instructional materials adoption: 21st century …...motion cd, and the instructional presentations...

Instructional Materials Adoption: 21st Century Learning Evaluation CriteriaGeneric, General, and Specific Evaluation Criteria, 2010-2015Third Grade Mathematics

1

PUBLISHER: Saxon (an imprint of HMH Supplemental Publishers Inc.) SUBJECT: Mathematics SPECIFIC GRADE: Grade 3 COURSE: TITLE: Saxon Math 3, 3rd Edition COPYRIGHT DATE: 2008 SE ISBN: 978-1-602-77069-0 TE ISBN: 978-1-602-77100-0

GENERIC EVALUATION CRITERIA 2010-2015

Third Grade Mathematics

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

At Saxon, we strive to provide a fair and unbiased presentation of people and issues at all times. Examples in our textbooks, media products, and promotional materials reflect the diversity of today’s classroom and of our society. We take great care to use examples of people from different backgrounds in a variety of roles in an effort to provide students with positive models. Toward these ends, we established overall targets based roughly on the latest federal census figures. During the publication process, our editors and designers use these targets to select examples that match our instructional goals while also emphasizing diversity. Examples: Lesson 6A#1, Lesson 9A#!, Lesson 15A#1, Lesson 20-1 POD, Lesson 21A#1, Lesson 22A#1, Lesson 33A/B#1, Lesson 42 POD, WA 9 #!, Lesson 54 POD, Lesson 54 A/B#1, Lesson 60-1 PT, Lesson 63 POD, Lesson 67B#1, Lesson 68 POD, Lesson 68B#1, Lesson 84 POD, Lesson 85 A/B#1, Lesson 86B#2, Lesson 89B#1, Lesson 101B#1,. Lesson 105A#1, WA 21#1, Lesson 110-1A PSWS, Lesson 110-2 POD, Lesson 115A#1, WA 22#2, Lesson 122 POD The Extend and Challenge CD portrays children of both genders and various ethnic backgrounds.

2

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Equity in the Saxon Mathematics K-8 Series is shown through written dialog rather than visual display. Graphics and illustrations are strictly mathematical and support instruction. The lessons in our mathematics program are very generic without any cultural bias. Below are examples of various examples used throughout Math 3. Examples: Lesson 6A#1, Lesson 9A#!, Lesson 15A#1, Lesson 20-1 POD, Lesson 21A#1, Lesson 22A#1, Lesson 33A/B#1, Lesson 42 POD, WA 9 #!, Lesson 54 POD, Lesson 54 A/B#1, Lesson 60-1 PT, Lesson 63 POD, Lesson 67B#1, Lesson 68 POD, Lesson 68B#1, Lesson 84 POD, Lesson 85 A/B#1, Lesson 86B#2, Lesson 89B#1, Lesson 101B#1,. Lesson 105A#1, WA 21#1, Lesson 110-1A PSWS, Lesson 110-2 POD, Lesson 115A#1, WA 22#2, Lesson 122 POD The Extend and Challenge CD portrays children of both genders and various ethnic backgrounds.

3

INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA GENERAL EVALUATION CRITERIA

2010-2015

Third Grade Mathematics

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop

A. Learning Skills

Saxon provides: • Problem Solving Strategies lessons every tenth

lesson beginning with Lesson 10-1 and continuing through Lesson 130-1. (See Teacher’s Manuals, Volumes 1 and 2)

• A Problem of the Day in the Meeting segment of each daily lesson. (See Teacher’s Manuals: Lessons 1-135)

• Problem solving activities on almost every daily Guided Class Practice and Homework worksheets which require students to identify problem solving patterns and apply problem solving strategies.

• Development of math vocabulary and terminology which are highlighted in each ten-lesson Section Overview in the Teacher’s Manual.

• Development of math vocabulary and proper math notation through the New Concept segment of the daily lessons. Examples: Lessons 5, 12, 20-2, 43, 45-1, 48, 63, 75-2, 83, 95-2, 100-2, 110-2, 113, 115-2

• Thinking and Problem-Solving Skills/ Rigor and Depth of

Content Content is presented in a way that deepens student understanding through engagement in meaningful, challenging mathematics that builds on prior knowledge and promotes connections among mathematical concepts.

• Thinking and Problem-Solving Skills /Development of

Conceptual Understanding Learning opportunities require students to develop their own viable mathematical understandings and help them build connections between mathematical ideas.

• Information and Communication Skills/Mathematical

Language Appropriately introduce and reinforce in multiple ways all necessary terms and symbols.

• Personal and Work Place Productivity Skills

4

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

B. 21st Century Tools

Saxon provides opportunities for students to use 21st century tools/ technology to further their understanding of math concepts utilizing the • Extend and Challenge CD, the Manipulatives in

Motion CD, and the Instructional Presentations CD • Students explore use of a calculator in Lesson D

• Problem-solving tools (such as spreadsheets, decision support,

design tools) • Communication, information processing and research tools (such

as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

• Personal development and productivity tools (such as e-learning,

time management/calendar, collaboration tools)

5

INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

2010-2015 Third Grade Mathematics



A=Adequate

M=Minimal

N=Nonexistent

I A M N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

4. Multimedia

Saxon provides: • The Extend and Challenge CD which allows students

to work independently on engaging, interactive computer activities that reinforce and extend concepts taught in the lessons.

• The Manipulatives in Motion CD which enhances instruction through interactive demonstrations of math concepts.

• Online activities to reinforce classroom instruction.

These can be accessed both inside and outside of the classroom at www.saxonmath.com/wv.

1. offer appropriate multimedia (e.g., software, audio, visual, internet

access) materials.

6



A=Adequate

M=Minimal

N=Nonexistent

I A M N

• Supplemental online practice at www.saxonmath.com/wv.

2. provide a website which provides links to relevant sites as well as

lesson plans, student activities and parent resources.

Saxon provides: • The Instructional Presentations CD which allows

teachers to present each Guided Class Practice (worksheet), the Problem of the Day, and Today’s Pattern (from Meeting) using electronic white board technology.

• Extend and Challenge CD activities which reinforce and extend concepts taught in the lessons.

• Manipulatives in Motion CD which enhances instruction through interactive demonstrations of math concepts.

• Online activities to reinforce classroom instruction. Activities can be accessed both inside and outside of the classroom at www.saxonmath.com/wv.

3. Integrate technology seamlessly when appropriate to model

mathematical situations, analyze data, calculate results, and solve problems.

7



A=Adequate

M=Minimal

N=Nonexistent

I A M N

B. Scientifically-Based Research Strategies

Saxon provides: • Math instruction in which concepts are presented in

small increments and gradually developed in subsequent lessons. Each subsequent lesson briefly reviews the previously taught concepts and builds upon them, layer-by-layer, thus enhancing students’ depth of understanding and mastery.

• A Content by Strand section in the Teacher’s Manuals which shows how concepts are gradually developed throughout the program. Example: “Measures length and draws line segments using customary units” Lessons 6, 7, 49, 54, 63, 85-2, 88, 99, 127

• A Table of Contents and Section Overviews in the Teacher’s Manuals which track the NCTM math strands as they occur in the various parts of the lessons (i.e. New Concept, Meeting, Written Practice), in the Written and Oral Assessments, and in the Math Center Activities.

1. Consistently require students to link prior knowledge to new

information to construct their own viable understandings of mathematical ideas.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

7

Saxon provides opportunities for students to develop, learn, and apply problem solving skills in a variety of ways through the following: • Problem Solving Strategies segment of the lessons,

Problem Solving worksheets, and Performance Task worksheets: Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1

• Problem of the Day in the daily Meeting segment of the lessons in the Teacher’s Manuals: Lessons 1-135

2. Consistently provide opportunities for students to solve complex

problems that have multiple entry points and the possibility of multiple solution processes.

Saxon provides: • Discussions and teacher questions (e.g. “How do you

know?”) during the daily Meetings and in the New Concept segment of the guided lessons which allow students to verbally share mathematical ideas with others.

• Guided Class Practice worksheets which are completed as a group activity during the lesson and allow students to respond to questions both verbally and in writing.

• Suggested topics in each Section Overview in the Teacher’s Manuals for student Journal Writing activities.

• Problem Solving worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 10-1 continuing through Lesson 130-1) which provide opportunities for students to represent mathematical thinking pictorially.

• Performance Task worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 10-1 and continuing through Lesson 130-1) which require students to represent mathematical ideas in writing when they explain how they solved a problem.

3. Consistently provide opportunities for students to communicate their

mathematical thinking processes to others orally, in writing, or pictorially.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

8

• Story problems on the Guided Class Practice and Homework worksheets which require students to show a pictorial representation of the mathematical process accompanied by the appropriate number sentence or to create a number story for a given number sentence.

• Lesson activities which require students to represent mathematical ideas by pictorial representations on the Guided Class Practice or Lesson worksheets Examples: Lessons 11, 21, 24, 26, 64, 94, 130-2, 131, 134

3. Consistently provide opportunities for students to communicate their mathematical thinking processes to others orally, in writing, or pictorially. (cont.)

Saxon provides this through: • Teacher questions and class discussions during the

Meeting segment in the daily lessons in Teacher’s Manuals. Examples: Lessons 26, 35-2, 42, 45-2, 86, 91

• Teacher questions and class discussions during the New Concept segment of the guided lesson in Teacher’s Manuals. Examples: Lessons 4, 8, 12, 18, 25-2, 29, 43, 59, 72, 88, 99, 101, 130-2

• Performance Task worksheets in Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1 which require students to explain how they solved a problem. Student performance is scored using a rubric.

4. Routinely require students to develop and defend mathematical

conjectures, arguments, reasoning and proof.

• Saxon provides this through: • New Concept segment of the guided lessons as

students investigate math concepts in a hands-on manner. Lessons 10-2, 12, 18, 30-2, 32, 73, 110-2, 113,

• Math Centers: 8, 24, 39, 48, 68, 73, 77, 84, 100

5. Provide opportunities for the students to be involved in investigations

that enable them to make connections among mathematical ideas.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

9

Saxon provides this through: • Guided lessons utilizing concrete models to introduce

and expand math concepts. Students follow with pictorial and written representations which ultimately lead to abstract application of math concepts, thus developing students’ multi-representational understanding. See New Concept segment of lessons in Teacher’s Manuals. Examples: Lessons 11, 12, 17, 37, 43, 55-1, 58, 61, 64, 71, 75-2, 77, 84, 93, 102, 115-2, 121

6. Expect students to develop multiple representations of the

mathematics in order to depict reasoning used to explain real world phenomena or solutions to relevant problems and move fluently between those representations.

Saxon provides this through: • The Guide to Differentiated Instruction booklet which

contains lesson-by-lesson suggestions for specific activities, methods, extensions, etc. that can be used to enhance the learning of ELL, at-risk, inclusion, and advanced students.

• The English Learner Handbook which contains a wealth of information and variety of techniques that can be implemented immediately with English language learners.

• Section Overviews (every 10 lessons) in the Teacher’s Manuals which provide suggestions for reteaching and enrichment utilizing Math Center Activities and Extend and Challenge CD Activities.

• Reteaching and Reassessment opportunities on the Monitoring Student Progress eGradebook CD for every problem on every Written Assessment

7. Present varied teaching models with emphasis on differentiated

instruction in content, process, and product.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

10

C. Critical Thinking

Saxon provides this through: • Discussions and questions built into the daily

Meetings and the New Concept segment of the guided lessons which challenge students to answer “how?” “why?” and “what do you think?” questions related to math concepts. Examples: Teacher’s Manuals, Lessons 4, 8, 12, 18, 25-2, 29, 43, 59, 72, 88, 99, 101, 130-2

• Teacher-questions in the New Concept segment of every lesson which require students to apply higher order thinking skills. These are clearly identified in the guided lesson dialog and are categorized as Analyze, Apply, Create, Evaluate, and Understand.

• A four-step problem solving model which includes the following steps:

o Understand—(What do I know? What do I need to find out?)

o Plan—(Which strategy will I choose to solve the problem?)

o Solve—(How do I apply the strategy to solve the problem?)

o Check— (Did I follow the steps? Did I solve the problem? Is my answer reasonable? What did I do to solve the problem?). This process is introduced in Lesson 10-1 and continues in Lessons 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1.

1. emphasize questioning models to promote higher order thinking

skills based on depth of knowledge.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

11

Saxon provides this through: • Class discussions during the daily Meetings and in

the New Concept segment of the guided lessons which allow students to verbally share mathematical ideas with others.

• Math conversations students engage in as they work together cooperatively during selected guided lesson activities and in the Math Centers. Examples:; Lessons 7, 14, 30-2, 32, 50-2, 53, 73, 85-2, 98, 121: Math Center Activity 2, 5, 10, 16, 24, 28, 35, 44, 57, 65, 84, 91, 114

• Performance Task worksheets in Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1 which require students to explain in writing how they solved a problem.

2. Consistently require students to discuss mathematics with each

other and with the teacher, make arguments, conjecture and reason, and justify/clarify their ideas in writing and orally in precise mathematical symbols and language.

Saxon provides this through: • Real-world math situations in the New Concept

segment of lessons in Teacher’s Manuals. Examples: Lessons 1, 2, 4, 6, 11, 16, 18, 23, 26, 29, 35-2, 39, 45-2, 46, 56, 60-2, 65-2, 78, 84, 85-2, 95-2, 102, 106, 125-1

• Real-world math situations in the Math Center Activities. Math Center24, 27, 31, 35, 41, 46, 66, 69, 73, 84, 91, 111

3. Present real world application that is current, engaging, integrated

throughout the instruction, and promotes and develops critical thinking.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

12

D. Life Skills

Saxon provides this through: • New Concept segment of lessons in Teacher’s

Manuals. Examples: Lessons 1, 2, 4, 6, 18, 28, 29, 30-2, 39, 40-2, 46, 60-2, 65-2, 71, 78, 85-2, 95-2, 96

• Math Center Activities. Examples: Activity 24, 31, 41, 66, 69, 91

1. address life skills (e.g., reading road maps, using reference tools,

researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

Saxon provides this through: • Journal Writing Activities and the Literature

Connections in each Section Overview of the Teacher’s Manuals which help develop students’ literacy skills.

• Selected guided lesson activities and Math Centers which allow students to work together cooperatively. Examples: Lessons 7, 14, 30-2, 32, 50-2, 53, 73, 85-2, 98, 121: Math Center Activity 2, 5, 10, 16, 24, 28, 35, 44, 57, 65, 84, 91, 114

• Math conversations during the guided lesson which provide opportunities for students to share their ideas and to listen to others’ ideas in a respectful manner.

• Daily homework assignments which help to develop responsibility in students as they complete and return assignments.

2. address habits of mind activities (e.g., literacy skills, interpersonal

communications, problem solving and self-directional skills).



A=Adequate

M=Minimal

N=Nonexistent

I A M N

13

E. Classroom Management

Saxon provides this through: • New Concept segment of the daily lessons which

engage students in large and small group instruction and individual learning using manipulatives, written practice, and discussion.

• Math Center Activities which engage students in small groups, paired partners, and individual learning activities.

• Extend and Challenge CD which engages students in self paced, individual learning activities.

1. include opportunities for large group, small group, and independent

learning.

Saxon provides this through: • Problem Solving Strategies segment in the lessons

and the accompanying Problem Solving worksheets (every tenth lesson beginning with Lesson 10-1 continuing through 130-1).

• Performance Tasks (every tenth lesson beginning with Lesson 10-1 continuing through 130-1).

2. Consistently require students to explore mathematical ideas,

individually and collaboratively, while integrating the process standards (see Section I of this rubric).

Saxon provides: • Section Overviews (every 10 lessons) in the

Teacher’s Manuals which list reteaching and enrichment activities utilizing Math Centers and the Extend and Challenge CD.

• Guide to Differentiated Instruction booklet which details lesson-by-lesson suggestions for specific activities, methods, extensions, etc. that can be used with ELL, at-risk, inclusion, and advanced students.

• Extend and Challenge CD which reinforces students’ skills and furthers the development of higher order thinking as activities progressively become more complex.

3. provide suggestions for differentiated instruction (e.g., practice

activities, learning stations, assessment, lesson plans).



A=Adequate

M=Minimal

N=Nonexistent

I A M N

14

F. Instructional Materials

Saxon provides: • Section Overviews in the Teacher’s Manuals which

show how each lesson and the individual lesson segments/ activities address specific NCTM content and process standards

• West Virginia standards listed below

1. Are organized according to WV content standards or other

increments that allow students to investigate and explore major mathematical ideas; provide a variety of lessons, activities, and projects from which to choose; and emphasize connections between mathematical ideas.

Saxon provides: A variety of lesson activities which require students to identify problem solving patterns and apply problem solving strategies. • Problem of the Day (Meetings 1-135) • Problem Solving Strategies segment in every tenth

lesson beginning with Lesson 10-1 continuing through Lesson 130-1

• Performance Tasks in every tenth lesson beginning with Lesson 10-1 and continuing through Lesson 120-1

2. Consistently integrate tasks that engage students and invite them to

speculate and hypothesize, are open-ended, and require them to determine appropriate strategies.

Saxon provides: • Questioning techniques in the dialog in Lesson

Booklets, (Lessons 1-135, Teacher’s Manual, volumes 1 and 2) that facilitate development of students’ math vocabulary and understanding of fundamental mathematical concepts

3. Provide teachers with guiding questions to aid students’

development of mathematical discourse to further mathematical understanding.

Saxon provides: • Section Overviews in the Teacher’s Manuals which

clearly identify all available resources (e.g. Math Center Activities, Journal Writing Activities, Extend and Challenge CD Activities, and Reteaching and Enrichment activities) that can be utilized to enhance instruction in each group of ten lessons.

4. Provide additional resources that are organized in a way that is easy

to access and use.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

15

Saxon provides: • Guided lessons in Teacher’s Manuals which include

hands-on activities utilizing manipulatives and other concrete materials; visual representations of concepts both modeled by the teacher and student-created; and written and oral practice of concepts.

5. Include various instructional models to address varied learning

styles of students.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

16

Saxon provides: • Guide to Differentiated Instruction Book which

includes alternative and additional activities for every lesson to support English learners, inclusion students, at-risk students, and advanced learners.

• English Learner Handbook which contains a wealth of information and variety of techniques that can be implemented immediately with English learners.

• Learning Wrap-Ups and Student Fact Cards which provide targeted and customized practice for each student specific to their needs in order to help them achieve fact fluency.

• Questions in the Math Meeting and Lesson dialogs which can be directed to specific students to provide additional practice for those who need it while at the same time providing teachers with a means for identifying those students who may need additional reinforcement.

6. Provide extensive and varied opportunities to differentiate individual

needs for skill-building.

Saxon provides: • Reteaching and Reassessment activities on the

eGradebook CD for every question on every assessment.

• Math Center Activities. • Extend and Challenge CD. • Manipulatives in Motion CD.

7. Provide supplemental materials for intervention and enrichment.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

17

Saxon provides: • Table of Contents and the Section Overviews in the

Teacher’s Manuals which clearly identify the parts of the lessons where the Process Standards are addressed.

Saxon addresses the process standards as follows: • Problem Solving—Specific Problem Solving

Strategies are taught every tenth lesson beginning with Lesson 10-1 and continuing through Lesson 130-1.

• Communication—Guided dialog in the Meeting and New Concept segment of every daily lesson provides teachers with questioning strategies that require students to communicate their understanding of math concepts; suggested Journal topics in Section Overviews provide students with a way to communicate math ideas in writing; Math Center Activities that pair students to work together and communicate with each other to solve problems

• Reasoning and Proof—Guided dialog in the New Concept segment of specific lessons require students to provide reasoning and proof to support their mathematical ideas (e.g.“How do you know?”). Examples: 4, 8, 12, 18, 25-2, 29, 43, 59, 72, 88, 99, 101, 130-2

• Connections—New Concept segments in specific lessons and selected Math Center Activities incorporate real-world scenarios and activities that provide connections of math to other contexts. Examples: Lessons 1, 2, 4, 6, 11, 16, 18, 23, 26, 29, 35-2, 39, 45-2, 46, 56, 60-2, 65-2, 78, 84, 85-2, 95-2, 102, 106, 125-1; Math Center Activities booklet in Monitoring Student Progress binder in teacher’s materials. Examples: Center Activity 24, 27, 31, 35, 41, 46, 66, 69, 73, 84, 91, 111

8. Provide teachers with support to properly integrate the process

standards using the available resources.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

18

• Representation—Guided activities in lessons and Lesson Worksheets provide opportunities for multiple representations of math concepts. Examples: New Concept segment of lessons in Teacher’s Manual: 1, 4, 9, 11, 12, 13, 15-1, 17, 20-2, 21, 23, 24, 25-2, 26, 36, 39, 41, 43, 46, 51, 54, 58, 61, 64, 68, 73, 79, 81, 84, 88, 93, 99, 103, 107, 113, 123, 129, Lesson worksheets (Guided Class Practice and/or Activity worksheets) Lessons 12, 17, 22, 26, 36, 43, 57, 63, 67, 68, 71, 77, 82, 88, 93, 98, 107, 111, 118, 121, 128, 134

8. Provide teachers with support to properly integrate the process standards using the available resources. (cont.)

Saxon provides: • A “daily inservice” in every detailed and explicit

lesson booklet in the Teacher’s Manuals. • Section Overviews with lists of the objectives,

standards, and math vocabulary that will be covered in each 10 lesson section.

• A Glossary in the Teacher’s Manual which lists all math terms that are used in the lessons and includes illustrative examples when appropriate.

9. Include a teacher resource that builds content knowledge for the

teacher.

Saxon provides: • Ongoing review of essential concepts that have been

taught in previous lessons through the Meeting segment of lessons in Teacher’s Manual (Lessons 2-135).

• Guided Class Practice and Homework worksheets which integrate previously taught concepts with new content: Lessons 2-135.

• Written Assessments which provide repeated opportunities for students to demonstrate mastery of concepts.

• Maintenance of basic computation skills through daily fact practice which incorporates previously learned math facts with those recently introduced.

10. Spiral previously taught skills and strategies with new content.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

19

G. Assessment Saxon provides: • Activities in the Test Taking Strategies Practice

booklet (located in the Monitoring Student Progress Binder) which prepare students for taking standardized tests by utilizing a format that is similar to that on standardized tests.

• Problem Solving and Performance Task activities which prepare students for open-ended questions on state mandated assessments.

1. provide assessment formats commensurate with WV assessment

programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

Saxon provides: • A portfolio evaluation piece through the Performance

Tasks worksheets which include open ended type questions. A scoring rubric is provided to evaluate student performance.

• Oral Assessments which allow teachers to observe how students think mathematically. Students demonstrate their understanding of math concepts through tasks that do not involve a paper-and-pencil response.

• Extend and Challenge CD Activities Recording Form. Teachers record responses to questions on the form after students complete the activities on the CD.

2. provide opportunities for assessment based on performance-based

measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

Saxon provides: • Benchmark Test Generator CD which can be used to

generate an unlimited variety of tests to track student progress at specific points in the year.

• eGradeBook Software which allows teachers to track student progress electronically. Resources are included on the CD for reteaching and reassessment.

3. provide benchmark and ongoing progress monitoring.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

20

Saxon provides: • Performance Tasks every tenth lesson beginning in

Lesson 10-1 continuing through Lesson 130-1. Students are evaluated using a scoring rubric.

4. provide rubric-based differentiated assessment.

Saxon provides: • Monitoring Student Progress eGradebook which

allows teachers to track student progress electronically. Resources are included on the CD for reteaching and reassessment

5. provide an electronic system for managing assessment data to

facilitate the implementation of tiered instruction

Saxon provides: • Math Center Activities • Learning Wrap-Ups (self correcting) • Student Fact Cards (self correcting) • Guided Class Practice and Homework • Extend and Challenge CD (self correcting)

6. integrate student self-assessment for and of learning by providing

tools and organizers that are linked to clearly identified learning goals.

Saxon provides: Opportunities for informal assessment through the following: • Question and response during the daily Meeting and

New Concept portion of every lesson • Daily Fact Practice • Independent and Guided Class Practice and

independent Homework (every lesson) • Problem Solving Activities in the Meeting • Problem Solving Strategies segment every tenth

lesson beginning with Lesson 10-1 and continuing through Lesson 130-1

• Performance Task narrative (Explain how you solved the problem)

7. Integrate formal and informal means of assessment in the materials

for diagnostic, formative, and summative purposes.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

21

Opportunities for formal assessment through the following: • Written Assessments (every five lessons starting at

Lesson 10) • Fact Assessments (every five lessons starting at

Lesson 10) • Oral Assessments (every 10 lessons) • Performance Task Activities (every 10 lessons) • Benchmark Assessments (every 20 lessons)

7. Integrate formal and informal means of assessment in the materials for diagnostic, formative, and summative purposes. (cont.)

Saxon provides: • Written Assessments • Fact Assessments • Oral Assessments • Benchmark Test CD • Performance Tasks • Problem Solving Activities • Guided Practice • Evaluation of learning thorough student response

and participation in the Meeting and New Concept segment of the lessons.

8. include various types of assessments: performance tasks, multiple

choice, short answer, and free response.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

22

H. Process Standards

Saxon provides: • Problem Solving Strategies segment of the lessons in

the Teacher’s Manuals in which students learn, develop, and apply specific problem solving strategies. Examples: Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 130-1

• A Problem of the Day in each daily Meeting beginning in Lesson 1 and continuing through Lesson 135. (See Lesson Preparation sections in the daily Lesson booklets in the Teacher’s Manuals)

• Problem solving activities are included on almost every daily Guided Class Practice/Homework worksheet and/or Lesson Activity worksheets

1. Problem Solving: Provide frequent opportunities for students to

formulate, grapple with, and solve complex problems that require a significant amount of effort and have multiple viable solution paths.

Saxon provides: • Questions in the New Concept segment of every

lesson (in Teacher’s Manuals) which require students to communicate mathematical ideas verbally.

• Guided dialog in each daily Meeting which allows students to respond verbally to questions covering a wide variety of math concepts. See Meeting segment of the lessons in the Teacher’s Manuals: Lessons 1-135

• Problem Solving Strategies segment of lessons (in Teacher’s Manuals), Problem Solving Worksheets/ Performance Task Worksheets which require students to communicate mathematical ideas verbally, pictorially, and in writing. Lesson 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1

• Suggested Journal writing topics in each ten-lesson Section Overview in the Teacher’s Manuals which allows students to convey mathematical ideas in writing.

2. Communication: Routinely challenge students to communicate their

thinking to others orally, in writing, and/or pictorially, using precise mathematical language.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

23

• Guided Class Practice and Lesson worksheets feature problems in which students represent mathematical ideas pictorially. Examples: Guided Class Practice—Lessons 2, 3, 6. 21, 25, 26, 29, 32, 40-2, 47, 71, 73, 75, 93, 111 Lesson Worksheets — Lessons 15-1A, 20-1, 29, 48, 50-1A, 55-1, 60-2B, 61, 63, 74, 75-2, 83, 94, 98, 107, 121

• Story problems which require students to show a pictorial representation of the mathematical process and then to write number sentences or students are provided with a number sentence for which they generate a number story. Examples: Guided Class Practice worksheets Lessons 11, 15-1, 18, 23, 31, 42, 46, 56, 57, 61, 82, 107, 108, 118

• Oral Assessments which require students to express mathematical ideas verbally and/or through hands-on tasks. Examples: Oral Assessments 1-13

• Extend and Challenge CD evaluation questions located on Recording Forms (Monitoring Student Progress binder) require students to explain mathematical ideas verbally. Activities 1-12

2. Communication: Routinely challenge students to communicate their

thinking to others orally, in writing, and/or pictorially, using precise mathematical language. (cont.)

Saxon provides this through: • New Concept segment of lessons in Teacher’s

Manuals. Examples: Develop and defend mathematical ideas in Lessons 4, 8, 12, 18, 25-2, 29, 43, 59, 72, 88, 99, 101, 130-2: Complete investigations using concrete materials.10-2, 12, 18, 30-2, 32, 73, 80-2, 110-2, 113

• Extend and Challenge CD. Evaluation questions on Recording Forms (located in Monitoring Student Progress binder). Examples: Activities 1-12

3. Reasoning and Proof: Provide frequent opportunities for students to

complete mathematical investigations with and without technology; develop conjectures, mathematical arguments and proofs to confirm those conjectures.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

24

Saxon provides this through: • New Concept segment of the lessons in Teacher’s

Manuals. Examples: Lessons 1, 2, 4, 6, 11, 16, 18, 23, 26, 29, 35-2, 39, 45-2, 46, 56, 60-2, 65-2, 78, 84, 85-2, 95-2, 102, 106, 125-1

• Math Center Activities booklet in Monitoring Student Progress binder in teacher’s materials. Examples: Center Activity 24, 27, 31, 35, 41, 46, 66, 69, 73, 84, 91, 111

4. Connections with Mathematics: Consistently establish connections,

and provide opportunities for students to establish connections, among mathematical concepts and their real-world applications.

• Saxon provides opportunities for students to observe and/or create concrete models, create pictorial representations, and write mathematical expressions to represent mathematical concepts as follows: New Concept segment of lessons in Teacher’s Manual: Lessons 11, 12, 17, 37, 43, 55-1, 58, 61, 64, 71, 75-2, 77, 84, 93, 102, 115-2, 121

• Problem Solving Strategies segment of lessons in Teacher’s Manual, Problem Solving/ Performance Task worksheets: Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1

• Guided Class Practice/ Homework worksheet: Lessons 2, 3, 6. 21, 25, 26, 29, 32, 40-2, 47, 71, 73, 75, 93, 111,

• Lesson Worksheets: Lessons 15-1A, 20-1, 29, 48, 50-1A, 55-1, 60-2B, 61, 63, 74, 75-2, 83, 94, 98, 107, 121

• Math Center Activities booklet in Monitoring Student Progress binder in teacher’s materials: Center Activity # 2, 16, 24, 27, 28, 44, 50, 57, 96

5. Representations: Provide frequent opportunities for students to

develop multiple representations of the mathematics in order to depict reasoning used to explain real world phenomena or solutions to relevant problems and move fluently between those representations.

24

SPECIFIC EVALUATION CRITERIA

Third Grade Mathematics Third grade objectives extend the students’ mathematical skills and concepts through concrete experiences and appropriate

technology. These concepts and operations include: whole number operations; comparing and ordering numbers to hundredths and ten thousands; fractions and decimals; recall of multiplication facts with corresponding division facts. Additional concepts include gathering and organizing data, estimating and performing measurements. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Standard 1: Number and Operations Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems,

• demonstrate meanings of operations and how they relate to one another, and • compute fluently and make reasonable estimates.

Standard 2: Algebra Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• demonstrate understanding of patterns, relations and functions, • represent and analyze mathematical situations and structures using algebraic symbols, • use mathematical models to represent and understand quantitative relationships, and • analyze change in various contexts.

25

Standard 3: Geometry Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships,

• specify locations and describe spatial relationships using coordinate geometry and other representational systems, • apply transformations and use symmetry to analyze mathematical situations, and • solve problems using visualization, spatial reasoning, and geometric modeling.

Standard 4: Measurement Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• demonstrate understanding of measurable attributes of objects and the units, systems, and processes of measurement, and

• apply appropriate techniques, tools and formulas to determine measurements. Standard 5: Data Analysis and Probability Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them, • select and use appropriate statistical methods to analyze data, • develop and evaluate inferences and predictions that are based on models, and • apply and demonstrate an understanding of basic concepts of probability.

26

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal


For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Number and Operations

Instruction: (New Concept): L3, L8, L9, L13, L14, L18, L19, L27, L31, L34, L41, L42, L47, L51, L52, L53, L55-2, L62, L64, L67, L68, L69, L72, L76, L78, L91, L92, L96, L103, L104, L106, L109, L112, L122, L123, L124, L128, L132, L134 Maintenance: (Meeting): L1–L135 Maintenance: (Lesson Worksheet): 3, 8, 52a, 52b, 53, 55-2a/b, 67, 71, 91, 96a/b, 106, 128 Maintenance: (Guided Class Practice) 3a, 5a, 8a, 27a, 28a, 31a, 33a, 34a, 36a, 38a, 39a, 41a, 42a, 47a, 51a, 52a, 53a, 57a, 62a, 64a, 67a, 71a, 72a, 73a, 75a, 77a, 79a, 82a, 83a, 85a, 103a, 104a, 105a, 107a, 108a, 109a, 112a, 114a, 115a, 123a, 128a, 132a, 133a,134a Maintenance: (Oral Fact Practice) 14a/b, 19a/b, 22a/b, 27a/b, 34a/b, 42a/b, 52a/b, 62a/b, 64a/b, 67a/b, 72a/b, 102a/b, 104a/b, 112a/b, 122a/b, 124a/b

1. read and write numbers to 10,000.

27



A=Adequate

M=Minimal


Maintenance: (Class Fact Practice) 8a, 9a, 13a, 14a, 18a, 19a, 22a, 27a, 31a, 33a, 34a, 41a, 42a, 47a, 51a, 52a, 53a, 62a, 64a, 67a, 69a, 72a, 76a, 91a, 92a, 96a, 102a, 103a, 104a, 109a, 112a, 116a, 122a, 123a, 124a, 128a, 132a, 134a Maintenance: (Math Center Activities) L19: A11, L53: A41, L55-2: A44, L64: A53, L72: A60, L76: A65, L78: A66, L82: A69, L102: A91, L116: A106, L128: A114 Maintenance: (Extend and Challenge CD) L3: A1, L42: A4, L64: A7 Manipulatives in Motion CD: • Base-Ten Blocks>Show> Explore>Other Forms • Base-Ten Blocks>Show> Tens>Other Forms • Base-Ten Blocks>Show> • Base-Ten Blocks>Show> Thousands>Other Forms

1. read and write numbers to 10,000. (cont.)

Instruction: (New Concept): L8, L9, L13, L14, L18, L19, L31, L34, L41, L42, L47, L51, L52, L53, L55-2, L62, L64, L67, L72, L76, L91, L92, L123, L130-2 Maintenance: (Lesson Worksheet): 3, 8, 13, 55-2a/b, 67, 91, 128 Maintenance: (Guided Class Practice) 8a, 9a, 11a, 13a, 14a, 16a, 18a, 19a, 22a, 24a, 34a, 38a, 41a, 43a, 44a, 47a, 48a, 52a, 55a, 57a, 61a, 64a, 67a, 69a, 76a, 78a, 87a, 92a, 95a, 98a, 106a, 107a, 116a, 126a, 135a Maintenance: (Math Center Activities) L3: A4, L8: A5, L9: A7, L27: A19, L34: A25, L47: A37, L64: A53, L67: A57, L128: A114

2. order and compare numbers to 10,000 using a variety of strategies (e.g., symbols, manipulatives, number line).

28



A=Adequate

M=Minimal


Maintenance: (Extend and Challenge CD) L3:A1, L42:A4, L64:A7 Manipulatives in Motion CD: • Counters>Compare>Counters • Base-Ten Blocks>Compare • Algebra>Number Balance

2. order and compare numbers to 10,000 using a variety of strategies (e.g., symbols, manipulatives, number line). (cont.)

Instruction: (New Concept): L28, L36, L78, L82, L89, L91, L96, L106, L119, L131 Maintenance: (Lesson Worksheet): 28, 41, 78, 91, 96, 106, 119, 131 Maintenance: (Guided Class Practice) 28a, 29a, 31a, 36a, 41a, 42a, 78a, 82a, 89a, 91a, 96a, 102a, 106a, 119a, 121a, 122a, 125a, 126a, 131a, 132a Maintenance: (Math Center Activities) L78:A66, L82:A69, L102:A91 Manipulatives in Motion CD: • Measurement>Money>Show Amounts

3. read and write decimals to hundredths, with manipulatives.

Instruction: (New Concept): L13, L37 Maintenance: (Lesson Worksheet): 13 Maintenance: (Math Center Activities) L67:A57 Manipulatives in Motion CD: • Measurement>Money> Compare Amounts

4. order, and compare decimals to hundredths, with manipulatives.

29



A=Adequate

M=Minimal


Instruction: (New Concept): L3, L15-1, L22, L27, L28, L31, L33, L41, L44, L52, L53, L64 L68, L76, L78, L91, L92, L96, L103, L104, L130-2, L134 Maintenance: (Lesson Worksheet): 3, 52a, 52b, 53, 53, 71, 78, 91, 96a/b, 106, 130-2 Maintenance: (Guided Class Practice) 3a, 5a, 6a, 7a, 16a, 21a, 22a, 23a, 24a, 27a, 28a, 33a, 41a, 42a, 44a, 45a, 46a, 47a, 49a, 51a, 53a, 55a, 57a, 62a, 64a, 67a, 71a, 72a, 73a, 75a, 77a, 82a, 103a, 104a, 105a, 106a, 107a, 108a, 109a, 112a, 114a, 118a, 123a, 134a Maintenance: (Math Center Activities) L3:A4, L8:A5, L22:A15, L27:A19, L53:A41, L64:A53, L76:A65, L116:A106 Maintenance: (Extend and Challenge CD) L42:A4, L64:A7, L79:A8 Manipulatives in Motion CD: • Base-Ten Blocks>Show> Explore>Other Forms • Base-Ten Blocks>Show> Tens>Other Forms • Base-Ten Blocks>Show> Hundreds>Other Forms • Base-Ten Blocks>Show> Thousands>Other Forms

5. identify place value of each digit utilizing standard and expanded form to 10,000.

30



A=Adequate

M=Minimal


Instruction: (New Concept): L18, L19, L31, L52, L53, L62, L72, L130-2 Maintenance: (Lesson Worksheet): 52a, 52b, 53, 130-2 Maintenance: (Guided Class Practice) 31a, 33a, 35a, 36a, 38a, 57a, 59a, 61a, 62a, 65a, , 75a, 78a, 86a, 96a, 97a, 101a, 102a, 115a, 128a Maintenance: (Math Center Activities) L19:A11, L53:A41, L72:A60

6. apply estimation skills (rounding, benchmarks, compatible numbers) to solve and evaluate reasonableness of an answer.

Instruction: (New Concept): L12, L17, L21, L24, L25-2, L26, L37, L54, L60-2, L61, L73, L74, L93, L94, L99, L111, L119, L131 Maintenance: (Lesson Worksheet): 25-2a/b, 60-2a/b, 61, 74a/b, 94, 99, 111, 119, 131 Maintenance: (Guided Class Practice) 12a, 15a, 17a, 18a, 21a, 22a, 23a, 24a, 25a, 26a, 27a, 28a, 29a, 31a, 32a, 35a, 36a, 37a, 38a, 41a, 54a, 61a, 62a, 63a, 65a, 66a, 67a, 68a, 69a, 71a, 72a, 73a, 74a, 77a, 91a, 94a, 95a, 96a, 102a, 111a, 114a, 116a, 118a, 119a, 122a, 126a, 131a Maintenance: (Math Center Activities) L61:A50, L111:A100 Manipulatives in Motion CD: • Fractions>Show>Fraction Bars • Fractions>Show>Fraction Circles • Fractions>Show>Two-Color Counters • Fractions>Explore>Fraction Bars • Fractions>Explore>Fraction Circles

7. demonstrate an understanding of fractions as part of a whole/one and as part of a set/group using models and pictorial representations.

31



A=Adequate

M=Minimal


Instruction: (New Concept): L17, L21,L24, L26, L60-2, L73, L74, L93, L94, L99 Maintenance: (Lesson Worksheet): 60-2a/b, 74a/b, 94, 99 Maintenance: (Guided Class Practice) 17a, 18a, 21a, 22a, 24a, 25a, 31a, 32a, 71a, 73a, 74a, 94a, 95a, 96a Manipulatives in Motion CD: • Fractions>Compare>Fraction Bars • Fractions>Compare>Fraction Circles

8. create concrete models and pictorial representations to compare and order fractions with like and unlike denominators.

Instruction: (New Concept): L60-2, L73, L74, L93, L94 Maintenance: (Lesson Worksheet): 60-2a/b, 94 Maintenance: (Guided Class Practice) 73a, 74a, 75a, 93a Manipulatives in Motion CD: • Fractions>Add>Fraction Bars • Fractions>Add>Fraction Circles • Fractions>Subtract>Fraction Bars • Fractions>Subtract>Fraction Circles

9. create concrete models and pictorial representations to add and subtract fractions with like denominators, and verify results.

32



A=Adequate

M=Minimal


Instruction: (New Concept): L60-2, L94, L119, L131 Maintenance: (Lesson Worksheet): 60-2, 94, 119, 131 Maintenance: (Guided Class Practice) 94a, 119a, 122a, 126a, 131a, 132a Manipulatives in Motion CD: • Fractions>Explore>Fraction Bars • Fractions>Explore>Fraction Circles • Fractions>Proportional Reasoning> Fraction Bars • Fractions> Proportional Reasoning>Pattern Blocks

10. use concrete models and pictorial representations to demonstrate an understanding of equivalent fractions.

Instruction: (New Concept): L25-2, L94, L98, L99, L111, L119, L131 Maintenance: (Lesson Worksheet): 25-2, 94, 98, 99 Maintenance: (Guided Class Practice) 98, 99, 101, 108 Manipulatives in Motion CD: • Fractions>Show>Fraction Bars • Fractions>Show>Fraction Circles • Fractions>Proportional Reasoning>Fraction Bars • Fractions>Proportional Reasoning>Pattern Blocks

11. use concrete models and pictorial representations to demonstrate an understanding of proper and improper fractions and mixed numbers.

33



A=Adequate

M=Minimal


Instruction: (New Concept): L14, L31, L33, L42, L52, L53, L69, L72, L76, L82, L89, L106 Maintenance: (Meeting): 32, 35-1, 36, 38, 39, 41, 43, 45-1, 47, 53, 54, 56, 59, 61, 67, 68, 69, 78, 79, 84, 85-1, 85-2, 86, 87, 88, 90-2, 91, 93, 94, 95-1, 95-2, 96, 98, 99, 101, 105-2, 106, 114, 116, 119, 135 Maintenance: (Lesson Worksheet): 52a/b, 53, 106 Maintenance: (Guided Class Practice) 14a, 15a, 16a, 17a, 19a, 21a, 24a, 27a, 29a, 31a, 32a, 33a, 37a, 38a, 39a, 42a, 43a, 44a, 46a, 47a, 48a, 49a, 53a, 54a, 55a, 56a, 57a, 58a, 59a, 65a, 66a, 68a, 69a, 73a, 74a, 76a, 77a, 79a, 82a, 84a, 85a, 86a, 87a, 88a, 89a, 91a, 93a, 96a, 97a, 98a, 99a, 101a, 109a Maintenance: (Math Center Activities) L53:A41, L76:A65, L82:A69 Maintenance: (Extend and Challenge CD) L42:A4, L79:A8 Manipulatives in Motion CD: • Counters>Add>2 Addends • Counters>Add>3 Addends • Base-Ten Blocks>Add>Tens • Base-Ten Blocks>Add> Hundreds • Number Lines>Add • Number Charts>Hundred Chart>Add • Number Charts>Addition Chart

12. add 2- and 3-digit whole numbers and money with and without regrouping.

34



A=Adequate

M=Minimal


Instruction: (New Concept): L14, L16, L67, L69, L72, L91, L92, L96 Maintenance: (Meeting): 35-1, 39, 45-1, 64, 65-1, 65-2, 71, 74, 78, 87–89, 90-2, 92–95-1, 106, 116, 119, 126 Maintenance: (Lesson Worksheet): 67, 91, 96, 106 Maintenance: (Guided Class Practice) 14a, 15a, 16a, 17a, 21a, 24a, 27a, 29a, 32a, 43a, 52a, 55a, 62a, 64a, 66a, 67a, 68a, 69a, 71a, 72a, 73a, 74a, 76a, 79a, 81a, 85a, 86a, 88a, 89a, 92a, 93a, 94a, 96a, 97a, 98a, 99a, 101a, 102a, 103a, 104a, 106a, 108a Maintenance: (Class Fact Practice) 51a–54a, 60a–69a, 76a–79a, 81a–84a Maintenance: (Math Center Activities) L67:A57 Manipulatives in Motion CD: • Counters>Subtract • Base-Ten Blocks>Subtract • Number Lines>Subtract>Tens • Number Lines>Subtract> Hundreds • Number Charts>Hundred Chart>Subtract

13. subtract 2- and 3-digit whole numbers and money with and without regrouping.

35



A=Adequate

M=Minimal


Instruction: (New Concept): L45-1, L55-1, L56, L57, L63, L85-1, L87, L88, L90-1, L109, L116, L121 Maintenance: (Lesson Worksheet): 55-1, 63, 87, 88, 121 Maintenance: (Guided Class Practice) 55a, 56a, 57a, 58a, 59a, 63a, 64a, 68a, 87a, 88a, 89a, 91a, 93a, 94a, 95a, 99a, 107a, 108a, 125a Maintenance: (Math Center Activities) L45-1:A34, L55-1:A43, , L57:A46, L85-1:A72, L87:A74, L95-1:A83, L100:A88, L110-1:A97, L115-1: A103, L120-1:A109 Maintenance: (Extend and Challenge CD) L56:A5, L95-1:A9, L100-1:A10, L110-1:A11, L115-1:A12 Manipulatives in Motion CD: • Counters>Multiply • Base-Ten Blocks>Multiply • Numbers Lines>Multiply • Number Charts>Multiplication Chart

14. demonstrate and model multiplication (repeated addition, arrays).

36



A=Adequate

M=Minimal


Instruction: (New Concept): L12, L17, L21, L37, L107, L122 Maintenance: (Lesson Worksheet): 107 Maintenance: (Guided Class Practice) 12a, 17a, 21a, 37a, 109a, 111a, 112a, 113a, 115a, 116a, 118a, 119a, 121a, 122a Maintenance: (Math Center Activities) L108:A96 Manipulatives in Motion CD: • Counters>Divide • Base-Ten Blocks>Divide

15. demonstrate and model division (repeated subtraction, partitioning).

Instruction: (New Concept): L45-1, L55-1, L59, L70-1, L85-1, L90-1, L95-1, L100-1, L105-1, L110-1, L115-1, L118, L120-1, L122, L124, L125-1, L132 Maintenance: (Lesson Worksheet): 45-1a/b, 55-1, 70-1, 85-1, 90-1, 95-1, 100-1, 105-1a/b, 110-1, 115-1, 120-1a/b, 125-1a, 125-1b/c Maintenance: (Guided Class Practice) 95a, 105a, 119a, 121a, 122a, 123a, 124a, 125a, 126a, 127a, 128a, 129a, 131a, 132a, 133a, 134a, 135a Maintenance: (Class Fact Practice) 95a, 105a, 122a, 124a, 125a, 132a Maintenance: (Math Center Activities) L45-1:A34, L55-1:A43, L70-1:A59, L85-1:A72, L95-1:A83, L100-1:A88, L110-1:A97, L115-1:A103, L120-1:A109

16. use and explain the operations of multiplication and division including the properties (e.g., identity element of multiplication, commutative property, property of zero, associative property, inverse operations).

37



A=Adequate

M=Minimal


Instruction: (New Concept): L45-1, L55-1, L59, L70-1, L85-1, L90-1, L95-1, L100-1, L105-1 pg4-7, L110-1, L115-1, L120-1, L122, L124, L125-1, L132 Maintenance: (Lesson Worksheet): 45-1a/b, 55-1, 70-1, 85-1, 90-1, 95-1, 100-1, 105-1a/b, 110-1, 115-1, 120-1a/b, 125-1a, 125-1b/c Maintenance: (Guided Class Practice) 45a, 55a, 59a, 85a, 95a, 105a, 115a, 122a, 123a, 124a, 125a, 126a, 127a, 128a, 129a, 131a, 132a, 133a, 134a, 135a Maintenance: (Class Fact Practice) 55a, 59a, 70a, 85a, 90a, 95a, 100a, 105a, 110a, 115a, 120a, 125a Maintenance: (Math Center Activities) L45-1:A34, L55-1:A43, L70-1:A59, L85-1:A72, L95-1:A83, L100-1:A88, L110-1:A97, L115-1:A103, L120-1:A109, L120-1:A110 Maintenance: (Extend and Challenge CD) L95-1:A9, L100-1:A10, L110-1:A11, L115-1:A12 Manipulatives in Motion CD: • Counters>Multiply • Base-Ten Blocks>Multiply • Number Lines>Multiply • Number Charts>Patterns • Number Charts>Multiplication Chart

17. recall basic multiplication facts and the corresponding division facts.

Instruction: (New Concept): L112

18. model the distributive property in multiplication of 2- and 3-digit numbers by a 1-digit number.

38



A=Adequate

M=Minimal


Instruction: (New Concept): L37, L107, L122, L124 Maintenance: (Lesson Worksheet): 107 Maintenance: (Guided Class Practice) 37a, 118a, 119a Maintenance: (Class Fact Practice) 91a–94a, 107a–109a, 125a–129a Manipulatives in Motion CD: • Counters>Divide • Base-Ten Blocks>Divide

19. use models to demonstrate division of 2- and 3-digit numbers by a 1-digit number.

Instruction: (New Concept): L10-1, L10-2, L11, L20-1, L35-2, L40-2, L49, L52, L53, L55-1, L55-2, L56, L57, L60-2, L65-2, L66, L67, L70-2, L82–85-2, L86, L93, L95-2, L100-2, L102, L105-2, L106, L107, L108, L127 Instruction: (Problem-Solving Strategies): L10-1, L20-1 Maintenance: (Lesson Worksheet): 35-2, 52a, 52b, 53, 55-2a/b, 67, 70-2a, 70-2b, 86a/b, 107, 108 Maintenance: (Problem-Solving Worksheet) 10a, 20a Maintenance: (Performance Task Worksheet) 10b, 20b Maintenance: (Math Center Activities) L35-2:A27, L53:A41, L55-2:A44, L57:A46, L66:A56, L67:A57, L82:A69, L108:A96 Maintenance: (Extend and Challenge CD) L35-2:A3, L56:A5

20. create grade-appropriate real-world problems involving any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions.



A=Adequate

M=Minimal


39

B. Algebra

Instruction: (Meeting): L101 Maintenance: (Meeting): L102–L106, L112–L117 Maintenance: (Guided Class Practice) 117a Maintenance: (Homework): 118b Manipulatives in Motion CD: • Counters>Explore>Make Patterns

1. analyze and extend geometric patterns.

Instruction: (Meeting): L1 Instruction: (New Concept): L2, L3, L9, L14, L18, L19, L70-1, L80-1, L117 Instruction: (Problem-Solving Strategies): 70-1, 80-1 Maintenance: (Meeting): L2–L100-2, L118–L135 Maintenance: (Lesson Worksheet): 45-1, 71, 120-1 Maintenance: (Guided Class Practice) 2a, 4a, 6a, 7a, 8a, 9a, 11a, 12a, 18a, 19a, 22a, 26a, 32, 34a, 41a, 56a, 72a, 78a, 92a, 93a, 98a, 117a, 119a, 121a, 123a, 125a, 126a, 127a, 135a

2. analyze and extend numeric patterns.



A=Adequate

M=Minimal


39

Maintenance: (Problem-Solving Worksheet) 70a, 80a Maintenance: (Performance Task Worksheet) 70b, 80b Maintenance: (Extend and Challenge CD): L13:A1, L95-1:A9, L100-1:A10, L110-1: A11, L115-1:A12 Manipulatives in Motion CD: • Number Lines>Skip Count • Number Charts>Hundred Chart>Number Patterns

2. analyze and extend numeric patterns. (cont.)

Instruction: (New Concept): L117 Maintenance: (Meeting): L118–L135 Maintenance: (Guided Class Practice) 119a, 121a, 126a, 135a Manipulatives in Motion CD: • Algebra>Input/Output Table

3. create an input/output model using addition, subtraction, multiplication or division.



A=Adequate

M=Minimal


40

Instruction: (Meeting): L8 Instruction: (New Concept): L117, L120-1 Instruction: (Problem-Solving Strategies): 70-1, 80-1 Maintenance: (Meeting): L9–L100-2 Maintenance: (Lesson Worksheet): 120-1 Maintenance: (Guided Class Practice) 8a, 9a, 11a, 12a, 18a, 19a, 22a, 26a, 34a, 41a, 56a, 72a, 78a, 92a, 117a, 119a, 126a, 135a Maintenance: (Performance Task Worksheet): 70a, 80a

4. analyze a given pattern and write the rule.



A=Adequate

M=Minimal


41

Instruction: (New Concept): L12, L17, L21, L25-2, L26, L60-2, L74, L94, L101, L119, L131 Maintenance: (Meeting): 131 Maintenance: (Lesson Worksheet): 25-2a/b, 60-2a/b, 74, 94, 119, 131 Maintenance: (Guided Class Practice) 31a, 32a, 35a, 38a, 74a, 94a, 95a, 101a, 111a, 112a, 113a, 116a, 118a, 119a, 131a, 132a Maintenance: (Class Fact Practice) 93a, 94a, 108a, 109a, 128a Manipulatives in Motion CD: • Algebra>Algebra Tiles>Add • Algebra>Algebra Tiles>Subtract • Algebra>Algebra Tiles>Multiply

5. write equivalent numerical expressions and justify equivalency.

Instruction: (New Concept): L5, L44, L66, L95-1, L101, L110-1 Maintenance: (Guided Class Practice) 16a, 44a, 47a, 48a, 51a, 53a, 54a, 82a, 101a, 102a, 104a, 105a, 109a Maintenance: (Class Fact Practice) 7a, 8a, 18a, 23a, 28a, 38a, 43a, 55a, 70a, 85a, 95a, 100a, 110a, 115a, 120a Maintenance: (Math Center Activities) L35-2:A27, L66:A56, Manipulatives in Motion CD: • Algebra>AlgebraTiles>Add • Algebra>AlgebraTiles>Subtract • Algebra>AlgebraTiles>Multiply

6. use symbol and letter variables to represent an unknown quantity and determine the value of the variable



A=Adequate

M=Minimal


42

C. Geometry

Instruction: (New Concept): L12, L15-2, L20-2, L50-2 Maintenance: (Lesson Worksheet): 20-2 Maintenance: (Guided Class Practice) 24a, 28a, 35a Maintenance: (Math Center Activities) L12:A8, L15-2:A10, L50-2:A39 Manipulatives in Motion CD: • Geometry>Tessellations>Make Your Own • Geometry>Explore>Tangrams

1. identify and create new polygons by transforming polygons.

Instruction: (New Concept): L12, L20-2, L50-2 Maintenance: (Lesson Worksheet): 20-2 Maintenance: (Math Center Activities) L88:A77

2. identify and create new polygons by combining and decomposing polygons.



A=Adequate

M=Minimal


43

Instruction: (New Concept): L115-2, L121 Maintenance: (Lesson Worksheet): 115-2, 121 Maintenance: (Guided Class Practice) 117a, 121a, 122a, 125a, 129a Maintenance: (Homework): 117b, 121b, 122b, 125b, 129b Maintenance: (Math Center Activities) L115-2:A104, L121:A111 Manipulatives in Motion CD: • Geometry>Solid Figures>Faces, Edges, Vertices • Geometry>Solid Figures>Different Views

3. identify, describe, and classify the following geometric solids according to the number of faces, edges, and vertices: • cube • rectangular solid • cylinder • cone • pyramid

Instruction: (New Concept): 115-2 Maintenance: (Math Center Activities) L115-2:A104 Manipulatives in Motion CD: • Geometry>Solid Figures>Nets

4. identify a solid figure from a plane drawing.

Instruction: (New Concept): 115-2 Maintenance: (Math Center Activities) L115-2:A104

5. construct a solid figure from a plane drawing.



A=Adequate

M=Minimal


44

Instruction: (New Concept): L58 Maintenance: (Lesson Worksheet): 58 Maintenance: (Guided Class Practice) 58a, 61a, 62a, 64a, 69a Maintenance: (Math Center Activities) L58:A48 Maintenance: (Extend and Challenge CD) L58:A6 Manipulatives in Motion CD: • Geometry>Plane Figures>Symmetry

6. identify, describe and draw lines of symmetry in two-dimensional shapes.

Instruction: (New Concept): L6, L20-2, L32, L43, L48, L51, L54, L58, L70-2, L99, L100-2, L105-2, L123, L126 Maintenance: (Lesson Worksheet): 32b, 99, 100-2a/b, 105-2 Maintenance: (Guided Class Practice) 6a–9a, 11a–19a, 22a–29a, 31a–37a, 39a, 41a–49a, 51a–53a, 57a, 58a, 62a, 63a, 71a–79a, 81a–89a, 91a–99a, 103a, 104a, 106a–109a, 111a–119a, 122a, 124a, 126a, 128a, 129a, 132a, 134a, 135a Maintenance: (Math Center Activities) L58:A48, L100-2:A89 Manipulatives in Motion CD: • Geometry>Draw>Segments, Lines, and Rays

7. model, describe, and draw lines and rays.



A=Adequate

M=Minimal


45

Instruction: (New Concept): L100-2, L113 Maintenance: (Lesson Worksheet): L100-2, L113 Maintenance: (Guided Class Practice) 113a, 114a, 115a, 119a, 122a Maintenance: (Math Center Activities) L113:A102 Manipulatives in Motion CD: • Geometry>Draw>Angles

8. model, describe, and draw angles including right, obtuse, and acute angles.

Instruction: (New Concept): L110-2 Maintenance: (Meeting): L112, L113, L114, L115-1, L115-2, L116, L117, L127 Maintenance: (Lesson Worksheet): 110-2 Maintenance: (Guided Class Practice): 114a, 117a, 118a Maintenance: (Math Center Activities) L110-2:A98 Manipulatives in Motion CD: • Geometry>Plane Figures>Transformations

9. draw an example of a flip, slide and turn (reflection, translation, and rotation) given a model.



A=Adequate

M=Minimal


46

Instruction: (New Concept): L129, L130-1 Maintenance: (Lesson Worksheet): 129, 130-1 Maintenance: (Guided Class Practice) 132a, 133a Manipulatives in Motion CD: • Algebra>Coordinate Grids and Coordinate Planes>Points on a Grid

10. name the location of a point on a first-quadrant grid, represent using ordered pairs.



A=Adequate

M=Minimal


47

D. Measurement

Instruction: (New Concept): L6, L18, L29, L30-2, L32, L46, L54, L60-2, L65-2, L70-2, L80-2, L83, L85-2, L95-2, L99, L114, L119, L123, L127, LA Maintenance: (Lesson Worksheet): 6, 29, 30-2, 32b, 70-2a, 70-2b, 80-2, 83, 99, 119, 127 Maintenance: (Guided Class Practice) 18a, 19a, 21a, 23a, 25a, 29a, 32a, 33a, 34a, 35a, 46a, 48a, 51a, 52a, 54a, 55a–59a, 61a–69a, 72a, 74a, 76a, 78a, 83a, 84a, 87a, 88a, 91a, 93a, 94a, 95a, 96a–99a, 102a, 104a, 105a, 106a, 107a, 108a, 109a, 111a–114a, 115a–119a, 121a, 122a, 123a, 124a–127a, 128a, 131a–135a Maintenance: (Math Center Activities) L30-2:A21, L32:A24, L40-2:A31, L55-2:A44, L80-2:A68, L85-2:A73, L95-2:A84 Manipulatives in Motion CD: • Measurement>Balance and Scale>Balance • Measurement>Balance and Scale>Scale • Measurement>Equivalent Measures>Length • Measurement>Equivalent Measures>Weight/Mass

1. Within a project based investigation, identify a real life situation, consider a number of variables and use appropriate measurement tools, overtime, make a hypothesis as to the change over time; with more precision than whole units;

• length in centimeters and inches, • temperature in Celsius and Fahrenheit • weight/mass in pounds and kilograms, and

design and implement a method to collect, organize, and

analyze data; analyze results to make a conclusion; evaluate the validity of the hypothesis based upon collected data; design a mode of presentation (with and without technology).



A=Adequate

M=Minimal


48

Instruction: (New Concept): L7, L10-2, L15-2, L25-2, L49, L50-2, L63, L81, L88, L121 Maintenance: (Lesson Worksheet): 7, 10-2, 25-2a/b, 32a, 49a/b, 63, 88, 121 Maintenance: (Guided Class Practice) 39a, 42a, 49a, 51a, 52a, 54a, 55a, 63a, 65a, 73a, 85a, 88a, 89a, 92a, 93a, 97a, 115a, 121a, 122a, 125a, , 129a 134a Maintenance: (Math Center Activities) L15-2:A10, L50-2:A39, L63:A52, L88:A76, L88:A77 Manipulatives in Motion CD: • Geometry>Area and Perimeter> Rectangle • Geometry>Area and Perimeter> Parallelogram • Geometry>Area and Perimeter> Triangle • Geometry>Area and Perimeter>Explore

2. estimate and find the perimeter and area of familiar geometric shapes, using manipulatives, grids, or appropriate measuring tools.

Instruction: (New Concept): L63, L87, L88 Maintenance: (Lesson Worksheet): 63, 87, 88 Maintenance: (Guided Class Practice) 63a, 87a, 88a, 89a, 91a, 92a, 93a, 97a, 134a Maintenance: (Math Center Activities) L87:A74, L88:A76, L88:A77 Manipulatives in Motion CD: • Geometry>Area and Perimeter>Area and Perimeter of a Rectangle • Geometry>Area and Perimeter>Explore

3. determine the formula for the area of a rectangle and explain reasoning through modeling.



A=Adequate

M=Minimal


49

Instruction: (New Concept): L39, L65-2 Maintenance: (Meeting): L40-1–71, L80-1 Maintenance: (Lesson Worksheet): 65-2 Maintenance: (Guided Class Practice) 39a, 42a, 44a, 46a, 48a, 55a, 58a, 62a, 63a, 73a, 97a, 98a, 101a, 104a, 106a, 109a, 127a, 129a Manipulatives in Motion CD: • Measurement>Clocks>Time on a Clock

4. read time to 5-minute intervals (am and pm) using analog and digital clocks.

Instruction: (New Concept): L1, L39, L65-2, L97 Maintenance: (Meeting): L98–L107, L109–L112, L114–115-2, L117–120-1, L127 Maintenance: (Lesson Worksheet): 65-2 Maintenance: (Guided Class Practice) 58a, 101a, 106a, 127a, 128a, 129a Manipulatives in Motion CD: • Measurement>Clocks>Elapsed Time

5. compute elapsed time to the quarter-hour using a clock.



A=Adequate

M=Minimal


50

Instruction: (New Concept): L13, L23, L36, L41, L79, L91, L102 Maintenance: (Meeting): L6–L102 Maintenance: (Lesson Worksheet): 13, 79, 102 Maintenance: (Guided Class Practice) 13a, 15a, 16a, 17a, 22a, 23a, 25a, 26a, 27a, 28a, 29a, 36a, 37a, 39a, 41a, 42a, 85a, 86a, 107a, 128a Maintenance: (Math Center Activities) L23:A16, L36:A28 Manipulatives in Motion CD: • Measurement>Money>Show> Amounts

6. identify, count and organize coins and bills to display a variety of price values from real-life examples with a total value of $100 or less.

Instruction: (New Concept): L102 Maintenance: (Meeting): L103–L135 Maintenance: (Lesson Worksheet): 102 Maintenance: (Math Center Activities) L102:A91 Manipulatives in Motion CD: • Measurement>Money>Make Change

7. model making change using manipulatives.



A=Adequate

M=Minimal


51

E. Data Analysis and Probability

Instruction: (New Concept): L2, L30-2, L40-2, L55-2, L61, L70-2, L80-2, L84, L90-2, L105-2 Maintenance: (Meeting): L71–L82 Maintenance: (Lesson Worksheet): 30-2, 40-2a/b, 55-2b, 61, 70-2a, 70-2b, 80-2, 90-2a/b, 105-2 Maintenance: (Guided Class Practice) 3a, 4a, 24a Maintenance: (Math Center Activities) L2:A2, L30-2:A21, L32:A24, L40-2:A31, L45-2:A35, L55-2:A44, L61:A50, L80-2:A68, L88:A76, L90-2:A79, L95-2:A84 Manipulatives in Motion CD: • Graphs>Bar Graph • Graphs>Circle Graph • Graphs>Picture Graph • Graphs>Pictograph • Graphs>Line Graph • Graphs>Line Plot

1. collect and organize grade-appropriate real-world data from observation, surveys, and experiments, and identify and construct appropriate ways to display data.



A=Adequate

M=Minimal


52

Instruction: (New Concept): L80-2, L90-2, LC Maintenance: (Lesson Worksheet): 80-2, 90-2a/b Maintenance (Guided Class Practice): 93a, 94a, 95a, 97a, 99a, 107a Maintenance: (Math Center Activities) L61:A50, L80-2:A68, L90-2:A79 Manipulatives in Motion CD: • Probability>Certain, Impossible, Likely>Pull from a bag • Probability>Certain, Impossible, Likely>Spin a Spinner • Probability>Coin Toss • Probability>Number Cube

2. develop and conduct grade-appropriate experiments using concrete objects (e.g. counters, number cubes, spinners) to determine the likeliness of events and list all outcomes.



A=Adequate

M=Minimal


53

Instruction: (New Concept): L2, L40-2, L55-2, L61, L70-2, L80-2, L90-2, L105-2, LA Maintenance: (Meeting): L71–L82 Maintenance: (Lesson Worksheet): 40-2a/b, 55-2b, 61, 70-2a, 70-2b, 80-2, 90-2a/b, 105-2 Maintenance: (Guided Class Practice) 3a, 4a, 5a, 13a, 14a, 15a, 19a, 24a, 33a, 36a, 37a, 45a, 47a, 49a, 54a, 59a, 63a, 64a, 75a, 77a, 79a, 81a, 99a, 103a, 105a, 112a Maintenance: (Math Center Activities) L2:A2, L40-2:A31, L55-2:A44, L61:A50, L80-2:A68, L90-2:A79 Manipulatives in Motion CD: • Graphs>Bar Graph • Graphs>Circle Graph • Graphs>Picture Graph • Graphs>Pictograph • Graphs>Line Graph • Graphs>Line Plot

3. analyze real-world data represented on a graph using grade-appropriate questions.

instructional materials adoption: 21st century …...motion cd, and the instructional presentations...

Documents