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2014 Mathematics Primary Adoption

Pearson High School Common Core

Integrated Math I

©2014

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Evaluation Criteria Map

2014 Mathematics Primary Adoption Program: Pearson High School Common Core

Evaluation Criteria Map Integrated Math I

Publisher: Pearson Scott Foresman & Prentice Hall

Grade Level: Grade 8/9

Category 1: Mathematics content/Alignment with the Standards

Mathematics materials should support teaching to the Common Core State Standards for Mathematics with California Additions. Instructional materials suitable for adoption must satisfy the following criteria:

|Mathematics Content/Alignment with the Standards |Publisher Citations |Criterion Met? |CRE/IMR Comments, Citations, and Questions |

| |Primary |Supporting |Y |

| |Primary |Supporting |Y |

| |Primary |Supporting |Y |

| |Primary |Supporting |Y |

| |Primary |Supporting |Y |

|Primary |Supporting |Y |N | | |Clear, grade-appropriate explanations of mathematics concepts that teachers can easily adapt for instruction of all students, including English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities. |See Math Background spread in each chapter front matter, for example, TG: pp. 219-220, 474-475;

See Preparing to Teach feature on each Lesson Opener, for example, pp. 236, 244, 478

| | | | | |Strategies to identify, address, and correct common student errors and misconceptions. |See Math Background spread in each chapter front matter, for example, TG: pp. 219-220, 474-475; Error Prevention feature in Teacher’s Wrap, pp. 252, 262, 481, 490

| | | | | |Suggestions for accelerating or decelerating the rate at which new material is introduced to students.

|TG: Front Matter T30-T33 | | | | | |Different kinds of lessons and multiple ways in which to explain concepts, offering teachers choice and flexibility. |All lessons can be taught through the interactive digital path, see also Technology Labs on SE: pp. 171, 228, 506, Activity Labs on SE: pp. 477, 487, 503

| | | | | |Materials designed to help teachers identify the reason(s) that students may find a particular type of problem(s) more challenging than another (e.g., identify skills not mastered) and point to specific remedies. |See Common Errors in Math Background spreads, for example, TG: pp. 152-153, 219-220, 474-475

| | | | | |Learning objectives that are explicitly and clearly associated with instruction and assessment. |SE: pp. 195, 240, 263

| | | | | |A teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary. |See Math Background spreads for each chapter, for example, TG: pp. 152-153, 219-220, 474-475

| | | | | |Explanations of the instructional approaches of the programs and identification of the research-based strategies. |IHSM OIG: pp. 41, 44-51;

TG: pp. T10-T19

| | | | | |Explanations of the mathematically appropriate use of manipulatives or other visual and concrete representations. |IHSM OIG: pp. 41, 44-51;

TG: pp. T10-T19

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