2014 Spring Board Algebra 1 - Instructional Materials (CA ...



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) |

|The College Board |SpringBoard Mathematics (Algebra I) |Algebra I |

Program Summary:

The College Board program SpringBoard Mathematics (Algebra I) is composed of, but not limited to, the following items: SpringBoard® Mathematics Teacher Edition (TE), SpringBoard® Mathematics Student Edition (SE), Algebra 1 Digital Access Subscription with free hard-copy Consumable Student Edition(s).

Recommendation:

The College Board’s SpringBoard Mathematics (Algebra I) 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 covers all of the evaluation criteria in category 1.

The criteria listed below are covered:

Citations:

• Criterion #2: Algebra 1: A-SSE.1a., SE/TE pp. 357-359; A-CDE.2., SE/TE pp. 235-236; F-BF.2., SE/TE pp. 168-171 and 317.

• Criterion #6a: Algebra 1: SE/TE pp. 369-375.

• Criterion #7b: Algebra 1: SE/TE p. 339-340.

• Criterion #10: Algebra 1: SE/TE p. 248.

Criteria Category 2: Program Organization

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

Citations:

• Criterion #2: Algebra 1: SE/TE pp. 20 and 345.

• Criterion #5: Algebra 1: SE/TE pp. 621-625.

• Criterion #3: Algebra 1: SE/TE p. 210.

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 #2: Algebra 1, SE/TE pp. 121–122.

• Criterion #3: Algebra 1, SE/TE p. 198.

• Criterion #4: Algebra 1, SE/TE p. 522.

• Criterion #6: Algebra 1, SE/TE pp. 224–226.

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: Algebra 1, SE/TE p. 209.

• Criterion #3: Algebra 1, SE/TE p. 359.

• Criterion #4: Algebra 1, TE p. 203.

• Criterion #8: Algebra 1, SE pp. 578–579.

Criteria Category 5: Instructional Planning

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

Citations:

• Criterion #1: Algebra 1, TE p. 150.

• Criterion #2: Algebra 1, TE pp. 285a–b.

• Criterion #6: Algebra 1, TE pp. 43-47.

• Criterion #7: Algebra 1: TE/SE p. 388.

• Criterion #10: Algebra 1: SE p. 587.

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: Algebra 1, TE, p. 40.

• Criterion #2: Algebra 1, TE, p. 330.

• Criterion #3: Algebra 1, TE, p. 50.

• Criterion #7: Algebra 1, TE, pp. 566–567.

• Criterion #9: Algebra 1, SE/TE, p. 97.

Edits and Corrections:

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

1. Algebra 1, SE/TE p. 115: In Learning Target, change “f(x) = x2” to “f(x) = |x|”.

2. Algebra 1, SE/TE p. 115: In Learning Target, change the graph for f(x) = x2 to the graph of f(x) = |x|.

3. Algebra 1, SE/TE p. 115: Change “g(x) = (x + 7)” to g(x) = |x + 7|.

4. Algebra 1, SE/TE p. 115: In #3, change “f(x) = x2” to “f(x) = |x|”.

5. Algebra 1, SE/TE p. 115: In #5, change “f(x) = x2” to “f(x) = |x|”.

6. Algebra 1, TE p. 600: Define joint, marginal and conditional relative frequencies in Lesson 40-2.

7. Algebra 1, TE/SE p. 474 in order to have students derive the quadratic formula do the following edits

Keep first line ax2 + bx + c = 0 and last line [pic]

Remove the lines listed below and insert blank lines for students to fill out

8. Algebra 1, TE p.175: Change “definition of pressure” to “Pressure is force per unit area”.

9. Algebra I, TE p.217: Insert “disjoint” between “different” and “intervals”.

10. Algebra I, TE p. 304: Delete the sentence beginning with “Similarly”.

11. Algebra I, TE p. 316: Change the definition of a recursive formula to “It is a formula that gives any term as a function of preceding terms”.

12. Algebra I, TE p. 414: Add “when x≠ 2” at the end of the sentence.

13. Algebra I, TE p. 502: Insert “subtracting, multiplying or dividing” after “adding” in the Math Tip box.

14. Algebra I, TE p.504: Use revised definition on p. 217 (refer to edit #9).

15. Algebra I, TE, p. 528: Insert “or are over-represented after “are missing from the sample”

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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