INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Harcourt School Publishers

INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Harcourt Math Grade 1

COPYRIGHT DATE(S): 2005 GRADE: 1st

SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3

0-15-340436-1

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Harcourt School

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1

GRADE: 1st

VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005

SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3

0-15-340436-1

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Harcourt School

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2

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Harcourt School

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✔

3

GRADE: 1st

VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005

SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3

0-15-340436-1

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Harcourt School

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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

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Harcourt School

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✔

✔

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5

GRADE: 1st

VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005

SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3

0-15-340436-1 COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Harcourt School

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6

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

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7

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

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8

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

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10

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Houghton Mifflin

INSTRUCTIONAL MATERIALS: Houghton Mifflin Math

SUBJECT: Pupil Edition, Complete

COPYRIGHT DATE(S): 2005 GRADE: 1st

SE ISBN: 0-618-27718-8 or 0-618-33959-0 Vol. 1 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade Houghton Mifflin

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11

GRADE: 1st

VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton

Mifflin Math

SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005

SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade Houghton Mifflin

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12

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade Houghton Mifflin

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✔

13

GRADE: 1st

VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton

Mifflin Math

SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005

SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade Houghton Mifflin

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14

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade Houghton Mifflin

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15

GRADE: 1st

VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton

Mifflin Math

SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005

SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade Houghton Mifflin

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16

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

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17

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Grade Houghton Mifflin

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

18

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Grade Houghton Mifflin

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

19

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Grade Houghton Mifflin

✔

✔

✔

✔

✔

✔

✔

✔

✔

20

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Kendall/Hunt Publishing Company

INSTRUCTIONAL MATERIALS: Mathematics, Grades K-5

SUBJECT: Unit Resource Guide File

COPYRIGHT DATE(S): 2004 GRADE: 1st

SE ISBN: 0-7872-9925-1 Vol. 1 & 2 TE ISBN: 07872-8514-5 T.I.G. and Teacher Resource Units

(to be added)

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade Kendall/Hunt 1

✔

✔

21

GRADE: 1st

VENDOR: Kendall/Hunt Publishing

Company

INSTRUCTIONAL MATERIALS: Mathematics,

Grades K-5

SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004

SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade Kendall/Hunt 1

✔

✔

✔

22

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade Kendall/Hunt 1

✔

✔

23

GRADE: 1st

VENDOR: Kendall/Hunt Publishing

Company

INSTRUCTIONAL MATERIALS: Mathematics,

Grades K-5

SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004

SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

24

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

25

GRADE: 1st

VENDOR: Kendall/Hunt Publishing

Company

INSTRUCTIONAL MATERIALS: Mathematics,

Grades K-5

SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004

SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade Kendall/Hunt 1

✔

26

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

27

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

28

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

29

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Grade Kendall/Hunt 1

✔

✔

✔

✔

✔

✔

✔

✔

✔

30

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: MacMillan/McGraw-Hill

INSTRUCTIONAL MATERIALS: Clements, et al: MACMILLAN/MCGRAW-HILL

MATH

SUBJECT: West Virginia Pupil Edition (Consumable)

COPYRIGHT DATE(S): 2005 GRADE: 1st

SE ISBN: 0-02-105136-4 TE ISBN: 0-02-104414-7 Vol 1, 0-02-104415-5

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade MacMillan McGraw

✔

✔

31

GRADE: 1st

VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et

al: MACMILLAN/MCGRAW-HILL MATH

SUBJECT: West Virginia Pupil Edition

(Consumable)

COPYRIGHT DATE(S): 2005

SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade MacMillan McGraw

✔

✔

✔

32

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade MacMillan McGraw

✔

✔

33

GRADE: 1st

VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et

al: MACMILLAN/MCGRAW-HILL MATH

SUBJECT: West Virginia Pupil Edition

(Consumable)

COPYRIGHT DATE(S): 2005

SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade MacMillan McGraw

✔

✔

✔

✔

34

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade MacMillan McGraw

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35

GRADE: 1st

VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et

al: MACMILLAN/MCGRAW-HILL MATH

SUBJECT: West Virginia Pupil Edition

(Consumable)

COPYRIGHT DATE(S): 2005

SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade MacMillan McGraw

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36

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Grade MacMillan McGraw

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37

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Grade MacMillan McGraw

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38

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Grade MacMillan McGraw

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39

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Grade MacMillan McGraw

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✔

✔

✔

✔

✔

✔

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40

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Pearson Scott Foresman

INSTRUCTIONAL MATERIALS: Mathematics - Investigations in Number, Data,

and Space

SUBJECT: Investigations in Number, Data, and Space

COPYRIGHT DATE(S): 2004 GRADE: 1st

SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3 Curriculum Unit Package

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Pearson Investigations

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41

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics

- Investigations in Number, Data, and Space

SUBJECT: Investigations in Number, Data,

and Space

COPYRIGHT DATE(S): 2004

SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Pearson Investigations

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42

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Pearson Investigations

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✔

43

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics

- Investigations in Number, Data, and Space

SUBJECT: Investigations in Number, Data,

and Space

COPYRIGHT DATE(S): 2004

SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Pearson Investigations

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44

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Pearson Investigations

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✔

✔

✔

45

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics

- Investigations in Number, Data, and Space

SUBJECT: Investigations in Number, Data,

and Space

COPYRIGHT DATE(S): 2004

SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Pearson Investigations

✔

46

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Pearson Investigations

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✔

✔

✔

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✔

✔

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✔

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✔✔✔

✔

✔

✔

47

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Pearson Investigations

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✔

✔

✔

✔

✔

✔

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✔

✔

✔

✔

✔

48

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Pearson Investigations

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✔

✔

✔

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✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

49

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Pearson Investigations

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✔

✔

✔

✔

✔

✔

✔

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50

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Pearson Scott Foresman

INSTRUCTIONAL MATERIALS: Scott Foresman-Addison Wesley Mathematics

SUBJECT: Scott Foresman-Addison Wesley Mathematics

COPYRIGHT DATE(S): 2005 GRADE: 1st

SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10192-3 Vol. 1, 0-328-10193-1 Vol. 2

0-328-10194-X Vol. 3, 0-328-10195-8 Vol. 4

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

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51

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott

Foresman-Addison Wesley Mathematics

SUBJECT: Scott Foresman-Addison Wesley

Mathematics

COPYRIGHT DATE(S): 2005

SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Pearson Scott Forseman

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Pearson Scott Forseman

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✔

53

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott

Foresman-Addison Wesley Mathematics

SUBJECT: Scott Foresman-Addison Wesley

Mathematics

COPYRIGHT DATE(S): 2005

SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Pearson Scott Forseman

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✔

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54

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Pearson Scott Forseman

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✔

✔

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55

GRADE: 1st

VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott

Foresman-Addison Wesley Mathematics

SUBJECT: Scott Foresman-Addison Wesley

Mathematics

COPYRIGHT DATE(S): 2005

SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Pearson Scott Forseman

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56

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Pearson Scott Forseman

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57

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Pearson Scott Forseman

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58

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Pearson Scott Forseman

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

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60

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Saxon Publishers

INSTRUCTIONAL MATERIALS: Saxon Math 1

SUBJECT: Saxon Math 1

COPYRIGHT DATE(S): 2004 GRADE: 1st

SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-436-1 Vol 1, 1-56577-437-X Vol 2

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade Saxon

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61

GRADE: 1st

VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1

SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004

SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade Saxon

✔

✔

✔

62

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade Saxon

✔

✔

63

GRADE: 1st

VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1

SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004

SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade Saxon

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✔

✔

✔

64

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade Saxon

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✔

✔

✔

65

GRADE: 1st

VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1

SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004

SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade Saxon

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66

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Grade Saxon

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67

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Grade Saxon

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68

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Grade Saxon

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69

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Grade Saxon

✔

✔

✔

✔

✔

✔

✔

✔

✔

70

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Wright Group/McGraw-Hill

INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Growing With Mathematics Student Book Volumes I and II (24 books)

COPYRIGHT DATE(S): 2002 GRADE: 1st

SE ISBN: 0-322-8541-1 Vol. 1, TE ISBN: 0-322-06557-7 Teacher File Box

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade Wright 2

✔

✔

71

GRADE: 1st

VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematic

SUBJECT: Growing With Mathematics

Student Book Volumes I and II (24 books)

COPYRIGHT DATE(S): 2002

SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7

COMMENTS:

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade Wright 2

✔

✔

✔

72

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade Wright 2

✔

✔

73

GRADE: 1st

VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Growing With Mathematics

Student Book Volumes I and II (24 books)

COPYRIGHT DATE(S): 2002

SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7

COMMENTS:

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade Wright 2

✔

✔

✔

✔

74

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade Wright 2

✔

✔

✔

✔

75

GRADE: 1st

VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Growing With Mathematics

Student Book Volumes I and II (24 books)

COPYRIGHT DATE(S): 2002

SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7

COMMENTS:

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade Wright 2

✔

76

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

1st Grade Wright 2

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔✔

✔

✔

✔

77

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

1st Grade Wright 2

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

78

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

1st Grade Wright 2

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

79

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

1st Grade Wright 2

✔

✔

✔

✔

✔

✔

✔

✔

✔

80

INSTRUCTIONAL MATERIALS ADOPTION

GENERIC EVALUATION CRITERIA

2005 TO 2011

Mathematics

VENDOR: Wright Group/McGraw-Hill

INSTRUCTIONAL MATERIALS: Mathematics

SUBJECT: Everyday Mathematics

COPYRIGHT DATE(S): 2004 GRADE: 1st

SE ISBN: 0-075-84441-9 Vol. 1

0-075-84442-7 Vol. 2

TE ISBN: 0-075-84443-5 Vol. 1

0-07-584444-3 Vol. 2

R-E-S-P-O-N-S-E-S CRITERIA NOTES

YES NO N/AI. INTER-ETHNIC

The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).

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).

1st Grade Wright 6

✔

✔

81

MATHEMATICS

INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Specific activities utilizing appropriate

software to develop, explore, and expand the

objectives.

2. Specific activities utilizing appropriate

calculators to develop, explore, and expand the

objectives.

3. References to or integration of audio/visual

materials that develop, explore, and expand the

objectives.

1st Grade Wright 6

✔

✔

✔

82

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

4. References to or integration of Internet

resources that develop, explore, and expand the

objectives.

5. Specific ideas and activities utilizing

manipulatives to develop, explore, and expand

the objectives.

1st Grade Wright 6

✔

✔

83

MATHEMATICS

SCIENTIFIC BASED RESEARCH COMPONENTS The objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate

technologies to give students the foundation needed to explore new mathematical concepts. West Virginia

teachers are responsible for analyzing the benefits of technology for learning and for integrating technology

appropriately in the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC

LOCATIONOF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) be based on national standards. The instructional materials should provide students with

opportunities to

1. Provide in-depth investigations (discovery

activities) and open-ended tasks

(applications).

2. Provide opportunities for students to engage

in mathematical discussion (oral and written).

3. Provide opportunities for students to make

connections among mathematical topics.

4. Provide opportunities for students to make

connections between mathematics and its

applicability to the world.

1st Grade Wright 6

✔

✔

✔

✔

84

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

Nonexistent I A M N

5. Offer suggestions/prompts for facilitating

classroom discussion and activities.

6. Provide a variety of methods to help students

with a range of abilities or learning styles or

interests.

7. Provide multiple means of assessment which

include reasoning/communication skills.

8. Provide continuous ongoing assessment

aligned with learning experiences.

1st Grade Wright 6

✔

✔

✔

✔

85

MATHEMATICS

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

FIRST GRADEThe First grade objectives continue the emphasis on the use of manipulatives, concrete material, and

appropriate technologies to give students the foundation needed to explore new mathematical concepts.

Development of mathematical language allows students to explain such concepts as addition and subtraction of

whole numbers; knowing of the value of coins; knowing addition and subtraction facts; identifying two- and

three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are

responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in

the students’ learning environment.

The evaluation of all mathematics materials is based on separate criteria for three (3) categories:

Category I: Standards Based Components

Category II: Technology and Manipulatives

Category III: Mathematics Content

In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category

must be evaluated separately.

Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or

“Adequate.”

Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or

“Adequate.”

Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for

each grade level or course.

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate

information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)

provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking

opportunities; and (6) are based on national standards. The instructional materials should provide students

with opportunities to

A. NUMBER AND OPERATIONS

1. count forward to 100 and backward from 20

with and without objects (MA.1.1.1)

1st Grade Wright 6

✔

86

(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

2. read, write, order, and compare numbers to

100 (MA.1.1.2)

3. model and identify odd and even numbers to

20 with and without objects (MA.1.1.3)

4. count and group concrete items by ones and

tens to 100 (MA.1.1.4)

5. model and identify place value of each digit

utilizing standard and expanded form to 100

(MA.1.1.5)

6. round any two digit number to nearer 10

(MA.1.1.6)

7. identify and read ordinal numbers 1st

through 20th

(MA.1.1.7)

8. estimate the number of objects in a group of

100 or less and count to determine

reasonableness of estimate (MA.1.1.8)

9. a. identify and name halves, thirds, and

fourths as part of a whole, using models

(MA.1.1.9)

b. identify and name halves, thirds and

fourths as part of a group, using models

(MA.1.1.9)

10. a. model addition of whole numbers using

18 or less items and write the

corresponding number sentence

(MA.1.1.10)

b. model subtraction of whole numbers

using 18 or less items and write the

corresponding number sentence

11. understand the relationship between

addition and subtraction (MA.1.1.11)

a. identity element of addition

b. commutative property

c. fact families

d. inverse operations

12. a. memorize basic addition facts with sums

to 10 (MA 1.1.12)

b. memorize basic subtraction facts with

differences from 10 (MA1.1.12)

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1st Grade Wright 6

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

13. a. model two digit addition without

regrouping (MA.1.1.13)

b. model two digit subtraction without

regrouping (MA.1.1.13)

14. add three numbers with a sum of 18 or less

(MA.1.1.14)

15. solve picture and story problems using

multiple strategies (MA.1.1.15)

B. ALGEBRA

1. sort and classify objects by more than one

attribute (MA.1.2.1)

2. analyze and create a repeating pattern using

common objects and numbers (MA.1.2.2)

3. use input/output model with functions

(MA.1.2.3)

4. identify and write number patterns by 2’s,

5’s, and 10’s (MA 1.2.4)

5. identify and represent number patterns using

words, AB form and T-charts (MA1.2.5)

6. use models to demonstrate that the quantities

on each side of a number sentence are

equivalent (MA.1.2.6)

C. GEOMETRY

1. draw and describe according to number of

sides and vertices (MA.1.3.1)

triangles

squares

circles

rectangles

2. use physical materials to construct, identify,

and classify three dimensional figures

(MA.1.3.2)

cube

cone

sphere

rectangular solid

pyramid

cylinder

3. identify three dimensional shapes in the

environment (MA.1.3.3)

4. identify and draw open and closed figures

(MA 1.3.4)

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1st Grade Wright 6

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

5. identify, determine, and draw a line of

symmetry (MA.1.3.5)

6. identify and draw plane shapes that are

congruent (MA.1.3.6)

7. describe spatial relationships (MA.1.3.7)

over/under

left/right

8. find and name locations with simple

relationships on a coordinate system

(MA1.3.8)

9. describe the shape created by combining two

or more two dimensional shapes (MA1.3.9)

D. MEASUREMENT

1. estimate, measure, compare, and order using

customary, metric, and nonstandard units to

determine length to nearest whole unit (MA

1.4.1)

2. understand conversions within a system of

measurement (MA 1.4.2)

3. compare two objects or events according to

one or more of the following attributes

(MA.1.4.3)

length

height

weight

time

temperature

volume

4. name the months of the year and find a date

on a monthly calendar (MA. 1.4.4)

5. explain time concept in context of personal

experience (MA.1.4.5)

6. read time to the half hour using an analog

and digital clock (MA.1.4.6)

7. calculate elapsed time to the hour (MA.1.4.7)

8. identify the name and value of quarter and

dollar (MA.1.4.8)

9. a. count a collection of pennies, nickels, and

dimes with a total value of 100 cents or

less (MA.1.4.9)

b. trade a collection of pennies, nickels,

dimes with a total value of 100 cents or

less (MA.1.4.9)

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1st Grade Wright 6

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(IMR Committee) Responses(Vendor/Publisher)

SPECIFIC LOCATION

OF CONTENT WITHIN

PRODUCT

I =

In-depth

A =

Adequate

M =

Minimal

N =

NonexistentI A M N

10. role-play making change up to a dime

(MA.1.4.10)

11. select the appropriate tools of measurement

to determine (MA.1.4.11)

length

weight

volume

temperature

E. DATA ANALYSIS AND PROBABILITY

1. identify and investigate various forms of data

collection (MA.1.5.1)

2. read and interpret a pictograph with each

picture representing a single unit (MA1.5.2)

3. conduct simple experiments and use the data

to predict which of the events is more likely

or less likely to occur if the experiment is

repeated (MA.1.5.3)

4. discuss events related to students’

experiences as likely or unlikely (MA 1.5.4)

5. a. tally by ones, organize the data in a

chart/table, and construct a bar graph

(MA1.5.5)

b. read and interpret tally charts and tables

(MA 1.5.5)

6. analyze data represented on a graph

(MA1.5.6)

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1st Grade Wright 6

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