2014 Glencoe Algebra 1 - Instructional Materials (CA Dept ...



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) |

|McGraw-Hill School Education, LLC |Glencoe Algebra I ©2014 |Algebra I |

Program Summary:

The Mathematics program Glencoe Algebra 1 ©2014 is composed of, but not limited to, the following items: California Student Edition (SE); California Teacher Edition (TE); Teacher Classroom Resources (TCR).

Recommendation:

Glencoe Algebra 1 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: A-APR.1, SE/TE pp. 463–464, 465–466, 478–479,

486–488

• Criterion #2: F-IF.1, SE/TE pp. 47–53

• Criterion #4: TE/SE pp. 3–4; TCR Resource Masters ch. 1–12

• Criterion #12d: TE p. 72F; TE p. 150F; SE p. 152; online glossary; TCR Teaching with Foldables; TCR Real World Problems, Solving Graphic Novels

Criteria Category 2: Program Organization

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

Citations:

• Criterion #4: TE p. 150F, Option 4 Beyond Level

• Criterion #5: SE pp. 212–214

• Criterion #6: TE pp. 2A–2C; eTeacher Edition

• Criterion #7: SE pp. 16, 344 “Then, now, why”

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: SE p. 32 mid-chapter quiz

• Criterion #2: SE/TE p. 67 practice test

• Criterion #5: TE p. 86 formative assessment in margin

• Criterion #6: TCR ch. 4, p. 55

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: TE p. 2F, p. 6, p. 9 “Differentiated Instruction”

• Criterion #3: TE p. 111 “Lesson 2-6 Resources;” p. 112 “Watch Out;”

p. 113 “Differentiated Instruction”

• Criterion #4: TE p. 388F “Option 4: Beyond Level;” p. 251 “Differentiated Instruction”

• Criterion #7: TE p. 151 “Intervention Planner;” p. 181 “Tier 1, 2, 3;” p. 207 “Tier 1, 2, 3”

Criteria Category 5: Instructional Planning

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

Citations:

• Criterion #3: TE pp. 155–162

• Criterion #4: TE p. T3

• Criterion #7: SE pp. 181–182, 291; TE p. 98 equation mat and algebra tiles

• Criterion #10: SE p. 308 #s 1–5; p. 311 #s 48–63 spiral review

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: SE pp. 172–176

• Criterion #2: TE pp. 176 and 178

• Criterion #4: SE pp. 153–154

• Criterion #5: TE pp. 78 and 82

Edits and Corrections:

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

1. SE/TE p. 619: Activity 2, Step 1, after line 3 in the solution, insert the line

[pic]. This step introduces the idea of plus or minus.

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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