Instructional Materials Adoption: 21st Century Learning ... · PDF fileKindergarten Grade Mathematics. 1 ... Examples: Lesson 70-2 PSWS, Lesson 120-2 PSWS, ... Lessons 8, 16, 17, 21,

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

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PUBLISHER: Saxon (an imprint of HMH Supplemental Publishers Inc.) SUBJECT: Mathematics SPECIFIC GRADE: Grade K COURSE: Kindergarten Mathematics TITLE: Saxon Math K, 3rd Edition COPYRIGHT DATE: 2008 SE ISBN: 978-1-602-77060-7 TE ISBN: 978-1-602-77094-2

GENERIC EVALUATION CRITERIA 2010-2015

Kindergarten 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 70-2 PSWS, Lesson 120-2 PSWS, Lesson 121 LP, Lesson 126 LP, Lesson 131 LP The Extend and Challenge CD portrays children of both genders and diverse ethnic backgrounds.

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

CRITERIA

NOTES

II. EQUAL OPPORTUNITYThe 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 K. Examples: Lesson 70-2 PSWS, Lesson 120-2 PSWS, Lesson 121 LP, Lesson 126 LP, Lesson 131 LP The Extend and Challenge CD portrays children of both genders and diverse ethnic backgrounds.

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

20010-2015 Kindergarten 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 40-2 and continuing through Lesson 130-2. (See Teacher’s Manuals, Volumes 1 and 2)

• Problem solving activities in the New Concept segment of the lessons which require students to apply problem solving strategies. Examples: Lessons 19, 18, 23, 25, 33, 40, 52, 55, 66, 88, 95, 101, 106, 119, 121, 128

• 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, 16, 19, 31, 43, 45, 48, 49, 53, 61, 63, 64, 77, 78, 80-1, 83, 84, 87, 90-1, 93, 94, 97, 103, 105, 108, 112, 117, 120-2, 123, 125, 129, 133, 134

• 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

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal


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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.

• 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)

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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.

20010-2015

Kindergarten 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

A. 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.



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• 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 Lesson Practice and the Handwriting Practice worksheet 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.



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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 in the New Concept segments of the lessons. Example: “Compares sets of concrete objects; matches sets, and numbers; identifies and describes equivalent sets and sets with more, less, and the same” : Lessons 5, 7-9, 13, 17, 24, 42, 61, 62, 71, 73, 90-1, 98, 117, 118, 130-2, 132

• 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, and Math Center Activities).

1. Consistently require students to link prior knowledge to new

information to construct their own viable understandings of mathematical ideas.



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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 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2

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 in every daily Meeting and in the New Concept segment of every daily lesson which allow students to verbally share mathematical ideas with others.

• Lesson Practice worksheets which are completed as a group activity during the lesson and require students to respond to verbal instructions given by the teacher questions through written activities.

• Problem Solving worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 40-2 continuing through Lesson 130-2) which provide opportunities for students to represent mathematical thinking pictorially.

3. Consistently provide opportunities for students to communicate their

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



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• Performance Task worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 40-2 and continuing through Lesson 130-2) which require students to represent mathematical ideas pictorially and verbally when they explain how they solved a problem. Saxon provides this through: • Teacher questions and class

discussions during the Meeting segment in the daily lessons in Teacher’s Manuals. Examples: Meeting # 2, 4B, 17, 19, 21, 23, 25

• Teacher questions and class discussions during the New Concept segment of the guided lesson in Teacher’s Manuals. Examples: Lessons 8, 16, 17, 21, 53, 78, 102, 120-1

• Problem Solving and/or Performance Task worksheets in Lessons 70-2, 90-2, 120-2

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 36, 41, 92, 95, 98, 99, 101, 102, 117, 118

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

that enable them to make connections among mathematical ideas.



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Saxon provides this through: • Manipulatives and other hands-

on activities in the daily lessons which are used to introduce and expand math concepts in a concrete manner. This is followed by pictorial and written representation. New Concept segment of lessons in Teacher’s Manuals. Examples: Lessons 18, 27, 28, 37, 44, 51, 59, 66, 82, 89, 97, 119, 121, 127, 128, 130-1, 134, 135

• Problem Solving and/or Performance Task worksheets in Lessons 50-2, 60-2, 80-2, 90-2, 100-2, 110-2, 130-2

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 a variety of techniques that can be implemented immediately with English language learners.

• Section Overviews (every 10 lessons) in the Teacher’s Manuals which provide

7. Present varied teaching models with emphasis on differentiated

instruction in content, process, and product.



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suggestions for reteaching and enrichment utilizing Math Center Activities and Extend and Challenge CD Activities.

C. Critical Thinking

Saxon provides this through: • Questions built into the daily

Meetings and the New Concept segment of the guided lessons which challenge students to apply higher order thinking skills such as understand, analyze, evaluate, apply, and create. The Meeting Preparation and Lesson Preparation sections of each Meeting/Lesson alert teachers to the presence of these types of questions which are also clearly marked in the Meeting and Lesson scripts.

• 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—Teacher suggests strategies that students can apply to solve the problem

o Solve—Teacher guides students through the steps to solve the problem

o Check— Teacher asks students, “Did we follow the

1. emphasize questioning models to promote higher order thinking skills

based on depth of knowledge.



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steps?” “Did we solve the problem?” “What did we do to solve the problem?” This process is introduced in Lesson 40-2 and repeated in Lessons 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2

Saxon provides this through: • Teacher questions in the guided

dialog of every daily Meeting and in the New Concept segment of every daily lesson which allow students to verbally share mathematical ideas with others.

• Math conversations where students engage in discussions as they work together cooperatively during selected activities in the Math Centers. Examples: Math Center 15, 23, 27, 29, 33, 34, 35, 36, 39, 52, 65, 68

• Performance Task worksheets in Lessons 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2 which require students to explain to the teacher 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

Meetings and the New Concept segment of lessons in Teacher’s Manuals. Examples: Meetings 1-

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

throughout the instruction, and promotes and develops critical thinking.



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12 (Calendar activities); Lessons 18, 19, 27, 30-1, 31, 40-1, 41, 44, 49, 51, 53, 59, 61, 65, 67, 72, 77, 78, 81, 82, 83, 84, 87, 89, 90-1, 91, 92, 93, 94, 96, 100-1, 103, 106, 112, 113, 116, 119, 120-1, 121, 123, 124, 126, 127, 130-1, 131, 133, 134

D. Life Skills Saxon provides this through: • The Meetings and the New

Concept segment of lessons in Teacher’s Manuals. Examples: Meetings (calendar activities) 1-135; Lessons 30-1, 40-1, 45, 47, 49, 82, 124

Math Center Activities. Examples: Activity 18, 19, 66

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: • Literature Connections in each

Section Overview of the Teacher’s Manuals. This is a list of children’s books which cover topics that align to concepts taught in the lessons. These books can be incorporated into the lessons as “read-alongs” that (1) demonstrate how math concepts connect to other subject areas and settings, and (2) help develop students’ literacy skills.

• Guided lesson activities in the New Concept segments of the Lessons and Math Centers

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

communications, problem solving and self-directional skills).



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Activities which allow students to work together cooperatively. Examples: Lessons 9, 21, 35, 38, 52, 69, 73, 88, 90-1, 99, 102, 118, 120-1, 130-1; Math Centers 15, 23, 27, 29, 33, 34, 35, 36, 39, 52, 65, 68

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

E. Classroom Management Saxon provides this through: • The Meeting and the New

Concept segments 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 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

2. Consistently require students to explore mathematical ideas,

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



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Solving worksheets (every tenth lesson beginning with Lesson 40-2 continuing through 130-2).

• Performance Tasks worksheets (every tenth lesson beginning with Lesson 40-2 continuing through 130-2).

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).



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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.

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: • Problem Solving Strategies

segment in every tenth lesson beginning with Lesson 40-2 continuing through Lesson 130-2

• Performance Tasks in every tenth lesson beginning with Lesson 40-2 and continuing through Lesson 130-2

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: • Guided questioning techniques

are found in the dialog section of the New Concept segment of the lessons (Lessons booklets 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,

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

to access and use.



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Literature Connections, Extend and Challenge CD Activities, and Reteaching and Enrichment activities) that can be utilized to enhance instruction in each group of ten lessons.

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.

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.

• 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

6. Provide extensive and varied opportunities to differentiate individual

needs for skill-building.



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same time providing teachers with a means for identifying those students who may need additional reinforcement.

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

7. Provide supplemental materials for intervention and enrichment.

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 through the following components and activities follows: (specific examples are cited in section H—Process Standards) • Problem Solving—Specific

Problem Solving Strategies are taught every tenth lesson beginning with Lesson 40-2 and continuing through Lesson 130-2.

• 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; Math Center Activities that pair students to work

8. Provide teachers with support to properly integrate the process

standards using the available resources.



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together and communicate with each other to solve problems

• Reasoning and Proof—Teacher-questions in the guided dialog of the New Concept segment in the lessons require students to provide reasoning and proof to support their mathematical ideas (e.g.“How do you know?”).

• 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.

• Representation—Guided activities in lessons and Lesson Worksheets and on the Problem Solving/Performance Task worksheets provide opportunities for students to create multiple representations of math concepts.

Saxon provides: • A “daily inservice” in every

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

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

teacher.



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examples when appropriate. 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).

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

• Math Centers, Extend and Challenge CD which reinforce concepts taught in the lessons.

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

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.

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.

2. provide opportunities for assessment based on performance-based

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



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Students demonstrate their understanding of math concepts through tasks that do not involve a paper-and-pencil response.

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

Saxon provides: • eGradeBook Software which

allows teachers to track student performance on the Oral Assessments/ Observations Checklists electronically.

3. provide benchmark and ongoing progress monitoring.

Saxon provides: • Performance Tasks every tenth

lesson beginning in Lesson 40-2 continuing through Lesson 130-2. Students are evaluated using a scoring rubric.

4. provide rubric-based differentiated assessment.

Saxon provides: • eGradeBook Software which

allows teachers to track student performance on the Oral Assessments/ Observations Checklists

•

5. provide an electronic system for managing assessment data to

facilitate the implementation of tiered instruction

Saxon provides: • Math Center Activities Extend and Challenge CD

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

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



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

the daily Meeting and New Concept portion of every lesson.

• Problem Solving Strategies segment every tenth lesson beginning with Lesson 40-2 and continuing through Lesson 130-2.

• Performance Task narrative (Explain how you solved the problem) every tenth lesson beginning with Lesson 40-2 and continuing through Lesson 130-2.

Opportunities for formal assessment through the following: • Oral Assessments (every 10

lessons) Performance Task Activities

(every 10 lessons beginning with Lesson 40-2)

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

for diagnostic, formative, and summative purposes.

Saxon provides: • Oral Assessments • Performance Tasks • Problem Solving Activities • Guided written 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.



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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 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2

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: • Teacher-questions in the New

Concept segment of every daily lesson (in Teacher’s Manuals) which allow students to communicate mathematical ideas verbally.

• Teacher-questions in every daily Meeting which allow students to communicate mathematical ideas verbally.

• Problem Solving Strategies segment of lessons (in Teacher’s Manuals), Problem Solving Worksheets/ Performance Task Worksheets which require students to communicate mathematical ideas verbally and pictorially. Lesson 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2., 130-1

• Oral Assessments every tenth lesson which require students

2. Communication: Routinely challenge students to communicate their

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



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to express mathematical ideas verbally and through hands-on tasks.

• Extend and Challenge CD evaluation questions located on Recording Forms (Monitoring Student Progress binder) require students to explain mathematical ideas verbally. Activities 1-15

• Saxon provides this through: • New Concept segment of

lessons in Teacher’s Manuals. Examples: Lessons 8, 16, 17, 21, 53, 78, 102, 120-1

• Extend and Challenge CD. Evaluation questions on Recording Forms (located in Monitoring Student Progress binder) require students to explain what they did with the activity. Activities 1-15

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.

Saxon provides this through: • New Concept segment of the

lessons in Teacher’s Manuals. Examples: Lessons 18, 19, 27, 30-1, 31, 40-1, 41, 44, 49, 51, 53, 59, 61, 65, 67, 72, 77, 78, 81, 82, 83, 84, 87, 89, 90-1, 91, 92, 93, 94, 96, 100-1, 103, 106, 112, 113, 116, 119, 120-1, 121, 123, 124, 126, 127, 130-1, 131,

4. Connections with Mathematics: Consistently establish connections,

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



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133, 134; • Math Center Activities booklet in

Monitoring Student Progress binder in teacher’s materials. Examples: Center Activity 18, 19, 20, 32, 39, 41, 48, 50, 64, 66, 70

Saxon provides this through: • New Concept segment of

lessons in Teacher’s Manual: Lessons 18, 27, 28, 37, 44, 51, 59, 66, 82, 89, 97, 119, 121, 127, 128, 130-1, 134, 135

• Lesson Practice worksheets in Lessons 89, 119, 121, 122, 124, 126, 128, 131, 132, 134, 135

• Problem Solving and/or Performance Task worksheets in Lessons 50-2, 60-2, 80-2, 90-2, 100-2, 110-2, 130-2

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.

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SPECIFIC EVALUATION CRITERIA Kindergarten Mathematics

Kindergarten objectives emphasize the use of manipulatives, concrete materials, and appropriate technology so that students explore and develop ideas fundamental to the study of mathematics: number, counting, ordering, comparing, classifying, patterning, shape, size, position, numeration, measuring, and problem solving. Emphasis is on experience and growth in mathematics. 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.

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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.

28

(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: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L5, L6, L7, L8, L9, L11, L13, L15, L21, L24, L27, L29, L35, L36, L38, L41, L42, L44, L50-2, L51, L61, L62, L64, L69, L71, L73, L74, L75, L76, 80-1, L89, L90-1, L90-2, L91, L100-2, L109, L110-1, L116, L120-1, L120-2, L122, L127, L130-1, L130-2, L132 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 5, 7, 8, 9, 13, 21, 22, 24, 27, 33, 35, 36, 38, 41, 42, 44, 51, 61, 62, 69, 71, 73, 75, 87, 109, 117

1. count forward to 20 and backward from 10 with and without manipulatives.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

29

Maintenance: (Counting Practice) 103, 105, 107, 109, 111, 113, 115, 118, 122, 124 Maintenance: (Problem-Solving Worksheet) 50A, 80A, 90A, 100A, 120A, 130A Maintenance: (Performance Task Worksheet) 50B, 80B, 90B, 100B, 120B, 130B Maintenance: (Math Center Activities) L8:A3, L21:A7, L24:A9, L35:A14, L38:A15, L39:A16, L42:A17, L61:A27, L62:A28, L74:A36, Maintenance: (Extend and Challenge CD Activities) 9, 13, 15 Manipulatives in Motion CD: • Counters>Count>Counters • Base-Ten Blocks>Show >Explore • Number Lines>Explore

1. count forward to 20 and backward from 10 with and without manipulatives. (cont.)

Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L5, L6, L7, L8, L9, L13, L21, L22, L24, L35, L36, L38, L39, L41, L42, L48, L49, L50-2, L61, L62, L69, L71, L73, L74, L75, L76, L80-1, L80-2, L82, L87, L89, L90-1, L90-2, L98, L99, L100-2, L102, L109, L110-1, L111, L117, L118, L120-1, L120-2, L130-1, L130-2, L132

2. read, write, order, and compare numbers to 20 using multiple strategies (e.g. manipulatives, number line).



A=Adequate

M=Minimal

N=Nonexistent

I A M N

30

A. Number and Operations (Cont.)

Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 5, 6, 8, 13, 17, 21, 22, 24, 35, 36, 38, 39, 41, 42, 48, 53, 61, 62, 69, 71, 73, 74, 75, 76A/B, 87, 89, 98, 99, 102, 109, 111, 114, 118, 131, 132, 133 Maintenance: (Counting Practice) 103, 105, 107, 109, 111, 113, 115, 118, 122, 124 Maintenance: (Handwriting Practice): 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 16, 17, 21, 22, 23, 24, 25, 26, 31, 32, 33, 34, 35, 36, 37, 38, 41, 42, 43, 44, 45, 46, 47, 48, 52, 53, 54, 55, 56, 57, 58, 59, 61, 62, 63, 64, 65, 68, 71, 72, 73, 74, 75, 77, 78, 79, 81, 82, 83, 84, 85, 86, 87, 88, 91, 92, 94, 96, 99, 101, 102, 104, 106, 108, 112, 114, 116, 117, 121, 123, 125, 126, 128, 129, 131, 132, 133, 134, 135 Maintenance: (Problem-Solving Worksheet) 50A, 80A, 90A, 100A, 120A, 130A Maintenance: (Performance Task Worksheet) 50B, 80B, 90B, 100B, 120B, 130B

2. read, write, order, and compare numbers to 20 using multiple strategies (e.g. manipulatives, number line). (cont.)



A=Adequate

M=Minimal

N=Nonexistent

I A M N

31


Maintenance: (Math Center Activities) L8:A3, L21:A7, L22:A8, L24:A9, L35:A14, L38:A15, L39:A16, L42:A17, L51:A20, L53:A23, L61:A27, L62:A28, L62:A29, L72:A34, L73:A35, L74:A36, L76:A38, L99:A52, L102:56, L111:A60, L111:A61, L118:A65 Maintenance: (Extend and Challenge CD Activities) 13, 15 Manipulatives in Motion CD: • Counters>Compare>Counters •Counters>Compare>Ten Frames • Base-Ten Blocks>Compare • Graphs>Bar Graph>Vertical • Graphs>Bar Graph>Horizontal • Graphs>Picture Graph>Vertical • Graphs>Picture Graph >Horizontal • Graphs>Pictograph • Graphs>Line Graph>Vertical • Graphs>Line Graph>Horizontal • Algebra>Number Balance

2. read, write, order, and compare numbers to 20 using multiple strategies (e.g. manipulatives, number line). (cont.)



A=Adequate

M=Minimal

N=Nonexistent

I A M N

32


Instruction: (Meeting) 1, 2, 3, 4a, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L5, L6, L7, L8, L9, L13, L20, L21, L24, L27, L35, L36, L38, L41, L42, L50-2, L51, L61, L62, L64, L65, L67, L68, L 69, L73, L80-2, L81, L90-2, L91, L92, L94, L96, L100-2, L109, L113, L116, L117, L118, L120-2, L125, L130-2, L132 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 5, 7, 8, 9, 13, 14, 15, 17, 19, 22, 24, 27, 29, 31, 41, 42, 51, 58, 59, 61, 62, 67, 68, 69, 71, 73, 77, 81, 87, 89, 92, 94, 96, 98, 99, 113, 116, 117, 118, 121, 122, 126, 128, 131, 132 Maintenance: (Handwriting Practice): 117, 121, 129, 131, 132 Maintenance: (Problem-Solving Worksheet) 50A, 80A, 90A, 100A, 120A, 130A

3. group and count manipulatives by ones, fives, and tens.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

33

Maintenance: (Performance Task Worksheet) 50B, 80B, 90B, 100B, 120B, 130B Maintenance: (Math Center Activities) L8:A3, L21:A7, L24:A9, L34:A14, L38:A15, L39:A16, L42:A17, L61:A27, L62:A28, L68:A32, L74:A36, L81:A41, L92:A48, L116:A64 Manipulatives in Motion CD: • Counters>Count>Counters • Counters>Count>Ten Frames • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show>Tens • Graphs>Bar Graphs>Horizontal • Graphs>Picture Graphs>Vertical • Graphs>Picture Graphs >Horizontal

3. group and count manipulatives by ones, fives, and tens. (cont.)



A=Adequate

M=Minimal

N=Nonexistent

I A M N

34


Instruction: (Meeting) 1, 2, 3, 4A, 4b, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L7, L8, L9, L13, L21, L24, L35, L36, L38, L41, L42, L49, L51, L61, L62, L65, L69, L74, L75, L76, L80-1, L90-1, L109, L110-1, L111, L130-1, L132 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 7, 8, 9, 13, 21, 24, 35, 36, 38, 41, 42, 49, 51, 59, 61, 62, 65, 68, 69, 74, 75, 76A/B, 98, 99, 109, 111, 131, 132 Maintenance: (Counting Practice) 66, 67, 69, 93, 95, 98, 103, 105, 107, 109, 111, 113, 115, 118, 122, 124 Maintenance: (Math Center Activities) L8:A3, L21:A7, L24:A9, L34:A14, L38:A15, L42:A17, L61:A27, L62:A28, L68:A32, L74:A36, L81:A41, L116:A64

4. model and identify place value of each digit utilizing standard and expanded form through 20.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

35


Maintenance: (Extend and Challenge CD Activities) 7, 13, 15 Manipulatives in Motion CD: • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show>Tens • Base-Ten Blocks>Compare • Base-Ten Blocks>Add>Ones • Base-Ten Blocks>Add>Tens • Base-Ten Blocks>Subtract >Ones • Base-Ten Blocks>Subtract >Tens

4. model and identify place value of each digit utilizing standard and expanded form through 20.

Instruction: (Meeting) 1, 2, 3, 4A, 4b, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L28, L37, L46, L59, L112, 110-2 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 28, 37, 46, 93, 112 Maintenance: (Problem-Solving Worksheet): 110A

5. Use ordinal numbers 1st – 10th to identify position in a sequence.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

36


Maintenance: (Performance Task Worksheet): 110B Maintenance: (Extend and Challenge CD Activities) 13

Instruction: (Meeting) 17, 19, 21, 23, 25 Instruction: (New Concept): L64, L90-1, 106, 120-1 Maintenance: (Meeting): 17, 19, 21, 23, 25 Maintenance: (Lesson Practice): 12, 64

6. estimate the number of objects in a group of 20 or less and count to evaluate reasonableness of estimation.

Instruction: (New Concept): L70-1, L97, L115, L132, L134 Maintenance: (Lesson Practice): 103, 115, 134 Maintenance: (Math Center Activities) L97:A51 Maintenance: (Extend and Challenge CD Activities) 4

7. identify and name halves and wholes using concrete models.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

37

Manipulatives in Motion CD: • Fractions>Show>Fraction Bars • Fractions>Show>Fraction Circles • Fractions>Show>Two-Color Counters • Fractions>Compare>Fraction Bars • Fractions>Compare>Fraction Circles • Fractions>Explore>Fraction Bars • Fractions>Explore>Fraction Circles Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L18, L27, L44, L50-2, L60-2, L73, L80-2, L89, L90-2, L100-2, L119, L120-2, L121, L127, L128, L130-2 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 18, 27, 44, 73, 89, 98, 99, 117, 118, 119, 121, 122, 126, 127, 128, 131, 132 Maintenance: (Handwriting Practice): 117, 121, 126, 129, 131, 132 Maintenance: (Problem-Solving Worksheet) 50A, 60A, 80A, 90A, 100A, 120A, 130A

8. use concrete objects to model addition and subtraction of whole numbers related to sums of 10 or less and write corresponding number sentence.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

38


Maintenance: (Performance Task Worksheet) 50B, 60B, 80B, 90B, 100B, 120B, 130B Maintenance: (Math Center Activities) L73-A35 Maintenance: (Extend and Challenge CD Activities) 7, 10, 14 Manipulatives in Motion CD: • Counters>Add>2 Addends • Counters>Subtract • Base-Ten Blocks>Add>Ones • Base-Ten Blocks>Add>Tens • Base-Ten Blocks>Subtract >Ones • Number Lines>Add • Number Lines>Subtract • Number Charts>Hundred Chart >Add • Number Charts>Hundred Chart >Subtract • Number Charts>Addition Chart

8. use concrete objects to model addition and subtraction of whole numbers related to sums of 10 or less and write corresponding number sentence. (cont.)



A=Adequate

M=Minimal

N=Nonexistent

I A M N

39


Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24 25 Instruction: (New Concept): L18, L27, L44, L50-2, L60-2, L73, L89, L100-2, L117, L118, L119, L120-2, L121, L127, L128, L130-2 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 18, 27, 44, 73, 89, 117, 118, 119, 121, 127, 128 Maintenance: (Problem-Solving Worksheet) 50A, 60A, 80A, 90A, 100A, 120A, 130A Maintenance: (Performance Task Worksheet) 50B, 60B, 80B, 90B, 100B, 120B, 130B Maintenance: (Math Center Activities) L73:A35 Maintenance: (Extend and Challenge CD Activities) 7, 10, 14 Manipulatives in Motion CD: • Counters>Add>2 Addends • Counters>Subtract • Base Ten Blocks>Show>Tens

9. model meanings of operations and the relationship between addition and subtraction (e.g., identity element of addition, commutative property) using manipulatives.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

40


Instruction: (Meeting) 11, 12, 13, 14, 15, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L18, L27, L44, L50-2, L60-2, L73, L80-2, L89, L90-2, L100-2, L110-2, L117, L118, L119, L120-2, L121, L127, L128, L130-2 Maintenance: (Meeting): 11, 12, 13, 14, 15, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 18, 27, 44, 73, 89, 117, 118, 119, 121, 122, 126, 127, 128, 131, 132 Maintenance: (Problem-Solving Worksheet) 50A, 60A, 80A, 90A, 100A, 110A, 120A, 130A Maintenance: (Performance Task Worksheet) 50B, 60B, 80B, 90B, 100B, 110B, 120B, 130B Maintenance: (Math Center Activities) L51:A20, L73:A35 Maintenance: (Extend and Challenge CD Activities) 7, 10, 14

10. create grade-appropriate picture and story problems, solve using a variety of strategies, present solutions and justify results.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

41

Manipulatives in Motion CD: • Counters>Add>2 Addends • Counters>Add>3 Addends • Counters>Subtract

10. create grade-appropriate picture and story problems, solve using a variety of strategies, present solutions and justify results. (cont.)

B. Algebra

Instruction: (New Concept): L11, L16, L17, L22, L23, L31, L32, L34, L43, L50-1, L54, L57, L58, L83, L85, L93, L98, L105, L107, L113, L123 Maintenance: (Lesson Practice): 16, 22, 23, 31, 32, 34, 43, 54, 57, 58, 85, 105, 123 Maintenance: (Math Center Activities) L17:A6, L22:A8, L34:A13, L58:A26, L83:A42, L113:A62 Maintenance: (Extend and Challenge CD Activities): 5, 6 Manipulatives in Motion CD: • Counters>Explore>Sort

1. justify the classification of self-selected objects based on attributes.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

42

B. Algebra (Cont.)

Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L9, L25, L26, L33, L40-2, L52, L55, L60-1, L66, L88, L95, L101 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 9, 25, 26, 52, 66, 88, 95, 101 Maintenance: (Problem-Solving Worksheet) 40A Maintenance: (Performance Task Worksheet) 40B Maintenance: (Math Center Activities) L9:A4, L25:A10, L26:A11, L52:A21,A22, L55:A24, L66:A31, Meeting 14:A37, L88:A46,A47, L95:A49, L101:A53,A54,A55, L111:A61

2. create, describe, and extend a repeating pattern using common objects, sound, and movement.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

43

Maintenance: (Extend and Challenge CD Activities) 3, 8, 11, 12 Manipulatives in Motion CD: • Counters>Explore>Make Patterns Instruction: (Meeting) 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L64, L65, L67, L68, L81, L91, L92, L94, L96, L113 Maintenance: (Meeting): 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 65, 67, 68, 81, 91, 92, 94, 96 Maintenance: (Counting Practice) 66, 67, 69, 93, 95, 98 Maintenance: (Math Center Activities) L68:A32, L81:A41, L92:A48, L96:A50 Manipulatives in Motion CD: • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show>Tens

3. model and identify patterns of counting by 5’s and 10’s.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

44

C. Geometry

Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 16, 17, 18, 19, 20, 21, 22, 23 Instruction: (New Concept): L19, L23, L31, L32, L43, L54, L57, L61, L85, L86, L93, L104, L105, L108, L112, L114, L115, L123 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 16, 17, 18, 19, 20, 21, 22, 23 Maintenance: (Lesson Practice): 4, 14, 15, 19, 23, 29, 31, 32, 43, 54, 56, 57, 79, 85, 86, 104, 105, 108, 115 Activities) L86:A44, L105:A57, L108:A59, L114:A63 Maintenance: (Extend and Challenge CD Activities) 1, 5, 6 Manipulatives in Motion CD: • Geometry>Plane Figures>Sides and Vertices • Geometry>Explore

1. use physical materials to construct, identify, and classify basic geometric plane shapes:

• circles • ellipses (oval) • rectangles including squares • triangles



A=Adequate

M=Minimal

N=Nonexistent

I A M N

45

C. Geometry (cont.)

Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L19, L31, L41, L61, L65, L91, L93, L112, L113, L117, L123 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Maintenance: (Lesson Practice): 121, 122, 123, 128, 131, 132 Maintenance: (Counting Practice): 14, 17, 32, 42, 46, 52, 57 Manipulatives in Motion CD: • Geometry>Solid Figures>Faces, Edges, & Vertices • Geometry>Solid Figures >Different Views

2. recognize and describe basic geometric shapes in the environment.

Instruction: (New Concept): L12, L48, L75, L103 Maintenance: (Lesson Practice): 48, 53, 103, 134 Manipulatives in Motion CD: • Geometry>Solid Figures >Different Views

3. model and describe spatial relationships: • inside/outside • top/bottom • before/after



A=Adequate

M=Minimal

N=Nonexistent

I A M N

46

C. Geometry (cont.)

Instruction: (New Concept): L70-1, L97, L104, L105, L114, L115, L132, L134 Maintenance: (Lesson Practice): 103, 104, 115, 134 Maintenance: (Math Center Activities) L106:A57 Maintenance: (Extend and Challenge CD Activities) 4 Manipulatives in Motion CD: • Geometry>Solid Figures>Nets

4. identify the separate parts used to make a whole object.

D. Measurement

Instruction: (New Concept): L8, L9, L11, L17, L22, L53, L71, L78, L80-1, L83, L84, L87, L90-1, L93, L105, L106, L112, L115, L120-1, L131 Maintenance: (Lesson Practice): 23, 83, 84, 87, 93, 105, 108, 112, 115 Maintenance: (Counting Maintenance: (Math Center Activities) L83:A42, L84:A43

1. estimate the size of an object and compare and order objects with respect to a given attribute.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

47

D. Measurement (cont.)

Manipulatives in Motion CD: • Measurement>Balance and Scale>Balance • Measurement>Balance and Scale>Scale

1. estimate the size of an object and compare and order objects with respect to a given attribute. (cont.)

Instruction: (New Concept): L83, L84, L87, L106, L1126, L133 Maintenance: (Lesson Practice): 87, 106, 133 Maintenance: (Math Center Activities) L87:A45, L106:A58, L133:A70

2. use standard and nonstandard units of measure to find the length of an object.

Instruction: (New Concept): L8, L9, L11, L17, L22, L53, L72, L80-1, L83, L84, L87, L93, L120-1, L126, L131 Maintenance: (Lesson Practice): 11, 22, 72, 83, 84, 87, 93 Maintenance: (Math Center Activities) L22:A8, L53:A23, L72:A34, L83:A42 Manipulatives in Motion CD: • Measurement>Balance and Scale>Balance

3. compare two objects in nonstandard units of measure, according to one or more of the following attributes:

length height weight



A=Adequate

M=Minimal

N=Nonexistent

I A M N

48

Instruction: (Meeting) 1, 2, 3, 4A, 4B, 5, 6, 7,8, 9,10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L40-1 Maintenance: (Meeting): 1, 2, 3, 4A, 4B, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Manipulatives in Motion CD: • Measurement>Calendar >Explore • Measurement>Calendar>Days and Months

4. use calendar to identify date and the sequence of days of the week.

Instruction: (Meeting) 17, 19, 21, 23, 25 Instruction: (New Concept): L45, L47 Maintenance: (Meeting): 17, 19, 21, 23, 25 Maintenance: (Lesson Practice): 45, 47 Maintenance: (Handwriting Practice): 58, 59, 63, 125, 128, 134 Maintenance: (Math Center Activities) L45:A18, L47:A19 Manipulatives in Motion CD: • Measurement>Clocks>Time on a Clock

5. read time to the hour using analog and digital clocks.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

49

D. Measurement (Cont.)

Instruction: (Meeting) 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Instruction: (New Concept): L41, L42, L44, L49, L51, L59, L64, L65, L67, L68, L81, L91, L92, L94, L96, L113, L116, 130-1 Maintenance: (Lesson Practice): 41, 42, 44, 51, 59, 67, 68, 81, 92, 94, 96, 113, 116 Maintenance: (Math Center Activities) L42:A17, L51:A20, L68:A32, L81:A41, L92:A48, L96:A50, L113:A62, L116:A64 Maintenance: (Extend and Challenge CD Activities) 7 Manipulatives in Motion CD: • Measurement>Money>Show Amounts • Measurement>Money >Compare Amounts • Measurement>Money>Explore

6. identify the name and value of coins and explain the relationships between:

• penny • nickel • dime



A=Adequate

M=Minimal

N=Nonexistent

I A M N

50

E. Data Analysis and Probability

Instruction: (New Concept): L5, L6, L11, L17, L22, L58, L69, L73, L82, L107, L135 Maintenance: (Lesson Practice): 5, 11, 17, 22, 58, 107, 135 Maintenance: (Math Center Activities) L1:A6, L22:A8, L58:A26, L69:A33, L113:A62 Maintenance: (Extend and Challenge CD Activities) 2 Manipulatives in Motion CD: • Graphs>Bar Graph>Vertical • Graphs>Bar Graph>Horizontal • Graphs>Picture Graph>Vertical • Graphs>Picture Graph >Horizontal • Graphs>Pictograph

1. collect, organize, display, and interpret data using a pictograph and bar graph (with and without technology).

Instruction: (New Concept): L124 Manipulatives in Motion CD: • Probability>Certain, Impossible, Likely>Pull from a Bag • Probability>Certain, Impossible, Likely>Spin a Spinner • Probability>Coin Toss>Slow • Probability>Spinner>Slow • Probability>Pull From a Bag >Slow •Probability>Number Cube>Slow

2. conduct a simple probability experiment and use tallies to record results in a table, make predictions based on results.

Documents

Instructional Materials Adoption: 21st Century Learning ... · PDF fileKindergarten Grade Mathematics. 1 ... Examples: Lesson 70-2 PSWS, Lesson 120-2 PSWS, ... Lessons 8, 16, 17, 21,