2014 Houghton Mifflin Math Expressions - Instructional ...



This advisory recommendation has not been approved by the State Instructional Quality Commission

or the State Board of Education.

REVIEW PANEL ADVISORY RECOMMENDATION

2014 MATHEMATICS PRIMARY ADOPTION OF INSTRUCTIONAL MATERIALS

|Publisher |Series |Grade Level(s) |

|Houghton Mifflin Harcourt |Math Expressions California ©2015 |K-6 |

Program Summary:

The Mathematics program Math Expressions California ©2015 is composed of, but not limited to, the following items: California Teacher Edition Collection (TE); California Student Edition Collection; California Assessment Guide; California Homework & Remembering Collection; California Homework and Remembering Blackline Masters; California Homework and Remembering Workbook Collection; California Online Teacher Digital Management Center; California Student Activity Book (SAB) (Hardcover) with Mathboards; California Student Activity Book Collection; Math Literature Library; Classroom MathBoard; Teacher Resource Book; Online Destination Math .

Recommendation:

Math Expressions California ©2015 is recommended for adoption because it is aligned with the California Common Core State Standards for Mathematics and meets the rest of the evaluation criteria approved by the State Board of Education for this adoption. Edits and corrections required as a condition of adoption are listed under the “Edits and Corrections” section of the report below.

Criteria Category 1: Mathematics Content/Alignment with Standards

The program supports teaching to the California Common Core State Standards for Mathematics, and does cover all of the evaluation criteria in category 1.

The criteria listed below are covered:

Citations:

• Criterion #1: Grade 2, 2.OA.1, SAB pp. 1–6; TE pp. 1–10.

• Criterion #2: Grade 4, TE pp. xlv–lvi.

• Criterion #6a: Grade 5, 5.NBT.1, SAB p. 115; TE pp. 296–297.

• Criterion #6b: Grade K, .3, SAB pp. 51–52; TE p. 125.

• Criterion #7a: Grade 1, TE p. 397A (@ beginning of each unit).

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and learning of the Standards.

Citations:

• Criterion #1: Grade 3, TE pp. xliii–liv.

• Criterion #2: Grade 4, TE p. 134.

• Criterion #3: Grade K, TE p. 80 (DI).

• Criterion #5: Grade 2, TE pp. xxxvii–xlix.

Criteria Category 3: Assessment

The instructional materials contain strategies and tools for continually measuring student achievement. Assessments provide guidance for the teacher in determining whether the student needs additional materials or resources to achieve grade-level standards and conceptual understanding.

Citations:

• Criterion #1: Grade 4, TE p.102; Assessment Guide pp. 25–28.

• Criterion #2: Grade 3, Assessment Guide pp. 62 and 118–127.

• Criterion #5: Grade 6, TE pp. 121–122.

• Criterion #6: Grade 1, Assessment Guide pp. 88–89.

Criteria Category 4: Universal Access

Students with special needs are provided access to the same standards-based curriculum that is provided to all students, including both the content standards and the standards for mathematical practice. Instructional materials provide access to the standards-based curriculum for all students, including English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities.

Citations:

• Criterion #2: Grade 2, TE p. 351R.

• Criterion #2: Grade 3, TE p. 103.

• Criterion #5: Grade 1, TE p. 569.

• Criterion #6: Grade K, TE p. 147.

• Criterion #7: Grade 6, TE p. 685.

Criteria Category 5: Instructional Planning

The instructional materials contain a clear road map for teachers to follow when planning instruction.

Citations:

• Criterion #1: Grade 5, TE pp. 18–20.

• Criterion #3: Grade 3, TE p. xxx.

• Criterion #7: Grade 1, TE pp. 36–39.

• Criterion #11: Grade 4, SAB pp. 43–44.

Criteria Category 6: Teacher Support

The instructional materials are designed to help teachers provide mathematics instruction that ensures opportunities for all students to learn the essential skills and knowledge specified for in the California Common Core State Standards for Mathematics.

Citations:

• Criterion #1: Grade 5, TE p. 203.

• Criterion #2: Grade K, TE p. 229.

• Criterion #4: Grade 3, TE pp. 508–510.

• Criterion #7: Grade 6, TE p. 703.

Edits and Corrections:

The following edits and corrections must be made as a condition of adoption.

1. Grade K, TE, p. 181, “Are all the ‘picture’ the same?” should be “pictures.”

2. Grade 1, TE, pp. 194, 262, 504, 516, 538, 545, and 669 read “MP.4, MP.5 Use Appropriate Tools/Model with Mathematics” and should read “MP.4, MP.5 Model with Mathematics/Use Appropriate Tools.”

3. Grade 2, TE, p 148, reads “MP.4, MP.5 Use Appropriate Tools/Model with Mathematics” and should read “MP.4, MP.5 Model with Mathematics/Use Appropriate Tools.”

4. Grade 2, TE p. 507N Assessment objectives for Unit 5 Summative Test should read Unit 5 Test Objectives instead of Unit 1 Test Objectives.

5. Grade 3, TE p. 293P Assessment objectives for Unit 3 Summative Test should read Unit 3 Test Objectives instead of Unit 1 Test Objectives.

6. Grade 4, TE pp. 597s-597z is labeled “Unit 6” Math Background on the right margin and should be labeled “Unit 7.”

7. Grade 5, TE p. 424 Activity 1, the problem is incorrect. The problem should read 27/4 instead of 20.25/4.

8. Grade 6, TE p. 915 and SAB p. 389, ,= do not appear.

9. Grades K-6, Assessment Guide Answer Keys are missing answers.

This advisory recommendation has not been approved by the State Instructional Quality Commission or the State Board of Education.

California Department of Education, Posted October 1, 2013

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