2014 Go Math K-6 - Instructional Materials (CA Dept of ...



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 |California GO Math! ©2015 |K-6 |

Program Summary:

The Mathematics program California GO Math! ©2015 (K-6) is composed of, but not limited to, the following items: California Student Edition (SE); California Teacher Edition (TE) and Planning Guide Bundle; California Enrichment Workbook Blackline Masters; California Online Interactive SE; California Online Interactive TE; California Planning Guide; California Practice Workbook; California Reteach Workbook Blackline Masters; California Teacher Digital Management Center.

Recommendation:

Houghton Mifflin Harcourt’s California GO Math! ©2015 (K-6) 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 1, SE/TE, p. 208, items 11-13

• Criterion #2: Grade 4, TE, p. 45E

• Criterion #6A: Grade 3, SE/TE, p. 245

• Criterion #9: Grade 2, SE/TE, pp. 185-188

Criteria Category 2: Program Organization

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

Citations:

• Criterion #1: Grade 5, Planning Guide, pp. 98-103

• Criterion #2: Grade 1, TE, pp. 1-8

• Criterion #3: Grade 3, Intensive Intervention Teacher Guide, pp. IIN19-20

• Criterion #5: Grade K, TE, Chapter 8, pp. Table of Contents through 305E

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 1, TE, p. 8B

• Criterion #2: Grade 3, Assessment Guide, pp. AG144-150

• Criterion #6: Grade K, TE, pp. 253-256

• Criterion #7: Grade 6, SE/TE, pp. 67-68

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 2, TE, p. 14

• Criterion #2: Grade K, Math Concept Readers

• Criterion #4: Grade 4, SE/TE, p. 66 section “Go Deeper”

• Criterion #5: Grade 3, TE, pp. 61G-61H

• Criterion #6: Grade 6, SE/TE, p. 4

Criteria Category 5: Instructional Planning

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

Citations:

• Criterion #1: Grade 3, SE/TE, p. 25

• Criterion #2: Grade 1, TE, pp. 9A-9C

• Criterion #7: Grade 4, SE/TE, pp. 147-150

• Criterion #8: Grade 5, Planning Guide, pp. PG18-23

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 #2: Grade 6, TE, p. 111

• Criterion #1: Grade K, Planning Guide, pp. PG80-81

• Criterion #3: Grade 1, TE, p. 39 item #17 “Think Smarter”

• Criterion #1: Grade 4, TE, p. 64

• Criterion #9: Grade 5, TE, p. 61E

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. Kindergarten, TE, p. 45: “why are counters are” should be “why are counters.”

2. Kindergarten, TE, p. 193B: “Engage” section, “Draw two at a remove that are driving over” should be “Draw two that are driving over;”

3. Kindergarten, TE, p. 193B: “drives” should be “drive.”

4. Kindergarten, TE, p. 388: clarify description to differentiate between square and rectangle.

5. Kindergarten, SE/TE, p. 482, problem #4: replace “toy tractor” with an object commonly found in the classroom, i.e., “stapler.”

6. Grade 1, SE/TE, p. 85: first problem is missing “=.”

7. Grade 2, SE, pp. 26, 66, 82; SE/TE, p. 282: add 10 dashes to tens columns.

8. Grade 2, SE/TE, pp. 389, 390: add names of months to calendar; add three more months to create a 12 month calendar.

9. Grade 2, SE/TE, p. 390: September has 31 days.

10. Grade 4, Planning Guide, p. PG21, practice 2, “7 1_5 15” should be “7 ‘a symbol for an unknown’ 15”; “7 1 3 5 10” should be “7+3=10”; “10 1 5 5 15” should be “10 + 5 = 15”; “7 1 8” should be “7 + 8.”

11. Grade 4, Planning Guide, p. PG21, practice 3, twice in paragraph 2, “b 3 h” should be b x h.”

12. Grade 4, Planning Guide, p. PG21, practice 4, paragraph 1, “4 1 4 1 4” should be “4 + 4 + 4”; “3 3 4” should be “3 x 4.”

13. Grade 4, Planning Guide, p. PG21, practice 4, paragraph 2 ”4/5 2 ½” should be “4/5 – ½.”

14. Grade 4, Planning Guide, p. PG21, practice 5, “1/3 3 ¾” should be “1/3 x ¾.”

15. Grade 4, Planning Guide, p. PG22, practice 5, “1/3 3 4/7” should be “1/3 x 4/7.”

16. Grade 4, Planning Guide, p. PG22, practice 7, “6 3 7” should be “6 x 7”; “6 3 5” should be “6 x 5”; “6 3 2” should be “6 x 2”; “6 3 7” should be “6 x 7”; “6 3 (5 1 2)” should be “6 x (5 + 2)”; “12 3 24” should be “12 x 24”; “20 1 4” should be “20 + 4”; “12 3 20 1 12 3 4” should be “12 x 20 + 12 x 4.”

17. Grade 4, TE, p. 283B: “for her allowance” should be “of her allowance.”

18. Grade 5, TE, p. 81: “yes” should be in red font.

19. Grade 5, TE, Chapter 1, p. 5, delete last paragraph (contradicts p. 125).

20. Grade 5, SE/TE, p. 503: “(1x1)x50x50” should be “(1x1)x50=50.”

21. Grade 6, TE, p. 73: “MP1” should be “MP6.”

22. Grade 6, SE/TE, p. 138: “Imperial highway” should be “Imperial Highway”; “Royal road” should be “Royal Road.”

23. Grade 6, SE/TE, p. 277: “25 + 9 = 8” should be “25 + 9 x 8.”

24. Grade 6, TE p. 319: “MP5” should be “MP7.”

25. Grade 6, TE, pp. 195A, 199A, 203A, 209A, 323A, 331A, 337A, 341A, Lesson at a Glance, FCR Coherence, Standards Across the Grades “Grade 3” should be “Grade 6.”

26. Grade 6, TE, pp. 411A, 415A, 419A, Lesson at a Glance, FCR Coherence, Standards Across the Grades “Grade X” should be “Grade 6.”

27. Grade 6, TE, pp. 435A, 443A, 447A, 453A, 457A, 461A, Lesson at a Glance, FCR Coherence, Standards Across the Grades “Grade 4” should be “Grade 6.”

28. Grade 6, SE/TE, p. 546, “Try Another Problem” section “Ms. Gracia” should be “Ms. Garcia.”

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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