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Instructional Materials Adoption: 21st Century Learning Evaluation CriteriaGeneric, General, and Specific Evaluation Criteria, 2010-2015Mathematics, Algebra 1

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PUBLISHER: Saxon (an imprint of HMH Supplemental Publishers Inc.) SUBJECT: Mathematics SPECIFIC GRADE: 9-12 COURSE: Algebra 1 TITLE: Saxon Algebra 1, 4th Edition COPYRIGHT DATE: 2009 SE ISBN: 978-1-602-77301-1 TE ISBN: 978-1-602-77302-8

GENERIC EVALUATION CRITERIA 20010-2015

Mathematics Algebra I

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

CRITERIA

NOTES

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

At Saxon, we strive to provide a fair and unbiased presentation of people and issues at all times. Examples in our textbooks, media products, and promotional materials reflect the diversity of today’s classroom and of our society. We take great care to use examples of people from different backgrounds in a variety of roles in an effort to provide students with positive models. Toward these ends, we established overall targets based roughly on the latest federal census figures. During the publication process, our editors and designers use these targets to select examples that match our instructional goals while also emphasizing diversity. See examples in Teacher’s Edition (TE):

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CRITERIA

NOTES

-Instruction: pages 39 Ex. 4 and c-d, 123 Ex. 3, 192-193 Ex. 4-5, 278 Ex. 5, 420 Ex. 4, 507 Ex. 3 and f, 546 Ex. 4, 605 Ex. 5, and 665-666 Ex. 5 and f -Practice: pages 21 #26-27 and 30, 51 #26, 62 #20 and 27-28, 79 #26-27 and 30, 144 #12 and 17, 169 #18-19, 260 #11-12, 291 #13-14, 319 #22/24-25/27/29, 334 #29-30, 427-429 #9/12/16-17/28/30, and 596 #16 and 19 See examples in Course Assessments: -Cumulative Tests: pages 23/25 #10, 36/38 #12, 39/41 #1, 59/61 #1, 96/98 #11, and 107-110 #1 and #11 -Performance Tasks: pages 121-122, 133-134, and 145-146 -Benchmark Tests: pages 158 #20, 159 #8, 162 #19-20, and 166 #20

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

Equity in the Saxon Mathematics K-8 Series is shown through written dialogue rather than visual display. Graphics and illustrations are strictly mathematical and support instruction. The lessons in our mathematics program do not contain any cultural bias. Below are examples used throughout Algebra 1. See examples in Teacher’s Edition (TE): -Instruction: pages 39 Ex. 4 and c-d, 123 Ex. 3, 192-193 Ex. 4-5, 278 Ex. 5, 420 Ex. 4, 507 Ex. 3 and f, 546 Ex. 4, 605 Ex. 5, and 665-666 Ex. 5 and f -Practice: pages 21 #26-27 and 30, 51 #26, 62 #20 and 27-28, 79 #26-27 and 30, 144 #12 and 17, 169 #18-19, 260 #11-12, 291 #13-14, 319 #22/24-25/27/29, 334 #29-30, 427-429 #9/12/16-17/28/30, and 596 #16 and 19 See examples in Course Assessments:

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CRITERIA

NOTES

-Cumulative Tests: pages 23/25 #10, 36/38 #12, 39/41 #1, 59/61 #1, 96/98 #11, and 107-110 #1 and #11 -Performance Tasks: pages 121-122, 133-134, and 145-146 -Benchmark Tests: pages 158 #20, 159 #8, 162 #19-20, and 166 #20

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INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

GENERAL EVALUATION CRITERIA 2010-2015


(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

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

A. Learning Skills

Saxon provides: -Daily problem solving with application example at end of New Concept -Distributed/cumulative practice & assessment to gradually build on skills already taught -Real-world activities and cross-curricular problems highlighted in Written Practice to build math connections -Higher-order thinking skills highlighted in margins (“Thinking Skill”) and in Written

• Thinking and Problem-Solving Skills/ Rigor and Depth of Content Content is presented in a way that deepens student understanding through engagement in meaningful, challenging mathematics that builds on prior knowledge and promotes connections among mathematical concepts.

• Thinking and Problem-Solving Skills /Development of

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

• Information and Communication Skills/Mathematical

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

Personal and Work Place Productivity Skills

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

5

A.

Learning Skills (cont.)

Practice (dark blue) to deepen math understanding, including problems that require written explanations of math reasoning -Labs, Explorations, and Investigations for collaborative work and engagement with math content -Additional real-world investigations online at www.saxonmath.com/wv -Additional online activities to reinforce & practice math content -Challenge problems at end of Written Practice for enrichment, often with real-world applications -Math Language, Reading Math, and Math Reasoning support in margins of Student Edition to build knowledge of math terms & formulas -Math conversations to allow for discussion of math concepts and



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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reasoning -Glossary at back of text with lesson reference numbers to reinforce math terms & formulas

B. 21st Century Tools

Saxon provides: -Daily word problems with real-world applications (see TE pg. 99, 245, and 445) -Problems to use a Graphing Calculator with (see SE pg. 72 #23, 319 #29, and 660 #16) -Graphing Calculator labs (see SE pg. 177, 352, 464, and 645) -Margin references to previously taught graphing calculator skills (see SE pg. 179, 347, and 583) -Investigations and Explorations allow students to develop math communication skills (see Inv. 1 on pgs. 53-55, Inv. 6 on pgs. 396-397, and pg. 556 in SE) -Additional Technology

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

• Communication, information processing and research tools (such as

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

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

time management/calendar, collaboration tools)



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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Labs for use with graphing calculators and/or spreadsheet applications (see Technology Lab Masters book pg. 3, 13, 26, and 42)

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INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

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

2010-2015


(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

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

1. Multimedia

Saxon provides: -Student eBook -Instructional Presentations for projection of content onto SMART board or screen -Test & Practice Generator to allow for computer-based practice and test-taking -TI Resources CD for demonstration of labs and additional graphing calculator activities

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

access) materials.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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Multimedia (cont.)

Saxon provides: -Additional practice and resources available at www.saxonmath.com/wv

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

lesson plans, student activities and parent resources.

Saxon provides: -Instructional presentations for modeling of lesson content, examples, and practice -Online activities to reinforce math concepts and allow for problem solving -Technology Lab Masters book with activities to explore concepts and solve problems using a graphing calculator or spreadsheet application such as Excel -TI Resources CD to allow teacher to model use of a graphing calculator to solve problems

3. Integrate technology seamlessly when appropriate to model

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

B. Scientifically-Based Research Strategies

Consistent and incremental instruction & practice provided throughout the Saxon Math program allow for long-term mastery of skills. See Teacher’s Edition: 1) Color-Coded TOC/Contents By Strand (pg. T21-T33) 2) Content Trace in Section Overviews (examples on pg. 56D, 256D, 464D, and 678D) 3) Warm-Up in each lesson with

1. Consistently require students to link prior knowledge to new

information to construct their own viable understandings of mathematical ideas.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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pre-requisite vocabulary and skill reinforcement for lesson to follow (examples on pg. 63, 249, and 500) 4) “Looking Forward” box at end of each lesson (examples on pg. 102, 170, 293, and 549) There are daily problem solving opportunities with real-world applications, non-routine and multi-step problems in Examples, Practice (on a daily basis), and Investigations (see SE pg. 82 Ex. 5, 144 #15, 340 #10, and 492 #23 and #28), and alternate methods in Section Overviews and margins of TE (see pg. 99, 264, and 398B). Saxon also provides Performance Tasks every 5 lessons (see TE pg. 120F and Course Assessments book pg. ix-xi, 119-120 and 141-142) as well as Challenge & Enrichment Masters (see pg. 24, 46, and 75 in separate Challenge & Enrichment Masters book)

2. Consistently provide opportunities for students to solve complex

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

Saxon provides numerous opportunities for students to communicate mathematically: 1) Margin support during instruction (see TE pg. 117-119 and 510-512) 2) Reasoning and Communication in Section Overviews (see TE pg. 120C, 322C, and 754C) 3) Math Conversations in margin during Written Practice (see TE

3. Consistently provide opportunities for students to communicate their

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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pg. 107-109 and 497-499) 4) Daily Practice questions where students answer in words or using pictorial models (see SE pg. 186 #21 and 30, 350 #19-20, and 491 #9-10) 5) At least one Error Analysis question in almost every Practice Set (see SE pg. 185 #11, 447 #20, and 660-661 #18 and #25) Saxon consistently asks students to justify, analyze, verify, draw conclusions, or explain their mathematical thinking during daily instruction and practice, including Error Analysis (see SE pg. 72 #14-15, 143 #4 and #9-10, 396-397, and 541 #17 and #21-22)

4. Routinely require students to develop and defend mathematical

conjectures, arguments, reasoning and proof.

Saxon provides full investigations every 10 lessons (see SE pg. 187-189, 462-463, and 598-601), explorations embedded in lessons (see SE pg. 74, 256, 337, and 523) and online (see www.saxonmath.com/wv), and daily questions connecting to other math strands in Practice Sets (see SE pg. 125 #13/17/19, 342 #21-22, and 527 #16/19)

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

that enable them to make connections among mathematical ideas.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

12

Saxon provides numerous opportunities to develop a variety of mathematical representations through: 1) Problems using pictures or diagrams (see SE pg. 113, 159-161, 293 #30, 326 #10, 422 #19, and 630 #27) 2) Reasoning and Communication in Section Overviews (see TE pg. 120C, 256C, and 602C) 3) Explorations/Investigations (see SE pg. 53-55, 225, and 676-677) 4) Glossary with lesson reference numbers (see SE pg. 889-926) 5) Application problems as last example in New Concept (see SE pg. 136, 278, 432, and 566) 6) Performance Tasks (see Course Assessments book pg. 117-118 and 147-148)

6. Expect students to develop multiple representations of the

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

Saxon provides many resources for differentiated instruction: 1) SE margin support during instruction with boxes for Reading Math, Hints, Caution, Math Reasoning, and Math Language (see SE pg. 110-113, 307-310, 455-458, and 697-701) 2) TE margin support during instruction with Math Background, English Learners, Alternate Methods, Inclusion, Manipulative Use, and Challenge problems (see TE pg. 7-11, 159-163, 322-325, and 532-536) 3) “Reteaching Masters” book with

7. Present varied teaching models with emphasis on differentiated

instruction in content, process, and product.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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additional support and practice problems for every lesson 4) Skills Bank in back of SE as a student reference tool with pre-requisite skills and additional practice 5) Pre-requisite Skills Intervention book with more intensive support for students struggling with key foundational skills 6) Challenge & Enrichment Masters book with one challenge problem for each lesson plus 31 additional sheets for enrichment 7) Extend the Example/Extend the Problem opportunities highlighted in margin of TE (see pg. 160-163, 373-374, and 620) 8) Additional example in margin of TE for every instructional example (see pg. 171-173 and 532-534) 9) Performance Tasks with extensions & real-world connections for early finishers of assessments 10) “Adaptations” – complete parallel program for students with special needs, included adapted practice and assessments



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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C. Critical Thinking

Problem solving is emphasized throughout the program through application examples (see TE pg. 76, 265, 462-463, and 559), with opportunities for math conversations (see TE pg. 194-196 and 498-499) and numerous higher order thinking questions highlighted in the Written Practice (see SE pg. 116 #/27, 228 #19-20, 381 #28, and 668 #27)

1. emphasize questioning models to promote higher order thinking skills

based on depth of knowledge.

Saxon provides many opportunities for discussion and reasoning through problem solving and instruction (see TE pg. 187-189 and 523-525), Math Conversations (see examples in Teacher’s Manual on pg. 201-203 and 422-423), Performance Tasks (see Course Assessments book pg. 117-118 and 147-148), and Written Practice problems (see examples on pg. 124 #3, 235 #28, 447 #21, 622 #18 and #22, and 703 # 20)

2. Consistently require students to discuss mathematics with each other

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

Saxon provides instruction, activities, and practice that contain numerous real-world applications as listed in each Section Overview of the TE (see examples on pg. 190C, 398C, and 678C) and identified in each Practice Set (see SE pg. 139 #21-23, 366 #15/18/20/25, and 554 #11/13/17)

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

throughout the instruction, and promotes and develops critical thinking.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

15

D. Life Skills Saxon provides extensive practice with numerous connections to life skills highlighted in Practice Set problems, including (but not limited to): finance/ economics/ investing (pg. 42 #26, 51 #26, 91 #17, 185 #14, 260 #11, 567 #9, 688 #5, and 807 #17), real estate (pg. 168 #11, 480 #30, and 528 #29), currency (pg. 39 Ex. 4, 73 #29, and 366 # 15), membership fees (pg. 150 #13, 242 #28, and 286 #20), budgeting (pg. 84 #17, 298 #24, and 421 #7), fundraising (pg. 163 #23, 228 #17, 402 #15, and 746 #12), salaries (pg. 222 #21, 248 #29, 441 #18, and 549 #25), sales/discounts (pg. 61 #13, 174 #3, 297 #14, and 448 #22), phone charges (pg. 62 #30, 509 #28, and 704 #28), weather (pg. 41 #20, 222 #28, and 381 #25), time (pg. 50 #18, 125 #20, and 203 #30), health & science (pg. 41 #22, 91 #16, 202 #22, 318 #18, and 423 #28), measurements (pg. 158 #28, 253 #29, 313 #22, and 492 #28), traveling/gas mileage (pg. 68 #28, 195 #17, 268 #26, 326 #12, and 537 #28), tests/HW (pg. 175 #10, 222 #29, 233 #12, 562 #29, and 674 # 16), maps/scale drawing (pg. 185 #17, 234 #16, and 292 #18), nutrition (pg. 116 #24, 472 #18, and 807 #8), and cooking (pg. 151 #19, 262 #25, and 461 #30)

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

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

16

Saxon provides: -Opportunities for students to interact with others through lesson explorations and investigations -Development of literacy skills through carefully scaffolded word problems -Independent practice and homework to build student work habits, including lesson reference numbers for student self-direction

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

communications, problem solving and self-directional skills).

E. Classroom Management Saxon provides: -Daily whole-group warm-up (consisting of pre-requisite vocabulary and skill development), new concept instruction, and guided practice -Instructional presentations to allow for student interaction with new content and examples -Written practice for independent skill development & reinforcement, including lesson reference numbers to assist students in self-remediation of their work -Opportunities for small group remediation during Written Practice to address specific concerns using Practice problems or Reteaching Masters -Lesson activities & investigations for collaborative learning -Pre-requisite Skills Intervention book for more intensive small group/individual remediation -Additional Technology Labs and

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

learning.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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Challenge & Enrichment Masters for advanced learners Including in the program are: -Daily application problems to allow for real-world connections -Investigations, Explorations, Labs, and Performance Tasks to allow for additional exploration of concepts -Section Overviews in TE with Math Processes highlighted (see pg. 190C, 398C, and 678C)

2. Consistently require students to explore mathematical ideas,

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

Saxon provides: -Section Overviews in TE with highlights of differentiated instruction in 10 lessons to follow (see pg. 256B, 532B, and 678B) -Margin support in TE for differentiation: English Learners, Inclusion, Manipulative Use, Math Background, Alternate Methods, Challenge Problems, Error Alerts, Math Conversations, and Extensions -Reteaching Masters for reinforcement of prior lessons, including additional practice -Pre-requisite Skills Intervention book with more intensive reteaching and practice problems -Complete parallel program (“Adaptations”) with modified practice sheets and assessments

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

activities, learning stations, assessment, lesson plans).



A=Adequate

M=Minimal

N=Nonexistent

I A M N

18

F. Instructional Materials Saxon’s core instructional pedagogy is incremental and gradual instruction. With strategic placement of distributed lessons, students have ample time and many opportunities to practice and master math concepts before building on those concepts with more difficult ones. Frequent and cumulative assessments allow for regular tracking of student progress. The basic instructional path includes: a warm up, example problems, alternate approaches, inclusion support, lesson practice, written practice, challenge problems, manipulative use suggestions, performance tasks, labs, explorations, and investigations. The TE guides the math instruction and includes additional options for teaching, practice, and engagement with math skills in the margin. Saxon also has many ancillaries to support instruction: Reteaching Masters, a Test & Practice Generator, Online Activities, a Challenge & Enrichment Masters book, and Performance Tasks. Each Section overview in the TE lists math-to-math connections; these connections are noted in the practice set with subject-specific icons (see TE pg. 120C and 464C

1. Are organized according to WV content standards or other increments

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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and SE pg. 170 #27-28, 380 #14/19, 561 #19, and 688 #9). Saxon provides: -Daily application problems in instruction and practice to allow students to explore and explain math concepts using their own chosen method -Investigations every 10 lessons to allow students to spend a full class period exploring a mathematical concept in depth -Performance tasks/activities to allow students to respond to prompts and be scored using a rubric

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

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

Teacher’s Manuals include: -Easy-to-follow presentation of lesson content -Questioning strategies, modeling suggestions, and Teacher Tips in margin of Teacher’s Manual -Section Overviews to assist with planning & preparation

3. Provide teachers with guiding questions to aid students’ development

of mathematical discourse to further mathematical understanding.

Saxon provides a Teacher’s Edition with Section Overviews every 10 lessons. These pages include all the resources needed for instruction and assessment, including: -Lesson planner and pacing guide tables with lists of materials and resources -Differentiated Instruction and Math Vocabulary, including new and maintained words plus EL tips -Broad overview of section, including content strands and

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

to access and use.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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process skills -Content trace, including pre-requisite skills, when & where skills are practiced and assessed in the future, and future lessons that will use those skills -Two pages devoted to Assessment, including ongoing assessment, technology, and resources for assessment Saxon provides: -A variety of visual models for math concepts, including diagrams, charts, pictures, and concrete manipulatives -Alternate methods for solving problems included in each lesson -Instructional presentations to allow for interaction with concepts -Margin support in Teacher’s Manual for varying instruction -Investigations, Explorations, and Labs to allow for concrete engagement with math concepts -Whole-group, small-group, and individualized instruction

5. Include various instructional models to address varied learning styles

of students.

Saxon provides: -Overview of differentiation in each TE Section Overview (see pg. 120B, 398B, and 754B) -Detailed support in margins of TE for English Learners & Inclusion students, Manipulative Use, Alternate Methods, Error Alerts, Math Background, Challenges & Extensions, and Teacher Tips -Written Practice designed as a math workshop to address any

6. Provide extensive and varied opportunities to differentiate individual

needs for skill-building.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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gaps in students’ knowledge -A Reteaching Master for each lesson to further address struggling learners, including additional practice problems -Pre-requisite Skills Intervention book for more intensive support -Skills Bank at back of SE (see pg. 846-883) as a student resource for pre-requisite skills -Full English/Spanish glossary with examples at back of SE (see pg. 889-926) plus Multilingual Glossary with translations into 11 additional languages -English Learners Handbook, including Symbols and Formulas Charts that can be copied -Test & Practice Generator to design additional targeted practice -Extensions in margins of TE and Challenge & Enrichment Masters for advanced learners -Complete parallel program (Saxon Math Adaptations) with more intensive support for struggling learners, including modified lessons & assessments Saxon provides: -Reteaching Masters with support for struggling learners -Test & Practice Generator for designing tests and practice sheets for struggling and advanced learners, to be given traditionally (pen & pencil) or on the computer -Enrichment problems in

7. Provide supplemental materials for intervention and enrichment.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

22

Challenge & Enrichment Masters book and TE (Extend the Example/Extend the Problem) -Pre-requisite Skills Intervention book and Skills Bank in SE -Student glossary in back of SE (with Spanish terms, definitions, and examples) -Multilingual Glossary with translations into 11 additional languages Saxon provides a TE with Section Overviews that highlight content and process standards

8. Provide teachers with support to properly integrate the process

standards using the available resources.

TE contains Section Overviews with detailed preparation for upcoming lesson(s). Each lesson includes margin support for instruction, including Math Background boxes to build content knowledge.

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

teacher.

Saxon provides cumulative Written Practice and assessment, ensuring that older content is integrated with new content to build mastery and allow students to see connections between skills. Warm Up includes pre-requisite skills and vocabulary to increase success with upcoming lesson

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

23

G. Assessment Included in the program are: -Test & Practice Generator to allow teacher to develop targeted assessments/practice sheets reformatted to fit common test styles (options include: NAEP, ACT, AP Exam, PSAT, SAT, and TOEFL) -College Entrance Exam Practice book to help students prepare for PSAT, SAT, and/or ACT -Set of 3 Standardized Test Practice books to help prepare students for end-of-year tests (one each for grades 9-11)

1. provide assessment formats commensurate with WV

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

Saxon provides: -Performance tasks that are scored on a rubric -Higher order thinking questions embedded in Written Practice to allow students to explore different ways to solve the problem, show their work, and explain their process -Tracking of student progress using the Test & Practice Generator to assist with evaluation

2. provide opportunities for assessment based on performance-

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

24

Benchmark and progress monitoring consist of: -Warm Up to access/assess prior knowledge -Check for Understanding questions in margins of TE at the end of every lesson -Cumulative assessments every 5 lessons -Benchmark assessments every 20 lessons (approximately every 6 weeks) -End of Course Exam -Student progress tracking tools (Test & Practice Generator) -Class and Individual Test Analysis forms

3. provide benchmark and ongoing progress monitoring.

Saxon provides performance tasks scored on a rubric in addition to frequent cumulative tests. Additionally, Saxon Math Adaptations is a complete parallel program which includes modified tests for students with special needs.

4. provide rubric-based differentiated assessment.

Monitoring student progress is accomplished hand-in-hand with the aforementioned resources for reteaching and reassessment. The Test & Practice Generator allows students to take computer-based tests with the results immediately documented in the provided tracking system, allowing a teacher to easily identify gaps in student understanding and remediate accordingly.

5. provide an electronic system for managing assessment data to

facilitate the implementation of tiered instruction



A=Adequate

M=Minimal

N=Nonexistent

I A M N

25

Saxon provides guided lesson practice and corrected written practice problems to allow students to monitor their learning. The Instructional Masters Book provides two types of Lesson Recording Forms (one with boxes and gridlines to provide extra support, one with just boxes) to allow students to organize their work and focus on specific problems of higher difficulty (e.g. word problems, starred problems). The Individual Test Analysis tool (see Course Assessments pg. 187-188) also allows students to track their progress and target areas of mathematical weakness.

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

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

Saxon provides: -Diagnostic and baseline tests to determine student levels at beginning of the school year -Formative assessment through Warm Up, Lesson Practice, Check for Understanding Questions, Written Practice, & Investigations -Summative assessments through Cumulative Tests (every 5 lessons) and Benchmark Tests (every 20 lessons) -Performance Tasks scored on a rubric for additional assessment of student understanding -Test & Practice Generator for additional targeted assessment

7. Integrate formal and informal means of assessment in the

materials for diagnostic, formative, and summative purposes.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

26

Saxon provides a variety of assessments, including: basic computation, word problems, multiple choice, short answer, and open-ended questions (Performance Tasks)

8. include various types of assessments: performance tasks,

multiple choice, short answer, and free response.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

27

H. Process Standards

Saxon provides: -Daily application problems in instruction and practice, including numerous multi-step and higher order thinking questions -Section Overviews in TE for every 10 lessons with math process skills identified (see pg. 56C, 256C, 398C, and 602C) -Performance Tasks every 5 lessons to allow for advanced exploration with real-world scenarios and opportunities to explain math reasoning (see Course Assessments book pg. 113-114 and 145-146)

1. Problem Solving: Provide frequent opportunities for students to

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

Saxon provides numerous opportunities for students to discuss, explain, and formulate mathematical thinking, to be shared in class or on paper, through: -Practice problems asking students to verify, justify, explain, or model their thinking (see SE pg. 72 #15, 137 #7, 261 #24, and 429 #26) -Investigations and Explorations that can be completed with partners or in small groups (see TE pg. 74, 187-189, and 225) -Check for Understanding questions at end of each lesson (see TE pg. 183, 339, and 497)

2. Communication: Routinely challenge students to communicate their

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



A=Adequate

M=Minimal

N=Nonexistent

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28

-Math Conversations identified in margins of TE (see pg. 119, 348-351, and 497-499) Saxon provides: -Performance Tasks, Investigations, and Explorations to allow for exploration of math concepts (see Course Assessments book pg. 133-134 and TE pg. 254-255 and 337) -Labs to allow students to explore math concepts using technology such as a graphing calculator or spreadsheet application -Written Practice problems provide numerous opportunities for students to develop and explain math reasoning, including at least one Error Analysis question in almost every Practice set (see SE pg. 184 #6, 185 #11 and 16, and 435 #29)

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

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

Saxon’s Section Overviews list specific math and real world connections (see TE pg. 322C and 532C). These connections appear in the instruction examples and practice sets (see SE pg. 139 #21-23, 193 Ex. 5, and 342 #21-22). Saxon’s incremental & distributed approach allows students to make natural connections among math concepts, since no topics are taught in isolation.

4. Connections with Mathematics: Consistently establish connections,

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



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Saxon provides numerous opportunities for students to create different representations of math skills using manipulatives, models, diagrams, pictures, words, symbols, or other representations (see TE pg. 135, 173 Ex. 4-5, 184 #7, 280 #16-20, 374 #24-27, and 567 #9, 15-16)

5. Representations: Provide frequent opportunities for students to

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

30

SPECIFIC EVALUATION CRITERIA Mathematics Algebra I

Algebra I objectives provide the gateway to all higher mathematics courses. An emphasis on conceptual development and

multiple representations will be used to draw generalizations and to serve as a tool for solving real-world problems. Algeblocks may be used to bridge the gap from the concrete to the abstract. Available technology such as calculators, computers, and interactive utilities are to be used as tools to enhance learning. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

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

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

31



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

A. Algebra

Instruction: (New Concept) 7-9, 93-94, 99-100, 106, 136-137, 142, 149, 155, 166-167, 182-183, 192-193, 214, 223-227, 250-251, 263-266, 278-279, 282-284, 295-296, 310-311, 316-317, 356-357, 361,364, 386-387, 414-415, 420-421, 432-433, 439, 458-459, 482-483, 490, 534, 539-540, 546, 559-560, 605-607, 627, 650-652, 657, 659, 665-666, 680-681, 701-702, 717, 723-724, 738, 799-800 Instruction: (Investigation) 462-463, 530-531, 751-752 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 2, 8, 21

1. Provide opportunities to formulate algebraic expressions for use in equations and inequalities that require planning to accurately model real-world problems with multiple solution paths.



A=Adequate

M=Minimal

N=Nonexistent

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32

A. Algebra (Cont.)

Maintenance: (Practice) 11, 41-42, 83-85, 90-91, 95-97, 100-102, 107-109, 116, 124, 126, 132-133, 138, 144,150, 157, 162-163, 167, 169, 174-176, 185-186, 194-196, 203, 209, 214-216, 222, 227-229, 242, 247-248, 253, 262, 267-268, 273-274, 279-281, 285-287, 291-293, 296, 302, 304, 311-313, 319, 327, 332-334, 340, 342, 349-351, 358-360, 367, 373-374, 381, 388, 393-395, 403, 411, 416-417, 421, 427-429, 433, 435, 440-442, 447-448, 452-453, 460-461, 472-473, 479-480, 484-486, 491-492, 497-499, 503-504, 509, 515, 520-522, 526-528, 535-537, 540-542, 547-549, 554-555, 560-562, 567-569, 574, 590, 596-597, 608, 613-615, 622, 629-630, 636-637, 643, 653, 660-661, 666-668, 674-675, 681, 683, 688-690, 695-696, 702-704, 709-710, 719, 725-726, 733-734, 740, 746-748, 759-760, 767-768, 781, 786-787, 801, 807-808, 814-815

1. Provide opportunities to formulate algebraic expressions for use in equations and inequalities that require planning to accurately model real-world problems with multiple solution paths. (cont.)



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A. Algebra (Cont.)

Instruction: (New Concept) 134-137, 140-142, 153-155, 164-167, 182-183, 220, 284, 310-311, 430-433, 487-490, 505-507, 532-534, 538-540, 602-606, 624-627, 678-681 Instruction: (Teacher Technology Package) TI Resources Activities 1, 3, 26 Instructional Presentations Interactivities 9, 19, 11, 12, 14, 35 Instruction: (Lab) Technology Lab Masters: 28, 66 Maintenance: (Practice) 138, 143, 149, 151-152, 155-56, 161, 163, 167-168, 176, 183, 185-186, 194, 196, 201, 208, 210, 221, 262, 273-274, 279-280, 287, 302-304, 311-313, 318-319, 348, 357, 365, 379, 387, 434, 484, 490-491, 498, 507-509, 514-515, 520-521, 528, 535, 537, 540-542, 547, 549, 553-554, 560, 567, 573-574, 580, 596, 612, 620, 628-629, 6350-636, 642, 654, 659, 681, 688-689, 695, 710, 725, 741

2. Engage in opportunities to create and solve multi-step linear equations, absolute value equations, and linear inequalities in one variable, (with and without technologies)



A=Adequate

M=Minimal

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34

A. Algebra (Cont.)

Instruction: (New Concept) 136-37, 142, 155, 179-180, 182, 217-220, 283-284, 314, 316, 490, 505-507, 534, 539-540, 606, 627, 650- 680-681, 723, 738 Instruction: (Lab) 178 Maintenance: (Practice) 143, 150, 156-157, 162, 166-167, 169, 174-175, 195, 203, 209, 216, 229, 235, 262, 183-185, 221, 266-267, 273, 296, 327, 333-334, 342, 349, 358, 373, 381, 427, 440, 442, 447-448, 472, 479, 491, 497-499, 503-504, 514, 521-522, 537, 541-542, 549, 554-555, 561, 567, 574, 629, 636, 643, 666, 674, 688-689, 719, 726, 748

3. apply skills toward solving practical problems such as distance, mixtures or motion and judge the reasonableness of solutions both individually and collaboratively.

Instruction: (New Concept) 172-,174, 361, 364-365, 420-421, 462, 530-531, 751, 788-792 Instruction: (Investigation) 462 Maintenance: (Practice) 174, 185, 229, 297, 348, 366, 374, 380, 402, 429, 433, 452-453, 480, 498, 597, 752, 793-795, 801-802, 807-808, 816, 823, 768

4. Provide opportunities to evaluate data provided, given a real-world situation, select an appropriate literal equation and solve for a needed variable.



A=Adequate

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N=Nonexistent

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35

A. Algebra (Cont.)

Instruction: (New Concept) 12-14, 81-82, 87, 89, 197-200, 230-233, 243-246, 249-251, 375-379 Instruction: (Teacher Technology Package) Instructional Presentations Interactivity 22 Maintenance: (Practice) 15-16, 20-21, 26, 35, 42, 68, 72, 102, 133, 201-202, 208-209, 216, 222, 229, 233-234, 241, 246-247, 252-253, 261, 266, 268, 274, 280, 286, 292, 302, 311, 313, 317, 332, 334, 340, 348, 350, 357-359, 365, 379, 388, 395, 410, 416

5. Provide opportunities to explore and develop and test hypotheses to derive the laws of exponents and use them to perform operations on expressions with integral exponents.

Instruction: (New Concept) 211-214, 705-709 Instruction: (Teacher Technology Package) Instructional Presentations Interactivity 19 Maintenance: (Practice) 214-215, 221-222, 228, 234, 242, 247, 253, 261, 268, 272-273, 280, 297, 312, 318, 326, 709, 718, 725, 733, 740, 748, 759, 767, 774, 781, 787, 808, 821

6. Create and investigate given sets of data and prove the existence of a pattern numerically, algebraically and graphically, write equations from the patterns and connect inferences and predictions based on observing the pattern.



A=Adequate

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36

A. Algebra (Cont.)

Instruction: (New Concept) 256-259, 275-279, 425-427 Instruction: (Investigation) 396-397 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 23, 65

7. Provide opportunities to explore and develop the concept of the slope of a line through a variety of strategies (e.g. given an equation or graph).

Maintenance: (Practice) 260, 268-269, 274, 280-281, 285-287, 292, 297-299, 304, 312-313, 317-318, 327, 332, 340, 348, 350, 358, 372, 389, 395, 447, 472

7. Provide opportunities to explore and develop the concept of the slope of a line through a variety of strategies (e.g. given an equation or graph). (cont.)

Instruction: (New Concept) 309-311, 329-332, 425-427, 466, 470 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 25, 27, 34, 37 Maintenance: (Practice) 311-312, 319, 333-334, 342, 349-350, 358, 360, 366, 373, 381, 388-389, 402, 427-429, 440, 447, 479, 484, 498

8. Provide multiple examples and exercises to analyze situations and solve problems by determining the equation of a line given a graph of a line, two points on the line, the slope and a point, or the slope and y intercept.



A=Adequate

M=Minimal

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A. Algebra (Cont.)

Instruction: (New Concept) 256-260, 278-279, 361, 364-365 Instruction: (Investigation) 462-463 Maintenance: (Practice) 260, 269, 280-281, 286-287, 292, 298, 313, 318, 327, 340, 348, 350, 358, 366, 372, 374, 380, 388, 402, 452, 480

9. Appropriately introduce and reinforce the necessary experience that identify a real life experience that involves:

• a constant rate of change; • pose a question; • make a hypothesis as to the answer; • develop, justify, and implement a method to collect,

organize, and analyze related data; • extend the nature of collected, discrete data to that of a

continuous linear function that describes the known data set;

• generalize the results to make a conclusion; • compare the hypothesis and the conclusion; • present the project numerically, analytically, graphically

and verbally using the predictive and analytic tools of algebra (with and without technologies).

Instruction: (New Concept) 356-357, 386-387, 414-415, 439, 809-813 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 29, 32 Maintenance: (Practice) 360, 367, 373, 394, 402, 415, 421-423, 429, 441, 447-448, 452-453, 473, 480, 486, 504

10. investigate and solve systems of linear equations graphically and numerically using the elimination method and the substitution method, given a real-world situation.



A=Adequate

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38

A. Algebra (Cont.)

Instruction: (New Concept) 337-340, 375-379, 390-393, 616-620 Instruction: (Teacher Technology Package) Instructional Presentations Interactivity 31 Instruction: (Lab) Technology Lab Masters: 18 Maintenance: (Practice) 342, 350-351, 359, 373, 379, 381, 387-388, 393-395, 401-403, 410-411, 415-417, 421, 428, 433, 435, 439, 452, 460, 486, 499, 452, 621, 628-629, 635-636, 643, 652, 659-660, 704, 771

11. simplify and evaluate algebraic expressions using technology and manipulatives to • add and subtract polynomials • multiply and divide binomials by binomials or monomials

Instruction: (New Concept) 339-340, 378-379, 392-393, 620 Maintenance: (Practice) 342, 351, 379, 381, 388, 393, 395, 402-403, 411, 416, 428, 433, 441, 447, 452, 460, 473, 486, 492, 621, 636, 659-660, 667, 696, 719, 725, 741

12 Challenge learners to develop an understanding of polynomials to represent and solve problems from real-world situations while focusing on symbolic and graphical patterns.



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39

A. Algebra (Cont.)

Instruction: (New Concept) 474-478, 493-497, 497(TE), 502(TE), 517-520, 543-546, 570-573 Instruction: (Investigation) 598-601 Maintenance: (Practice) 478-479, 484, 490-491, 497-498, 502-503, 507-509, 514-515, 520-521, 526-528, 535-536, 540-541, 547-548, 553-555, 560, 562, 567-568, 573-575, 580-582, 590, 595-596, 606, 608, 614-615, 622, 628, 634, 637, 644, 659, 661, 668, 689-690

13. Implement and justify the use area models and graphical representations to develop and explain appropriate methods of factoring.

Instruction: (New Concept) 69-71, 288-290, 398-401, 449-451, 500-502, 557, 559, 684-687, 691-694, Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 47, 49, 52

14, Provide multiple opportunities and examples to simplify radical expressions • through adding, subtracting, multiplying and dividing • exact and approximate forms



A=Adequate

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N=Nonexistent

I A M N

40

A. Algebra (Cont.)

Maintenance: (Practice) 72, 83-85, 91-92, 95, 101-102, 291, 293, 297, 313, 325, 333, 350, 401, 403, 409, 411, 415-417, 421, 423, 427, 434, 439, 446, 452, 454, 459-461, 471-473, 480, 492, 497, 502-503, 508-509, 514-516, 522, 528, 535, 561-562, 568, 574, 581, 591, 596, 687-688, 694-695, 702-703, 710-711, 717, 719, 726, 733, 739-741, 747-748

14. Provide multiple opportunities and examples to simplify radical expressions • through adding, subtracting, multiplying and dividing • exact and approximate forms (cont.)

Instruction: (New Concept) 586-587, 589, 640-642, 655-659, 669-673, 742-745, Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 46, 49 TI Resources Activity 6 Instruction: (Lab) 583-584 Maintenance: (Practice) 660, 666-668, 673-675, 682, 689, 695, 703, 710, 719, 725-726, 734, 741, 746, 748, 758-760, 767, 773-774, 779, 781, 786-787

15. Choose and justify the most efficient method to solve quadratic equations by • graphing (with and without technology), • factoring • quadratic formula

and draw reasonable mathematical arguments and conclusions about a situation being modeled.



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A. Algebra (Cont.)

Instruction: (Investigation) 730-731, 749-753, 791-793 Instruction: (Teacher Technology Package) Instructional Presentations Interactivity 50 TI Resources Activities 7, 9. 10 Maintenance: (Practice) 732, 740, 747, 760, 767, 768, 774, 781, 787, 793-795, 802-803, 807-808, 816

16. Explore and investigate real life situations involving exponential growth and decay equations including y=2x and y=(½)x; compare the equation with attributes of an associated table and graph to demonstrate an understanding of their interrelationship using multiple representations.

Instruction: (New Concept) 199-200, 243-246, 270-272, 322-325, 576-579, 592-595, 631-634 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 42, 45 Maintenance: (Practice) 201-202, 208, 222, 246-247, 252, 261, 268, 274, 286, 273, 279, 281, 287, 292, 298, 303, 312, 318, 326, 333-334, 341, 350, 359, 366, 373, 580, 591, 596-597, 606-607, 612, 614, 622, 628, 630, 635, 637, 642-643, 652-653, 661, 666, 674-675, 682

17. Provide multiple opportunities and examples to simplify and evaluate rational expressions

• add, subtract, multiply and divide • determine when an expression is undefined.



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Instruction: (New Concept) 466-471 Instruction: (Lab) 464-465 Maintenance: (Practice) 471-472, 479, 484-485, 492, 498, 504, 509, 516, 528, 535, 554, 567, 573

18. Provide opportunities for students to perform a linear regression (with and without technology), and develop connections to

• compare and evaluate methods of fitting lines to data. • identify the equation for the line of regression, • examine the correlation coefficient to determine how well

the line fits the data • use the equation to predict specific values of a variable.

Instruction: (New Concept) 74-77, 204-208, 443-446, 817-820 Instruction: (Investigation) 53-55 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 7, 36, 55 TI Resources Activity 2 Instruction: (Lab) 52 Maintenance: (Practice) 77-78, 83-85, 91-92, 97, 102, 109, 133, 145, 158, 176, 209, 215, 222, 228, 234, 267, 273, 446, 448, 452, 454, 459, 461, 472, 478, 485, 492, 499, 504, 509, 820-823

19 Explore, develop, compute and interpret the expected value of random variables in simple cases using simulations and rules of probability (with and without technologies).



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Instruction: (New Concept) 345-349, 408-409, 466-471 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 13, 28, 37 Instruction: (Lab) 343-344, 404-405 Maintenance: (Practice) 349, 359, 366-367, 373, 380, 388, 394, 403, 416-417, 422, 428, 441, 499, 452, 459, 471-473, 479, 485, 504, 509, 516, 535, 567, 573

20. gather data to create histograms, box plots, scatter plots and normal distribution curves and use them to draw and support conclusions about the data using precise mathematical language.

Instruction: (New Concept) 53-54, 523-526, 754-755 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 6, 7, 18, 36 Maintenance: (Practice) 85, 92, 133, 145, 158, 253, 527, 536-537, 541, 548, 554, 567, 573, 581, 758, 766-767, 773

21. design worthwhile experiments to model and solve problems using the concepts of sample space and probability distribution.



A=Adequate

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A. Algebra (Cont.)

Instruction: (New Concept) 9, 70-71, 88-89, 94-95, 99-100, 106, 113-114, 123, 127-130, 136-137, 142, 149, 155, 159-161, 166-167, 172-174, 182-183, 193, 214, 220, 224-225, 227, 232-233, 250, 258-259, 264-266, 272, 278-279, 284, 290, 294-296, 301-302, 310-311, 316-317, 324-325, 331-332, 339, 346-348, 356-357, 361, 364-365, 371-372, 378-379, 386-387, 392-393, 401, 406-407, 409, 414-415, 420-421, 432-433, 439, 444-446, 451, 458-459, 467-471, 482-483, 490502, 507, 519-520, 524, 526, 534, 539-540, 546, 552-553, 559-560, 566, 579, 588-589, 594-595, 605-606, 620, 627, 634, 641-642, 650-652, 657, 659, 665-666, 673, 680-681, 687, 701-702, 708-709, 717, 723-724, 730-731, 738, 745, 754-758, 765-766, 771, 779, 784-785, 788-793, 799-800, 805-806, 813-814, 817-820 Instruction: (Investigation) 54-55, 117-119, 187-189, 462-463, 530-531, 749-752, 826-827, 829 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 13, 15, 16, 17 21, 30, 37, 43

22. use multiple mathematical representations, such as words, graphs, tables of values and equations, to solve practical problems; communicate advantages and disadvantages of the use of each representation.



A=Adequate

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N=Nonexistent

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45

A. Algebra (Cont.)

Instruction: (Lab) 178, 344, 404-405, 464-465 Maintenance: (Practice) 114-116, 125, 132, 151, 156, 163, 168, 176, 184, 195, 202-203, 210, 227, 229, 235, 246, 253, 267, 302-303, 312, 327, 349, 358, 311-312, 319, 333-334, 350, 360, 367, 373-374, 388, 394, 416, 422, 427-428, 433, 435, 440, 452, 459-460, 472-473, 479, 509, 522, 541, 548, 562, 591, 606, 613, 623, 630, 643, 654, 660, 668, 683, 689, 719, 726, 746, 748, 768, 773, 780-781, 787, 794, 802, 808, 822-823

22. use multiple mathematical representations, such as words, graphs, tables of values and equations, to solve practical problems; communicate advantages and disadvantages of the use of each representation. (cont.)

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