materials often involve real- world problems/application. Prior knowledge not reorganized or extended to accommodate new knowledge
12 Universal Access / Differentiation Universal Access materials/strategies availability. No tiered/leveled ELD strategies listed. Assessment Variety of assessment types. High quality of assessments. Real- world problems. Open- ended questions. * No self or peer evaluations. Program Resources, Home Communications and Ease of Use Materials easy to navigate. Materials available in electronic form and are platform neutral. Suggestions for accelerating or decelerating the rate at which new material is introduced.
13 Third Grade Houghton Mifflin Go Math
14 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 3rd Summary Statement: Online resources are expansive, including online testing and scoring, lesson planner, and Personal Math Trainer, but the navigation is not super- intuitive. Many more resources are available for the teacher, but differentiation is not extensive for advanced learners, as well as students with disabilities. There were, however, strategies for English Learners. Lessons contained language objectives, as well as the correlation to the ELD standards. Performance tasks are included for each chapter, including rubrics and leveled student examples. PDF s available for many resources (online). Multiple ways of solving the same type of problems (multiple ways to divide, multiply, understand fractions) are included in many lessons. There will be a learning curve for navigating the new materials. Teacher s Edition shows progression from previous grade to next grade Coherence with each lesson. Content/ Alignment with the Content Standards Mathematically correct Academic language used in each lesson Some problems elicit conversation and discussion for group work Manipulatives come with program, textbook is consumable and rich with diagrams, pictures, etc. Concrete Models are used throughout the book. Because we are switching to new standards it is difficult to assess the progression from grade level to grade level, except that the publishers state that the critical alignment is there. Content/ Alignment with the Content Standards - SMP s are explicitly stated Difficult to find alignment between SMPs that are stated vs. evident. Either not consistent (in both lessons and planning, or not obvious). Standards for Mathematical Practice
15 Content/ Alignment with the Content Standards - Consistent Progressions Illustrates movement in each lesson from grade level to grade level but is difficult to assess if it is actually done due to changes in standards and only having one grade level text to work with. This is part of the teacher s editions, was not found in the student textbook. Universal Access / Differentiation Each lesson contains a language objective and correlation to the ELD Standards being addressed within the lesson. Each chapter begins with a strategy to support English Learners. Each chapter contains one Tier I and Tier II activity to review and reteach prerequisite skills. The Response to Intervention Activity Guide provides a correlation between the grade level, chapter skill, and hands- on activity to reinforce the skill. There is a Common Error section throughout the chapter to address the error, give an example as well as a Springboard to Learning strategy or activity to steer students away and / or correct the common error. There are no strategies to address students with disabilities strategies addresses students 1-2 years below grade level. Resources for advanced learners are not rigorous, nor use the higher level of Depths of Knowledge. Many lessons simply enrich with a worksheet. Strategies do not take a tiered approach to addressing English Learners.
16 Assessment Performance Tasks with rubrics are included for Critical Areas, as well as chapters. There are leveled examples for the students/teacher of how the performance tasks or completed. There is a personal math trainer that assesses and trains on- line. There are on- line summative tests that the computer scores for you and books into the digital grade book for each teacher, as well as parent access. There is not easy to see evidence that the assessments correlate with the mathematical practices. There are portfolio ideas, but they are listed at the end of the chapter, not throughout the lesson. Program All materials are available in The correlation between the Resources, an electronic form. assessment guide and the Home teacher guides are not easy to Communications navigate through. and Ease of Use There are concrete models and manipulatives for each lesson. The Personal Math Trainer modeled for students how to complete activities and solve problems. There is only one chapter letter for parent/home communication. On- line resources are difficult to locate navigate through.
17 Fourth Grade Houghton Mifflin Go Math
18 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 4th Summary Statement: Overall the materials meet a lot of the components; however, they lacked rigor. (Unable to access many of the materials in print and digital form to evaluate.) Did not show lessons in multiple ways, and items covered seemed to be minimum components. Narratives of the content standards and the mathematical practice standards are not explicitly stated in both teacher and students editions Didn t show the progression of students in the online tools. Universal Access is there; however, it was just more worksheets. It did not have any rigor. DOKs tasks were weak and were not labeled as such, so they were difficult to identify. Did provide the SBAC format for the different types, but the quality was not there. Spanish materials have not yet been printed and were not available for review. Lots of digital materials Content/ however we were unable to Alignment with access the materials to evaluate the Content Standards Student workbook is colorful and well laid out Personal math trainer for students was good Grab and Go centers available for early finishers Did not show things in multiple ways Instruction and practice did not correlate. Requires students to do more than what the standard requires. Content/Alignme nt with the Content Standards - SMP s were explicitly implied in the lesson outline. Lesson was true to the SMP Standards for Mathematical Practice The content standards and the mathematical practice standards are not explicitly stated in both teacher and students editions. Math Talk does not specifically state which SMP it is addressing. Some of the mathematical problems are more heavily addressed than others.
19 Content/Alignm ent with the Content Standards - Consistent Progressions Online tools allows you to view data collected It did a great job with addressing the real world applications. However the online data tool does not let you manipulate the data. You can only use their system. The prior knowledge does not pertain to students from San Bernardino. Universal Access / Differentiation Each lesson contains a common error section with an example and an idea with how to model it to fix that misconception Misconceptions are also addressed in the Tier 3 intervention guide. In the beginning of the chapter it offers Vocabulary Activity for EL and leveled RTI Review Prerequisite Skills activities for Tier 2 (Strategic) and 3 (Intensive) offered specialized teaching methods. The Chapter leveled Vocabulary activity was not referenced anywhere else in the chapter. Advanced Learner Activity however it is not very high level thinking activities. No rigor Tier 1 (reteach) was just an explanation of steps along with a worksheet. There were no strategies incorporated in the lesson for EL students. There were no materials help English learners access challenging mathematics There were no interventions/strategies for ELs incorporate a tiered approach. There were no materials incorporate instructional strategies to address the needs of students with disabilities Materials include thoughtful and well- conceived alternatives for advanced students that allow Students to study in greater depth or complexity.
20 Assessment Materials include a variety of assessment types needed for formative assessment: Quizzes: Limited. All we found was Mid- chapter Checkpoint. No Ticket o Journal activities out the door items. There o Performance tasks are no weekly quizzes. Materials Summative assessments Could not find question banks frequently come in the form of chapter or unit tests, weekly quizzes, Online tools were not end- of- term tests, or diagnostic tests working o There are end- of- chapter tests A lot of work to create a comparable to what we have in the test current adoption. o Mid- and End- of- Year Tests Questions were not well designed The assessments are designed to Chapter Tests and monitor student progress toward assessment book have meeting the content and similar questions with mathematical practice standards variables changed There are performance task The assessments are designed to but are inconsistent in provide summative evaluations of quality and rigor. individual student achievement Had a Grade Book for online Chapter Tests has a variety of question/response types. There are performance task in each chapter Program Resources, Home Communications and Ease of Use TE are separated by critical areas. Familiar format of current. adoption. Chapter at a Glance. Chapter Pacing Chart. Contains PD videos online. Includes DOK levels. SMP are embedded in each lesson. Essential Questions embedded in each lesson. Language Objectives are given in each lesson. All materials are in electronic form. Electronic grade book. Student tutorial videos. The publisher introduced new teaching. vocabulary (The 5E ). Daily Pacing missing. DOK levels not clearly labeled for teachers. Parent must have access to Internet view material and communicate. Lack of material for advanced students. Unable to view TE Spanish editions.
21 Fifth Grade Houghton Mifflin Go Math
22 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 5 Summary Statement: Go Math! Covers all CCSS standards, but does not completely address the additional CA standards. Not all concepts were fully covered in lessons sampled, for example, in fractions. The Planning Guide SMP questions listed are thorough. Lessons do not reflect SMPs being embedded. Questioning does not reflect how SMPs will be assessed on the SBAC. Progressions are clearly defined, easily found, and give suggested resources. Samples given were not sufficient to fully evaluate. Universal Access opportunities are provided for Advanced Learners, English Language Learners, and Students with Disabilities though differentiated tiered opportunities. The depth and variety of these offerings are minimal. Interventions for At Risk students are limited. In regard to assessment, there are a variety of different assessment types. For example, multiple- choice for BOY, MOY, and EOY, Chapter performance tasks with rubrics with each chapter, Chapter tests are given in SBAC format. There are opportunities for student collaboration in each chapter, but these are not included in the program pacing. Opportunities for using technology to enhance student learning are prevalent, but the review team was unable to make them work properly. TE s and Student Editions are not hardcover, so the durability of the copies is a concern. Content/ Alignment with the Content Standards All CCSS standards are covered to some extent Progression of standard 5.OA.1 is logical, leading from using parentheses, to brackets, to braces. Progression of standards related to Volume (5MD.3-5) build from concept to concept. Additional California standards are not listed in the Planner s Standards Sequence. 5.OA.2.1 covering prime factors is defined in lesson 6.4, but with no specific work in finding them, or prime and composite numbers. Lesson 6.5 claims to cover this standard, but does not sufficiently. Standards verbiage not spelled out in lesson 5.NF.1 Addition and Subtraction of Fractions with Unlike Denominators: Uses tools to model, however connection from model to problem is not made. Lesson in Chapter 6 covers using LCD to find denominators in equivalent fractions, but does not teach how to find the numerator. 5.OA.1 does not explain to perform the function in parentheses first.
23 Content/Alignm ent with the Content Standards - Standards for Mathematical Practice The Planning Guide lists questions, and explanations of SMP s Some problems started with real world problems Planning Guide has questions list by SMP The Application sections and Go Deeper sections address SMP within TE and Student book Perseverance is by the teacher, not the student The Explore and Investigate sections were not student- driven (Pg. 151 Student Edition - the chart is made by the publisher) Pages 72 & 73 are just problems, not connected to anything Potential Talking Points were missed throughout text. Content/ Alignment with the Content Standards - Consistent Progressions Learning progressions are very easy to access Gives domain for prior and next year in addition to current grade level Grab and Go activities to review reinforce and extend Enrichment book included Mega Math online for advanced learners Includes math readers Not many examples for Grab and Go Difficulty in accessing online activities Suggests manipulatives that are not included Universal Access / Differentiation Research based quotes provided at the beginning of each chapter in TE TE includes Assessing Prior Knowledge: Show What You Know diagnostic assessment RtI intervention options direct teacher to resource Addresses common misconceptions Includes Reteach options Advanced learners suggestions address multiple intelligences Recommendations for Advanced learners found in Personal Math Trainer and Go Deeper sections The variety of materials for reteach is limited Meager opportunities for discussion or collaboration Promised ELD leveled lessons not plentiful
24 Assessment Pre, Mid, and Chapter checks present Have Getting Ready for the Smarter Balanced Assessment Chapter tests are SBAC formatted Have BOY, MOY, and EOY multiple- choice standard progression assessments Have Performance Tasks with rubrics Evidence of SMP s being assessed not evident Digital intervention and assessment hard to access Program Language objectives are built Performance Tasks online are Resources, in to lesson plans not fully functional Home Math On the Spot videos to Communications model cognition and Ease of Use Personal Math Trainer is adaptive Performance Tasks for each chapter can be accesses online Performance Tasks have example responses Fluency Builder sometimes requires teacher to write several problems on the board Pacing is not specific enough Not an abundance of extra problems to solve Performance Tasks and Projects are not included in the Pacing schedule
25 Sixth Grade Houghton Mifflin Go Math
26 Textbook Review Publisher: Houghton Mifflin Go Math! Grade: 6th Summary Statement: There were many strengths and weakness seen in Go Math! A few of the strengths were: fluency builders were available in each lesson to help students build automaticity, content standards are written completely in both the TE and the Student standard practice page, mathematical practices are listed in TE and flagged throughout lessons, standards for mathematical practice are thoroughly explained in the TE, and prompts for skills such as math talk are clearly flagged in TE and SE. Digital and online materials allow students and/or teachers to navigate content across grade levels, there are enrichment pages, advanced learners activities and Grab and Go activities for students who are ready for more, real world application problems that include concepts from previous grades are available and integrated into daily lessons, Universal access is addressed in each chapter with sections for EL, common misconception, and vocabulary strategies, students are able to access lessons and extra practice through both the online site and through the app, common misconceptions are regularly addressed in each lesson, and RTI is addressed in each chapter and lesson tiering each level. Assessments cover all concepts in multiple ways, the planning guide and sequencing were organized and easy to understand, parents are able to access their students and homework help online, there is a letter available for each chapter to inform parents what their students will be learning and the pacing is well organized and assessment in embedded within pacing guide. Weaknesses found are that components in each lesson are disjointed and hard to understand, many of the digital resources are not uploaded at this time, support for teachers is not consistent, the standards are referenced but not always explained and not all of the standards for mathematical practice are covered equally. A few of the other weaknesses found were that the only materials designed to access prior knowledge are the show what you know at the beginning of each chapter, not all student groups have strategies available their needs (For example RSP, gate, advanced learners and SDC are lacking strategies), EL strategies were not broken down based on language levels, no pre- assessments are available for the units of study, the assessments provided will take a substantial amount of time for students to take, there were limited concrete manipulatives available and pacing has unrealistic timing and expectations. Content/ Alignment with the Content Standards Fluency builders were available in each lesson to help students build automaticity Content standards are written completely in both the TE and the Student standard practice page The pieces in each lesson are disjointed and hard to understand what is expected in each part of the lesson Many of the digital resources are not uploaded at this time
27 Content/Alignm ent with the Content Standards - Standards for Mathematical Practice Mathematical practices are listed in TE and flagged throughout lessons Standards for mathematical practice are thoroughly explained in the TE. Prompts for skills such as math talk are clearly flagged in TE and SE Support for teachers is not consistent. The standards are referenced but not always explained Not all of the standards for mathematical practice are covered equally. Content/Alignm ent with the Content Standards - Consistent Progressions Digital and online materials allow students and/or teachers to navigate content across grade levels. There are enrichment pages, advance learners activities and grab and go activities for students who are ready for more. Real world application problems that include concepts from previous grades are available and integrated into daily lessons The only materials that are designed to access prior knowledge is the show what you know at the beginning of each chapter. Universal Access / Differentiation Universal access is addressed in each chapter with sections for EL, common misconception, and vocabulary strategies Students are able to access lessons and extra practice through both the online site and through the app Common misconceptions are regularly addressed in each lesson RTI is addressed in each chapter and lesson tiering each level There were not strategies available for all students or their needs. For example RSP, gate, advance learners and SDC are lacking strategies. EL strategies were not broke down based on language levels
28 Assessment Assessments cover all concepts in multiple ways No pre- assessments are available for the units of study The assessments provided will take over 1hr for students to take The performance tasks provided are more math questions. They are not building upon each other or having the students create or analyze. Program Resources, Home Communications and Ease of Use Planning guide and sequencing were organized and easy to understand The pacing is well organized and assessment in embedded within pacing guide Many digital manipulatives available Pacing supports the math practices Parents are able to access their students and homework help online There is a letter available for each chapter to inform parents what their students will be learning There were limited concrete manipulatives available Given pacing has unrealistic timing and expectations