Mathematics All Around
Core Code Alignment
Other Mathematics
07070000010: Mathematics Electives-Algebra or Higher
Recommendation
Evaluation
Instructional Materials Review Form
ISBN: 9780134605005 Title: Mathematics All Around Us
Publisher: Pearson Learning Date:10/29/2018
Rating: Primary Limited Teacher Resource Student Resource Not Reviewed Not Sampled _X___Not Recommended
The statements below are arranged in ordered value, with the statement listed first ranked high and the last statement in the group ranked low. Reviewers select from these statements for the review and add comments in the Notes and Narrative area for each section.
CONTENT
Alignment The content of this resource aligns with appropriate grade level Core standards, is current, well-researched, and referenced from reliable sources. The content of~this resource aligns with most grade level core standards, but will need supplementary materials to insure coverage of all the objectives for this course. The content of this resource aligns with a few grade level core standards for a portion of the course. XThe
Educators Using These Materials
Rubric : Mathematics
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 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. | This item has not been graded. | |||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | This item has not been graded. | |||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | This item has not been graded. | |||||
| 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?) | This item has not been graded. | |||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 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. | This item has not been graded. | |||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | This item has not been graded. | |||||
| Materials support the Standards’ emphasis on mathematical reasoning. | This item has not been graded. | |||||
Access to the Standards for All Students
| 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. | This item has not been graded. | |||||
| 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. | This item has not been graded. | |||||
| 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. | This item has not been graded. | |||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | This item has not been graded. | |||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | This item has not been graded. | |||||
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