Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
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Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
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Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
Recommended Teacher Resource. The text provides a wide variety of problem types and topics, however, the topics do not seem to follow a logical order and have concepts that might be too advanced for students opting out of Secondary Math 3. This text might be better suited for concurrent Math 1030. |
Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
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The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
Rigor is adequate for a concurrent Math 1030, but is too difficult for Modern Math or Math for Decision Making. | ||||||
The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
The problem sets seem to be a good fit for Math 1030, but the lessons seem to move too quickly for average or low average high school learners. As a teacher resource, it could be very valuable. | ||||||
The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
Meets the focus of Math 1030, and has chapters focused on application, and some on theory. |
Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
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Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
The text is focused on clear objectives, but does not foreground the practice standards at all. | ||||||
Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
Tasks begin with difficult problems, which can be discouraging. Also, the word ("application") problems are dense and have a high reading level, which is a barrier to struggling learners, and a barrier to accurate assessment of their proficiency. | ||||||
Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
The "application" problems generally have answers that are a single number. They are actually procedural problems masquerading as reasoning problems, and do not ask for or discuss the reasoning behind the solutions. |
Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
---|---|---|---|---|---|---|
Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
This text requires a strong proficiency in English and the ability to comprehend technical language. Most of the images are clip art that do not support the learning. | ||||||
Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
This is a traditional textbook which spends it efforts telling students the math. It does not provide adequate scaffolding for learners who are not strong independent learners already. | ||||||
Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
Each lesson uses a single path to comprehension and fails to provide alerts to students regarding common errors or misunderstandings. | ||||||
Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
Shared Values and Character Traits | This item has not been graded. | |||||
Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
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Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
Each chapter has a large array of problems to assess student knowledge. While the problems lack adequate opportunities for explaining reasoning, they do offer a range of various procedural problems. | ||||||
Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
The "tasks" do not actually allow student reasoning other than to find the appropriate procedure to apply. Effective mathematical tasks should allow for some variety in student approaches and reasoning, and should encourage students to document that work. |
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