2014 Pearson enVision Math - Instructional Materials (CA ...
REVIEW PANEL ADVISORY RECOMMENDATION
2014 MATHEMATICS PRIMARY ADOPTION OF INSTRUCTIONAL MATERIALS
|Publisher |Series |Grade Level(s) |
|Pearson Scott Foresman & Prentice Hall |enVision Math California Common Core |K-6 |
Program Summary:
The Mathematics program enVision Math California Common Core is composed of, but not limited to, the following items: CA OIG - California Overview and Implementation Guide; GK-G6 - Grade Kindergarten – Grade 6; MDIS - Math Diagnosis and Intervention System; Student Edition (SE); Teacher’s Edition (TE).
Recommendation:
Pearson Scott Foresman & Prentice Hall’s enVision Math California Common Core 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 #2: Grade 6, SE/TE, pp. 64-65
• Criterion #5: Grade K, SE/TE, p. 256A
• Criterion #6A: Grade 5, SE/TE, pp. 48-49
• Criterion #6B: Grade 2, SE/TE, pp. 37-40
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, Overview and Implementation Guide, pp. 32-41
• Criterion #3: Grade 1, TE, pp. 272A-272B
• Criterion #5: Grade 4, SE, pp. iii-xii
• Criterion #5: Grade 6, SE, pp. 361-363
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 K, Assessment Sourcebook, Topic 1, pp. 1-4
• Criterion #2: Grade 5, Assessment Sourcebook, Topics 1-16, pp. 1-4
• Criterion #3: Grade 4, SE/TE, p. 134
• Criterion #4: Grade 2, TE, p. 251A
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 #1: Grade 1, TE, pp. 292A-292B
• Criterion #2: Grade 3, Language Central, pp. 9-12
• Criterion #3: Grade 6, TE, p. 81C
• Criterion #4: Grade 5, Show Me Cards, UEF 15-1 - 15-5
Criteria Category 5: Instructional Planning
The instructional materials contain a clear road map for teachers to follow when planning instruction.
Citations:
• Criterion #1: Grade 2, TE, pp. 211A-211C
• Criterion #3: Grades K-6, Overview and Implementation Guide, pp. 102-107
• Criterion #8: Grade 3, Overview and Implementation Guide, pp. 80-81
• Criterion #10: Grade 1, TE, p. 340B
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 1, TE, pp. 115A-II5B
• Criterion #2: Grade 5, TE, p. 210
• Criterion #4: Grade K, TE, pp. 266A-266C
• Criterion #7: Grade 6, TE, pp. 162A-162B
Social Content Citations
There are no social content citations.
Edits and Corrections:
The following edits and corrections must be made as a condition of adoption.
1. Grade 1, TE, p. 407 test: add a picture of a cube so that students can answer the question “about how many cubes long is the pencil?”
2. Grade 2, TE, p. 517A problem #3: no start number is provided to allow the students to answer the provided question “skip count by 5s. Which number comes next?”
3. Grade 3, SE/TE, p. 250 #2: identify number line students should use.
4. Grade 4, TE, p. 291A: 4/10 ÷ 2/2 = 2/5 should be 4 ÷ 2 over 10 ÷ 2 = 2/5.
5. Grade 5, TE, p. 138B: “1.06 x 1.6 = 1.7” should replace “=” with actual value of “1.696” or “about”; cannot use “=” for rounded values.
6. Grade 5, SE/TE, p. 239, lesson 10-4: the fraction problems 19-22 are the same as on p. 311 in grade 4.
7. Grade 5, TE, p. 138B: “0.98 x 0.95 = 0.93” should replace “=” with actual value of “0.9310” or “about”; cannot use “=” for rounded values.
8. Grade 5, TE, p. 138: “$45.30 x .055 = $24.92” should replace “=” with “about” or actual value of “$24.915”; cannot use “=” for rounded values.
9. Grade 5, SE/TE, p. 142: “390” should be ”39”; “2070” should be “207.”
10. Grade 6, SE/TE, p. 85, item #13: “which one of the following is NOT be an independent variable…” should be “which one of the following is NOT an independent variable….”
This advisory recommendation has not been approved by the State Instructional Quality Commission
or the State Board of Education.
California Department of Education
October 1, 2013
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