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

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PUBLISHER: Saxon (an imprint of HMH Supplemental Publishers Inc.) SUBJECT: Mathematics SPECIFIC GRADE: Grade 1 COURSE: TITLE: Saxon Math 1, 3rd Edition COPYRIGHT DATE: 2008 SE ISBN: 978-1-602-77063-8 TE ISBN: 978-1-602-77096-6

GENERIC EVALUATION CRITERIA 2010-2015

First Grade Mathematics

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

CRITERIA

NOTES

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

At Saxon we strive to provide a fair and unbiased presentation of people and issues at all times. Examples in our textbooks, media products, and promotional materials reflect the diversity of today’s classroom and of our society. We take great care to use examples of people from different backgrounds in a variety of roles in an effort to provide students with positive models. Toward these ends, we established overall targets based roughly on the latest federal census figures. During the publication process, our editors and designers use these targets to select examples that match our instructional goals while also emphasizing diversity. Examples—Lesson 10-2 PSWS, Lesson 18B#2, Lesson 19A#2, Lesson 20-2A PSWS, Lesson 22A#2, Lesson 28A/B#2, Lesson 30-2B PTWS, Lesson 32A/B#2, Lesson 33A#2, Lesson 52A#2, Lesson 58A#2, Lesson 59A#2, Lesson 60-2A PSWS, Lesson 71B#2, Lesson 86A#2, Lesson 90-2A PSWS, WA 17#4, Lesson 100-2A PSWS, Lesson 101B#6, Lesson 103A#3, WA 21#1, Lesson 106A#2, Lesson 110-2B PTWS, Lesson 116A#2, Lesson 120-2A PSWS, Lesson 120-2B PTWS The Extend and Challenge CD portrays children of both genders and various ethnic backgrounds.

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

CRITERIA

NOTES

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 dialog rather than visual display. Graphics and illustrations are strictly mathematical and support instruction. The lessons in our mathematics program are very generic without any cultural bias. Below are examples of various examples used throughout Math 1. Examples: Examples—Lesson 10-2 PSWS, Lesson 18B#2, Lesson 19A#2, Lesson 20-2A PSWS, Lesson 22A#2, Lesson 28A/B#2, Lesson 30-2B PTWS, Lesson 32A/B#2, Lesson 33A#2, Lesson 52A#2, Lesson 58A#2, Lesson 59A#2, Lesson 60-2A PSWS, Lesson 71B#2, Lesson 86A#2, Lesson 90-2A PSWS, WA 17#4, Lesson 100-2A PSWS, Lesson 101B#6, Lesson 103A#3, WA 21#1, Lesson 106A#2, Lesson 110-2B PTWS, Lesson 116A#2, Lesson 120-2A PSWS, Lesson 120-2B PTWS The Extend and Challenge CD portrays children of both genders and various ethnic backgrounds.

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INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

GENERAL EVALUATION CRITERIA 20010-2015

First Grade Mathematics

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

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

A. Learning Skills

Saxon provides: • Problem Solving Strategies lessons every tenth lesson beginning with

Lesson 10-2 and continuing through Lesson 130-2. (See Teacher’s Manuals, Volumes 1 and 2)

• The Mystery Bag segment of the Meeting requires students to apply problem solving strategies as the teacher gives verbal clues for a series of computations which students must perform mentally in order to determine the quantity of objects in the Bag. (See Teacher’s Manuals: Lessons 41-135)

• Problem solving activities in the New Concept segment of the daily lessons and on most Guided Class Practice and Homework worksheets which require students to identify problem solving patterns and apply problem solving strategies. Examples: Lessons 12, 15-1, 25-133, 50-1, 53, 66, 73, 81, 82, 95-2, 103, 109, 126,

• Development of math vocabulary and terminology which are highlighted in each ten-lesson Section Overview in the Teacher’s Manual.

• Development of math vocabulary and proper math notation through the New Concept segment of the daily lessons. Examples: Lessons 6, 13, 23, 33, 54, 66, 83, 97, 105-2, 120-1, 124

• A Math Office which is used by students during tests and whenever they need a quiet and more isolated workspace.

• 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

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(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal


B. 21st Century Tools

Saxon provides opportunities for students to use 21st century tools and technology to further their understanding of math concepts utilizing the Extend and Challenge CD, the Manipulatives in Motion CD, and the Instructional Presentations CD.

• Problem-solving tools (such as spreadsheets,

decision support, design tools) • Communication, information processing and

research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

• Personal development and productivity tools (such

as e-learning, time management/calendar, collaboration tools)

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INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

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

20010-2015 First Grade Mathematics




A=Adequate

M=Minimal


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

4. Multimedia

Saxon provides: • The Extend and Challenge CD which allows students to work

independently on engaging, interactive computer activities that reinforce and extend concepts taught in the lessons.

• The Manipulatives in Motion CD which enhances instruction through interactive demonstrations of math concepts.

• Online activities to reinforce classroom instruction. These can be

accessed both inside and outside of the classroom at www.saxonmath.com.

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

visual, internet access) materials. ‘

http://www.saxonmath.com/

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A=Adequate

M=Minimal


• Supplemental online practice at www.saxonmath.com.

2. provide a website which provides links to relevant sites

as well as lesson plans, student activities and parent resources.

Saxon provides: • The Instructional Presentations CD which allows teachers to present

each Guided Class Practice (worksheet), and Today’s Pattern (from Meeting) using electronic white board technology.

• Extend and Challenge CD activities which reinforce and extend concepts taught in the lessons.

• Manipulatives in Motion CD which enhances instruction through interactive demonstrations of math concepts.

• Online activities to reinforce classroom instruction. Activities can be accessed both inside and outside of the classroom at www.saxonmath.com.

3. Integrate technology seamlessly when appropriate to

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

B. Scientifically-Based Research Strategies

Saxon provides: • Math instruction in which concepts are presented in small increments

and gradually developed in subsequent lessons. Each subsequent lesson briefly reviews the previously taught concepts and builds upon them, layer-by-layer, thus enhancing students’ depth of understanding and mastery.

• A Content by Strand section in the Teacher’s Manuals which shows how concepts are gradually developed throughout the program. Example: “Identifies, knows the value of, and counts pennies, nickels, dimes, and quarters”: New Concept segment of Lessons 16, 46, 53, 70-1, 73, 75-1, 85-2, 86, 98, 99, 116, 126

• A Table of Contents and Section Overviews in the Teacher’s Manuals which track the NCTM math strands as they occur in the various parts of the lessons (i.e. New Concept, Meeting, Written Practice), in the Written and Oral Assessments, and in the Math Center Activities.

1. Consistently require students to link prior knowledge

to new information to construct their own viable understandings of mathematical ideas.




SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth A=Adequate M=Minimal N=Nonexistent I A M N

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Saxon provides opportunities for students to develop, learn, and apply problem solving skills in a variety of ways through the following: • Problem Solving Strategies segment of the lessons, Problem Solving

worksheets, and Performance Task worksheets: Lessons 10-2, 20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2

• The Mystery Bag segment of the Meeting requires students to apply problem solving strategies as the teacher gives verbal clues for a series of computations that require students to perform mental computations in order to determine a quantity of objects in the Bag. (See Teacher’s Manuals: Lessons 41-135)

2. Consistently provide opportunities for students to

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

Saxon provides: • Discussions and teacher questions (e.g. “How do you know?”) during

the daily Meetings and in the New Concept segment of the guided lessons which allow students to verbally share mathematical ideas with others.

• Guided Class Practice worksheets which are completed as a group activity during the lesson and allow students to respond to questions both verbally and in writing.

• Suggested topics in each Section Overview in the Teacher’s Manuals for student Journal Writing activities.

• Problem Solving worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 10-2 continuing through Lesson 130-2) which provide opportunities for students to represent mathematical thinking pictorially.

• Performance Task worksheets (part of the Problem Solving Strategies segment of every tenth lesson beginning with Lesson 10-2 and continuing through Lesson 130-2) which require students explain how they solved a problem. Teacher records students’ response on worksheet.

• Story problems on the Guided Class Practice and Homework worksheets which require students to show a pictorial representation of the mathematical process accompanied by the appropriate number sentence.

• Lesson Worksheets which require students to represent mathematical ideas pictorially. Examples: Lessons 10-1, 19 A and B, 29, 39, 40, 57, 73, 85-1, 88, 96, 108, 124, 128

3. Consistently provide opportunities for students to

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



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Saxon provides this through: • The Mystery Bag segment of the Meeting. Students volunteer the

answer to the number of objects in the Mystery Bag. The rest of the class may challenge this answer. Students must be ready to defend their answers. This begins in Lesson 41 and continues throughout the program.

• Teacher questions and class discussions during the New Concept segment of the guided lesson in Teacher’s Manuals. Examples: Lessons 4, 6, 13, 14, 24, 31, 39, 43, 45-2, 50-1, 54, 62, 96, 108, 112, 119, 123, 131

• Guided Practice worksheets. Examples: Lessons 29, 31, 39, 43, 57, 64, 65-1, 74, 82, 99, 104, 118

• Performance Task worksheets in Lessons 10-2, 20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2 which require students to explain verbally how they solved a problem. Student performance is scored using a rubric.

4. Routinely require students to develop and defend

mathematical conjectures, arguments, reasoning and proof.

Saxon provides this through: • New Concept segment of the guided lessons as students investigate

math concepts in a hands-on manner. Lessons: 2, 5, 12, 13, 24, 25-2, 26, 31, 35-2, 45-2, 54, 60-1, 75-2, 85-1, 96, 104, 112, 120-1, 128

• Math Centers: 1, 8, 17, 19, 29, 31, 45, 50, 71, 83, 88, 115

5. Provide opportunities for the students to be involved in

investigations that enable them to make connections among mathematical ideas.

Saxon provides this through: • Manipulatives and other hands-on activities in the daily lessons which

are used to introduce and expand math concepts in a concrete manner. This is followed by pictorial and written representations which ultimately leads to abstract application of the concepts for the purpose of problem solving, thus developing students’ multi-representational understanding of math concepts.

• New Concept segment of lessons in Teacher’s Manuals. Examples: Lessons 2, 3, 10-1, 12, 15-1, 21, 25-1, 33, 55-273, 74, 75-1, 81, 84, 108, 133

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.



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Saxon provides this through: • The Guide to Differentiated Instruction booklet which contains lesson-

by-lesson suggestions for specific activities, methods, extensions, etc. that can be used to enhance the learning of ELL, at-risk, inclusion, and advanced students.

• The English Learner Handbook which contains a wealth of information and a variety of techniques that can be implemented immediately with English language learners.

• Section Overviews (every 10 lessons) in the Teacher’s Manuals which provide suggestions for reteaching and enrichment utilizing Math Center Activities and Extend and Challenge CD Activities.

• Reteaching and Reassessment opportunities on the Monitoring Student Progress eGradebook CD for every problem on every Written Assessment.

7. Present varied teaching models with emphasis on

differentiated instruction in content, process, and product.

C. Critical Thinking

Saxon provides this through: • Discussions and questions built into the daily Meetings and the New

Concept segment of the guided lessons which challenge students to answer “how do you know?” ,“why?” , and “what do you think?” questions related to math concepts. Examples: Teacher’s Manuals, Lessons 4, 6, 13, 14, 24, 31, 39, 43, 50-1, 54, 62, 96, 108, 112, 119, 123, 131

• A four-step problem solving model which includes the following steps: o Understand—(What do I know? What do I need to find out?) o Plan—(What will I do to solve the problem?) o Solve—(How will I follow the plan to solve the problem?) o Check— (Did I follow the plan? Did I solve the problem? What did I

do to solve the problem?). This process is introduced in Lesson 10-2 and reinforced in every tenth lesson after that (20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2)

1. emphasize questioning models to promote higher

order thinking skills based on depth of knowledge.



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Saxon provides this through: • Class discussions during the daily Meetings and in the New Concept

segment of the guided lessons which allow students to verbally share mathematical ideas with others.

• Math conversations provide opportunities for students to engage in discussions as they work together cooperatively during selected guided lesson activities and in the Math Centers. Examples: Lessons 4, 7, 18, 19, 25-2, 31, 35-2, 45-2, 52, 62, 65-1, 72, 77, 83, 84, 93, 96, 104: Math Center Activity 5, 29, 30, 37, 39, 45, 50, 53, 57, 63, 69, 74, 75, 83, 88, 91, 93, 94, 115

• Performance Task worksheets in Lessons 10-2, 20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2 which require students to explain how they solved a problem.

2. Consistently require students to discuss mathematics

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

Saxon provides this through: Real-world math situations in the New Concept segment of lessons in Teacher’s Manuals. Examples: Lessons 5, 6, 7, 9, 10-1, 11, 12, 13, 15-1, 18, 19, 25-1, 33, 35-1, 39, 46, 47, 48, 54, 55-1, 62, 64, 66, 67, 72, 73-75, 81, 82, 86, 87, 103, 112, 117, 118, 120-1, 122, 128, 130-1, 132, C

3. Present real world application that is current,

engaging, integrated throughout the instruction, and promotes and develops critical thinking.

D. Life Skills

Saxon provides this through: • New Concept segment of lessons in Teacher’s Manuals. Examples:

Lessons 5, 7, 10-1, 11, 19, 35-1, 39, 48, 62, 66, 72, 73-75, 81, 82, 86, 87, 118, 128, B, C

• Math Center Activities. Examples: Activity 19, 27, 29, 37, 45, 50, 57, 63, 75, 83, 88, 94, 105, 115

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).



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Saxon provides this through: • Journal Writing Activities and the Literature Connections in each

Section Overview of the Teacher’s Manuals which help develop students’ literacy skills.

• Selected guided lesson activities and Math Centers which allow students to work together cooperatively. Examples: Lessons 4, 7, 18, 19, 25-2, 31, 35-2, 45-2, 52, 62, 65-1, 72, 77, 83, 84, 93, 96, 104: Math Center Activity 19, 27, 29, 37, 45, 50, 57, 63, 75, 83, 88, 94, 105, 115

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

• Daily homework assignments which help to develop responsibility in students as they complete and return assignments.

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

interpersonal communications, problem solving and self-directional skills).

E. Classroom Management

Saxon provides this through: • New Concept segment of the daily lessons which engage students in

large and small group instruction and individual learning using manipulatives, written practice, and discussion.

• Math Center Activities which engage students in small groups and individual learning activities.

• Extend and Challenge CD which engages students in self paced, individual learning activities.

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

independent learning.

Saxon provides this through: • Problem Solving Strategies segment in the lessons and the

accompanying Problem Solving worksheets (every tenth lesson beginning with Lesson 10-2 continuing through 130-2).

• Performance Tasks (every tenth lesson beginning with Lesson 10-2 continuing through 130-2).

2. Consistently require students to explore mathematical

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



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Saxon provides: • Section Overviews (every 10 lessons) in the Teacher’s Manuals

which list reteaching and enrichment activities utilizing Math Centers and the Extend and Challenge CD.

• Guide to Differentiated Instruction booklet which details lesson-by-lesson suggestions for specific activities, methods, extensions, etc. that can be used with ELL, at-risk, inclusion, and advanced students.

• Extend and Challenge CD which reinforces students’ skills and

furthers the development of higher order thinking as activities progressively become more complex.

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

practice activities, learning stations, assessment, lesson plans).

F. Instructional Materials Saxon provides: • Section Overviews in the Teacher’s Manuals which show how each

lesson and the individual lesson segments/ activities address specific NCTM content and process standards.

• See West Virginia Standards below

1. Are organized according to WV content standards or

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

Saxon provides: A variety of lesson activities which require students to identify problem solving patterns and apply problem solving strategies. • The Mystery Bag activity during the daily Meetings. Lessons 41-135 • Problem Solving Strategies segment in every tenth lesson beginning

with Lesson 10-2 continuing through Lesson 130-2 • Performance Tasks in every tenth lesson beginning with Lesson 10-2

and continuing through Lesson 130-2

2. Consistently integrate tasks that engage students and

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

Saxon provides: • Guided questioning techniques and suggested dialog in the Lesson

Booklets, (Lessons 1-135, Teacher’s Manual, volumes 1 and 2) that facilitate development of students’ math vocabulary and understanding of fundamental mathematical concepts.

3. Provide teachers with guiding questions to aid

students’ development of mathematical discourse to further mathematical understanding.



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Saxon provides: • Section Overviews in the Teacher’s Manuals which clearly identify all

available resources (e.g. Math Center Activities, Journal Writing Activities, Extend and Challenge CD Activities, and Reteaching and Enrichment activities) that can be utilized to enhance instruction in each group of ten lessons.

4. Provide additional resources that are organized in a

way that is easy to access and use.

Saxon provides: • Guided lessons in Teacher’s Manuals which include hands-on

activities utilizing manipulatives and other concrete materials; visual representations of concepts both modeled by the teacher and student-created; and written and oral practice of concepts.

5. Include various instructional models to address varied

learning styles of students.

Saxon provides: • Guide to Differentiated Instruction Book which includes alternative and

additional activities for every lesson to support English learners, inclusion students, at-risk students, and advanced learners.

• English Learner Handbook which contains a wealth of information and variety of techniques that can be implemented with English learners.

• Learning Wrap-Ups and Student Fact Cards which provide targeted and customized practice for each student specific to their needs in order to help them achieve fact fluency.

• Questions in the Math Meeting and Lesson dialogs which can be directed to specific students to provide additional practice for those who need it while at the same time providing teachers with a means for identifying those students who may need additional reinforcement.

6. Provide extensive and varied opportunities to

differentiate individual needs for skill-building.

Saxon provides: • Reteaching and Reassessment activities on the eGradebook CD for

every question on every assessment. • Math Center Activities. • Extend and Challenge CD. • Manipulatives in Motion CD. • Online enrichment and practice www.saxonmath.com/wv

7. Provide supplemental materials for intervention and

enrichment.

http://www.saxonmath.com/wv



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Saxon provides: • Table of Contents and the Section Overviews in the Teacher’s

Manuals which clearly identify the parts of the lessons where the Process Standards are addressed.

Saxon addresses the process standards as follows: • Problem Solving—Specific Problem Solving Strategies are taught

every tenth lesson beginning with Lesson 10-2 and continuing through Lesson 130-2.

• Communication—Guided dialog in the Meeting and New Concept segment of every daily lesson provides teachers with questioning strategies that require students to communicate their understanding of math concepts; suggested Journal topics in Section Overviews provide students with a way to communicate math ideas in writing; Math Center Activities that pair students to work together and communicate with each other to solve problems

• Reasoning and Proof—Guided dialog in the New Concept segment of specific lessons require students to provide reasoning and proof to support their mathematical ideas (e.g. “How do you know?”). Examples: Teacher’s Manuals, Lessons 4, 6, 13, 14, 24, 31, 39, 43, 45-2, 50-1, 54, 62, 96, 108, 112, 119, 123, 131

• Connections—New Concept segments in the lessons in Teacher’s Manuals and selected Math Center Activities in the Math Center Activities Booklet located in the Monitoring Student Progress binder in teacher’s materials incorporate real-world scenarios and activities that provide connections of math to other contexts. Examples: New Concept segment in Lessons 5, 6, 7, 9, 10-1, 11, 12, 13, 15-1, 18, 19, 25-1, 33, 35-1, 39, 46, 47, 48, 54, 55-1, 62, 64, 66, 67, 72, 73-75, 81, 82, 86, 87, 103, 112, 117, 118, 120-1, 122, 128, 130-1, 132, C: Math Center Activities 19, 25, 29, 36, 37, 42, 45, 50, 57, 63, 75, 76, 94, 99, 103, 115

• Representation—Guided activities in lessons and Lesson Worksheets provide opportunities for students to create multiple representations of math concepts. Examples: New Concept segment of lessons in Teacher’s Manual: Lessons 2, 3, 10-1, 12, 15-1, 21, 25-1, 33, 55-2, 73, 74, 75-1, 81, 84, 108, 133: Lesson Worksheets: Lessons 10-1, 19 A and B, 29, 39, 40, 57, 73, 85-1, 88, 96, 108, 124, 128

8. Provide teachers with support to properly integrate the

process standards using the available resources.



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Saxon provides: • A “daily inservice” in every lesson booklet in the Teacher’s Manuals. • Section Overviews with lists of the objectives, standards, and math

vocabulary that will be covered in each 10 lesson section. • A Glossary in the Teacher’s Manual which lists all math terms that are

used in the lessons and includes illustrative examples when appropriate.

9. Include a teacher resource that builds content

knowledge for the teacher.

Saxon provides: • Ongoing review of essential concepts that have been taught in

previous lessons through the Meeting segment of lessons in Teacher’s Manual (Lessons 2-135).

• Guided Class Practice and Homework worksheets which integrate previously taught concepts with new content: Lessons 2-135.

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

• Maintenance of basic computation skills through daily fact practice which incorporates previously learned math facts with those recently introduced.

10. Spiral previously taught skills and strategies with new

content.

G. Assessment Saxon provides: • Activities in the Test Taking Strategies Practice booklet (located in the

Monitoring Student Progress Binder) which prepare students for taking standardized tests by utilizing a format that is similar to that on standardized tests.

• Problem Solving and Performance Task activities which prepare students for open-ended questions on state mandated assessments.

1. provide assessment formats commensurate with WV

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



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Saxon provides: • A portfolio evaluation piece through the Performance Tasks

worksheets which include open ended type questions. A scoring rubric is provided to evaluate student performance.

• Oral Assessments which allow teachers to observe how students think mathematically. Students demonstrate their understanding of math concepts through tasks that do not involve a paper-and-pencil response.

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

2. provide opportunities for assessment based on

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

Saxon provides: • Benchmark Test Generator CD which can be used to generate an

infinite variety of tests to track student progress at specific points in the year.

• eGradeBook Software which allows • teachers to track student progress electronically. Resources are

included on the CD for reteaching and reassessment.

3. provide benchmark and ongoing progress monitoring.

Saxon provides: • Performance Tasks every tenth lesson beginning in Lesson 10-2

continuing through Lesson 130-2. Students are evaluated using a scoring rubric.

4. provide rubric-based differentiated assessment.

Saxon provides: • Monitoring Student Progress eGradebook which allows teachers to

track student progress electronically. Resources are included on the CD for reteaching and reassessment

5. provide an electronic system for managing

assessment data to facilitate the implementation of tiered instruction.

Saxon provides: • Math Center Activities • Learning Wrap-Ups • Student Fact Cards • Guided Class Practice and Homework • Extend and Challenge CD

6. integrate student self-assessment for and of learning

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



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Saxon provides: Opportunities for informal assessment through the following: • Question and response during the daily Meeting and New Concept

portion of every lesson • Daily Fact Practice • Independent and Guided Class Practice and independent Homework

(every lesson) • Problem solving opportunities in the Meeting with the Mystery Bag

Activity • Problem Solving Strategies segment every tenth lesson beginning

with Lesson 10-2 and continuing through Lesson 130-2 • Performance Task narrative (Explain how you solved the problem) Opportunities for formal assessment through the following: • Written Assessments (every five lessons starting at Lesson 10-2) • Fact Assessments (every five lessons starting at Lesson 35-1) • Oral Assessments (every 10 lessons) • Performance Task Activities (every 10 lessons) • Benchmark Assessments (every 20 lessons)

7. Integrate formal and informal means of assessment in

the materials for diagnostic, formative, and summative purposes.

Saxon provides: • Written Assessments • Fact Assessments • Oral Assessments • Benchmark Test CD • Performance Tasks • Problem Solving Activities • Guided Practice • Evaluation of learning thorough student response and participation in

the Meeting and New Concept segment of the lessons.

8. include various types of assessments: performance

tasks, multiple choice, short answer, and free response.



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H. Process Standards

Saxon provides: • Problem Solving Strategies segment of the lessons in the Teacher’s

Manuals in which students learn, develop, and apply specific problem solving strategies. Examples: Lessons 10-2, 20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2

• The Mystery Bag segment of the Meeting. Students volunteer the answer to the number of objects in the Mystery Bag. The rest of the class may challenge this answer. Students must be ready to defend their answers. Lessons 41-135-2.

• New Concept segment of daily lessons in Teacher’s Manual. Lessons 15-1, 25-1, 33, 50-1, 53, 65-2, 66, 73, 74, 75-1, 81, 86, 94, 95-1, 95-2, 101, 103, 109, 126

• Guided Class Practice and Homework worksheets. Beginning in Lesson 15-1, students solve story problems in almost every daily lesson.

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.



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Saxon provides: • Teacher-questions in dialog of the New Concept segment in every

daily lesson (in Teacher’s Manuals) involve students in class discussions and require then to communicate mathematical ideas verbally.

• Guided dialog in each daily Meeting which allows students to respond verbally to questions covering a wide variety of math concepts. See Meeting segment of the lessons in the Teacher’s Manuals: Lessons 1-135

• Problem Solving Strategies segment of lessons (in Teacher’s Manuals), Problem Solving Worksheets/ Performance Task Worksheets which require students to communicate mathematical ideas verbally, pictorially, and in writing. Lesson 10-2, 20-2, 30-2, 40-2, 50-2, 60-2, 70-2, 80-2, 90-2, 100-2, 110-2, 120-2, 130-2

• Suggested Journal writing topics in each ten-lesson Section Overview in the Teacher’s Manuals which allows students to convey mathematical ideas in writing.

• Guided Class Practice worksheets on which students represent mathematical ideas pictorially. Beginning in Lesson 15-1, students draw a picture to represent a number story. Beginning in Lesson 25, students also write a number sentence to go with the picture. This activity is included on almost every daily worksheet for the rest of the program.

• Oral Assessments which require students to express mathematical ideas verbally and through hands-on tasks.

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

2. Communication: Routinely challenge students to

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

Saxon provides this through: • New Concept segment of lessons in Teacher’s Manuals. Examples:

Lessons 4, 6, 13, 14, 24, 31, 39, 43, 45-2, 50-1, 54, 62, 96, 108, 112, 119, 123, 131

• Extend and Challenge CD. Evaluation questions on Recording Forms (located in Monitoring Student Progress binder) require students to explain their mathematical thinking.

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.



20

Saxon provides this through: • New Concept segment of the lessons in Teacher’s Manuals.

Examples: Lessons 5, 6, 7, 9, 10-1, 11, 12, 13, 15-1, 18, 19, 25-1, 33, 35-1, 39, 46, 47, 48, 54, 55-1, 62, 64, 66, 67, 72, 73-75, 81, 82, 86, 87, 103, 112, 117, 118, 120-1, 122, 128, 130-1, 132, C

• Math Center Activities booklet in Monitoring Student Progress binder in teacher’s materials. Examples: Center Activity 19, 25, 29, 36, 37, 42, 45, 50, 57, 63, 75, 76, 94, 99, 103, 115

4. Connections with Mathematics: Consistently establish

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

Saxon provides opportunities for students to create models and pictorial representations and to write mathematical expressions to represent mathematical concepts as follows: • Every daily Meeting • New Concept segment of lessons in Teacher’s Manual: Lessons 2, 4,

7, 9, 10-1, 14, 15-1, 17, 18, 19, 21-24, 33, 37, 42, 46, 55-2, 60-1, 66, 67, 70-1, 71, 88, 94, 99, 101, 103, 107, 108, 109, 111-115-1, 126-129, 133

• Problem Solving Strategies segment of lessons in Teacher’s Manual, Problem Solving/ Performance Task worksheets: Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 120-1, 130-1

• Guided Class Practice/ Homework worksheet: Lessons 2, 4, 15-1, 16-19, 31-34, 36-39, 41, 42, 46, 48, 49, 51-55-1, 56, 59, 61-64, 67-69, 71-75-1, 76, 78, 79, 83, 85-1, 86, 88, 89, 93, 94, 96-98, 101-105-1, 106, 108, 109, 111, 116, 118, 119, 121, 123-125-1, 126, 131, 135

• Written Assessments: 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 25

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.

21

using algebraic symbols,

SPECIFIC EVALUATION CRITERIA

First Grade Mathematics 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 the value of coins; the quick recall of addition and subtraction facts; identifying two- and three-dimensional figures; and gathering, organizing, and explaining data. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Standard 1: Number and Operations Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems,

• demonstrate meanings of operations and how they relate to one another, and compute fluently and make reasonable estimates. •

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

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

22

easoning and proof, problem solving, and making connections within and beyond the

Standard 3: Geometry Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships,

• specify locations and describe spatial relationships using coordinate geometry and other representational systems, apply transformations and use symmetry to analyze mathematical situations, and •

• solve problems using visualization, spatial reasoning, and geometric modeling.

Standard 4: Measurement Through communication, representation, rfield of mathematics, students will

• demonstrate understanding of measurable attributes of objects and the units, systems, and processes of measurement, and apply appr• opriate techniques, tools and formulas to determine measurements.

Standard 5: Data Analysis and Probability Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them, • select and use appropriate statistical methods to analyze data, • develop and evaluate inferences and predictions that are based on models, and • apply and demonstrate an understanding of basic concepts of probability.

23




A=Adequate

M=Minimal


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

A. Number and Operations

Instruction: (New Concept): L51, L56 Maintenance: (Meeting) L46–L70-2 Manipulatives in Motion CD: • Number Lines>Subtract

1. count backward from 20 with and without manipulatives.

Instruction: (New Concept): L2–L8, L9, L13, L14, L15-1, L16, L19, L20-1, L24, L25-1, L27, L33, L34, L43, L46, L53, L55-2, L56, L58, L64, L66, L70-1, L84, L85-2, L90-1, L92, L98, L99, L109, L115-1, L116, L126 Maintenance: (Meeting) L1–L135 Maintenance: (Lesson Worksheet): 90-1 Maintenance: (Guided Class Practice) 43a, 52a–55a, 57a, 67a, 71a, 87a, 95a, 105a, 114a

2. count forward to 100 with and without manipulatives.

24



A=Adequate

M=Minimal


Maintenance: (Math Center Activities) L16: A10, L20-1: A12, L53: A42, L55-2: A45, L84: A71, L99: A84, L116: A98 Manipulatives in Motion CD: • Counters>Count>Counters • Counters>Count>Ten Frames • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show >Tens

2. count forward to 100 with and without manipulatives. (cont.)

Instruction: (New Concept): L2–L5, L7–L10-1, L13–L15-1, L16–L19, L20-1, L21, L23, L25-1, L27, L31, L32–L34, L36, L40-1, L43, L44, L46, L47, L50-1–L53, L55-2–L59, L62, L64, L65-2, L66, L68, L70-1, L71–L75-1, L76, L77, L80-1–L82, L84–L86, L88, L91–L95-2, L97–L99, L100-2, L101, L103, L108, L115-1–L117, L120-1–L130-1, L131, L133 Instruction: (Problem-Solving Strategies) L30-2, L50-2, L70-2, L80-2, L90-2, L110-2, L120-2, L130-2 Instruction: (Written Practice) L11–L15-1, L16–L19, L21–L25-1, L26–L29, L31–L35-1, L36–L39, L41–L45-1, L46–L49, L51–L55-1, L56–L59, L61–L65-1, L66–L69, L71–L75-1, L76–L79, L81–L85-1, L86–L89, L91–L95-1, L96–L99, L101–L105-1, L106–L109 Maintenance: (Meeting) L1–L135 Maintenance: (Guided Class Practice) 2a–135a Maintenance: (Problem-Solving Worksheet) L30-2, L50-2, L70-2, L80-2, L90-2, L110-2, L120-2, L130-2

3. read and write numbers to 100.

25



A=Adequate

M=Minimal


Maintenance: (Math Center Activities) L9: A3, L10-1: A5, L16: A10, L20-1: A12, L29: A19, L30-1: A20, L37: A26, L39: A29, L40-1: A30, L45-1: A34, L52: A39, L53: A42, L54: A44, L55-2: A45, L61: A49, L62: A50, L63: A51, L64: A53, L66: A57, L69: A59, L70-1: A60, L75-1: A63, L80-1: A66, L84: A71, L85-1: A74, L86: A75, L92: A77, L92: A78, L95-1: A82, L95-2: A83, L99: A84, L106: A89, L108: A91, L110-1: A94, L111: A95, L114: A96, L116: A98, L121: A102, L124: A104, L126: A105, L132: A112, L133: A114, L135: A115 Maintenance: (Extend and Challenge CD Activities) L10-1: A1, L25-1: A2, L33: A4, L40-1: A5, L52: A7, L75-1: A11, L86: A12, L131: A15 Manipulatives in Motion CD: • Counters>Count>Counters • Counters>Count>Ten Frames • Counters>Compare>Counters • Counters>Compare>Ten Frames • Counters>Add>2 Addends • Counters>Add>3 Addends • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show >Tens • Base-Ten Blocks>Show >Hundreds • Base-Ten Blocks>Compare • Base-Ten Blocks>Add >Ones • Base-Ten Blocks>Add >Tens • Base-Ten Blocks>Add >Hundreds • Base-Ten Blocks>Subtract >Ones • Base-Ten Blocks>Subtract >Tens • Base-Ten Blocks>Subtract >Hundreds

3. read and write numbers to 100. (cont.)

26



A=Adequate

M=Minimal


Instruction: (New Concept): L2, L4, L9, L17, L20-1, L32, L44, L51, L52, L55-2, L65-2, L85-1, L92, L108, L115-2 Maintenance: (Meeting) L7–L20-2, L46–L135 Maintenance: (Guided Class Practice) 7a, 8a, 13a, 17a, 22a, 23a, 42a, 45-1a, 49a, 51a, 57a, 62a, 63a, 72a, 82, 92a, 93a, 94a, 97a, 98a, 99a, 108a, 109a, 112a, 113a, 114a, 115a, 118a Maintenance: (Math Center Activities) L9: A3, L55-2: A45, L92: A77, L92: A78, L108: A91, L133: A114 Manipulatives in Motion CD: • Counters>Compare>Counters • Base-Ten Blocks>Compare

4. order and compare numbers to 100 using multiple strategies (e.g. manipulatives, number line, symbols).

Instruction: (New Concept): L51, L56, L58, L59, L64, L68 Maintenance: (Meeting) L52–L135 Maintenance: (Guided Class Practice) 51a, 56a, 59a, 62a, 63a, 65a, 68a, 75a, 78a, 82a, 88a, 94a, 106a Maintenance: (Math Center Activities) L64: A53 Manipulatives in Motion CD: • Number Charts>Hundred Chart>Number Patterns>Show Patterns

5. identify odd and even numbers to 20.

27



A=Adequate

M=Minimal


Instruction: (New Concept): L64 Maintenance: (Math Center Activities) L64: A53

6. determine if a set of objects has an odd or even number of elements.

Instruction: (New Concept): L43, L46, L51, L70-1, L84, L85, L85-2, L86, L93, L98 Maintenance: (Meeting) L7–L20-2 Maintenance: (Math Center Activities) L70-1: A60, L84: A71, L85-1: A74 Manipulatives in Motion CD: • Counters>Count>Ten Frames • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show>Tens

7. group and count manipulatives by fives and 10s to 100.

Instruction: (New Concept): L53, L66, L73, L74, L75-1, L81, L85-1, L85-2, L86, L91, L127, L131, L133 Instruction: (Problem-Solving Strategies) L120-2 Instruction: (Written Practice) L11–L15-1, L16–L19, L21–L25-1, L26–L29, L31–L35-1, L36–L39, L41–L45-1, L46–L49, L51–L55-1, L56–L59, L61–L65-1, L66–L69, L71–L75-1, L76–L79, L81–L85-1, L86–L89, L91–L95-1, L96–L99, L101–L105-1, L106–L109

8. model and identify place value of each digit in numbers to 100 utilizing both standard and expanded form.

28



A=Adequate

M=Minimal


Maintenance: (Meeting) L7–L20-2, L54–L69, L76–L90-2, L116–L130-2 Maintenance: (Lesson Worksheet): 81a, 85-1a, 86a, 90-1a Maintenance: (Guided Class Practice) 53a, 54a, 55a, 59a, 61a, 66a, 67a, 72a, 73a, 75a–77a, 81a, 82a, 84a, 85a–88a, 92a–95-1a, 101a–103a, 105a, 106a, 108a, 111a–115a, 116a–119a, 121a–125a, 126a–129a, 131a–135a Maintenance: (Problem-Solving Worksheet) L120-2 Maintenance: (Math Center Activities) L53: A42, L66: A57, L75-1: A63, L84: A71, L85-1: A74, L86: A75, L92: A78, L116: A98, L126: A105, L133: A114 Maintenance: (Extend and Challenge CD Activities) L75-1: A11, L86: A12, L131: A15 Manipulatives in Motion CD: • Base-Ten Blocks>Show >Explore • Base-Ten Blocks>Show>Tens • Base-Ten Blocks>Show >Hundreds

8. model and identify place value of each digit in numbers to 100 utilizing both standard and expanded form. (cont.)

Instruction: (New Concept): L115-2 Maintenance: (Lesson Worksheet): 115-2

9. round any two-digit number to the nearest 10.

29



A=Adequate

M=Minimal


Instruction: (New Concept): L11, L12, L22, L65-2, L100-1 Maintenance: (Lesson Worksheet): 65-2 Maintenance: (Guided Class Practice) 11a, 12a, 14a, 16a, 19a, 21a, 22a, 25a, 31a, 41a, 44a, 46a, 52a, 66a, 93a, 96a

10. use ordinal numbers 1st - 20th to identify position in a sequence.

Instruction: (New Concept): L46, L84, L85-1, L98 Maintenance: (Meeting) L3–L7 Maintenance: (Math Center Activities) L84: A71

11. estimate the number of objects in a group of 100 or less and count to evaluate the reasonableness of the estimate.

Instruction: (New Concept): L55-1, L67, L87, L88, L107, L117 Maintenance: (Guided Class Practice) 55-1a, 56a, 66a, 67a, 69a, 71a, 77a, 79a, 81a, 88a, 89a, 91a, 92a, 93a, 96a, 102a, 103a, 107a, 109a, 111a, 112a, 117a, 119a, 122a, 123a, 129a, 131 Manipulatives in Motion CD: • Fractions>Show>Fraction Bars • Fractions>Show>Fraction Circles • Fractions>Compare>Fraction Bars • Fractions>Compare>Fraction Circles • Fractions>Explore>Fraction Bars • Fractions>Explore>Fraction Circles

12. identify and name a given part as a half, third or fourth of a whole using concrete models.

30



A=Adequate

M=Minimal


Instruction: (New Concept): L55-1, L67, L88, L107

13. explain why a given part is a half, third or fourth of a whole or part of a group, using concrete models.

Instruction: (New Concept): L21, L25-1, L94 Manipulatives in Motion CD: • Counters>Add>2 Addends • Number Lines>Add • Number Charts>Hundred Chart >Add

14. use concrete objects to model the addition of two addends with sums of less than 18 and write the corresponding number sentence.

Instruction: (New Concept): L114 Maintenance: (Math Center Activities) L114: A96 Manipulatives in Motion CD: • Counters>Add>3 Addends

15. use concrete objects to model the addition of three addends and write the corresponding number sentence.

Instruction: (New Concept): L33, L101 Manipulatives in Motion CD: • Counters>Subtract • Number Charts>Hundred Chart >Subtract

16. use concrete objects to model the subtraction of whole numbers related to the addition of numbers, sums to 18 and write the corresponding number sentence.

Instruction: (New Concept): L78, L94, L111, L115-1 Maintenance: (Lesson Worksheet): 111, 115-1 Manipulatives in Motion CD: • Counters>Add>2 Addends>Fact Family

17. model the commutative property of addition using concrete objects.

31



A=Adequate

M=Minimal


Instruction: (New Concept): L41 Manipulatives in Motion CD: • Counters>Add>2 Addends

18. model the identity property of addition using concrete objects.

Instruction: (New Concept): L101, L121, L125-1, L132 Maintenance: (Lesson Worksheet): 101 Manipulatives in Motion CD: • Counters>Add>Fact Family • Counters>Subtract>Fact Family • Number Charts>Addition Chart >Fact Family

19. model the relationship between addition and subtraction using concrete objects. (fact families)

Instruction: (New Concept): L23, L27, L28, L30-1, L34, L36, L37, L41, L58, L59, L61, L94, L95-1, L105-1, L106, L111, L115-1 Maintenance: (Lesson Worksheet): 30-1 Maintenance: (Guided Class Practice) 23a, 24a, 26a, 27a, 29a, 33a, 36a–39a, 41a, 43a–45a, 47a, 51a, 52a, 58a, 59a, 61a, 63a, 71a, 72a, 74a, 78a, 82a, 84a, 85a, 94a, 104a, 111a Maintenance: (Fact Practice) L29, L30–L34, L36–L38, L41–L45-1, L56, L59, L61, L62, L64, L67, L69, L71, L74, L77–L79, L96, L98, L101, L102, L104 Maintenance: (Math Center Activities) L30-1: A20, L37: A26, L40-1: A30, L61: A49, L95-1: A82, L106: A89

20. demonstrate quick recall basic addition facts with sums to 10.

32



A=Adequate

M=Minimal


Manipulatives in Motion CD: • Counters>Add>Counters • Number Charts>Hundred Chart >Add • Number Charts>Addition Chart

20. demonstrate quick recall basic addition facts with sums to 10. (cont.)

Instruction: (New Concept): L44, L45-1, L49, L68, L69, L101, L102, L121, L125-1, L129, L132, L134 Maintenance: (Guided Class Practice) 44a, 45a, 47a, 51a, 52a, 62a, 64a, 68a, 69a, 72a, 73a, 75a, 83a, 86a, 101a, 111a, 126a Maintenance: (Fact Practice) L46, L49, L51, L52, L54, L56, L59, L61, L64, L71, L74, L77–79, L103, L106 Maintenance: (Math Center Activities) L45-1: A34, L69: A59, L102: A87 Manipulatives in Motion CD: • Counters>Subtract • Number Charts>Hundred Chart >Subtract

21. demonstrate quick recall of related subtraction facts for sums to 10.

Instruction: (New Concept): L73–L75-1, L81, L86 Maintenance: (Lesson Worksheet): L73–L75-1, L81, L86 Maintenance: (Guided Class Practice) 76a, 77a, 81a, 82a, 84a, 86a–88a, 91a, 92a, 95a, 97a, 102a, 108a, 116a, 119a, 122a, 129a, 131a–133a Maintenance: (Math Center Activities) L75-1: A63

22. model and solve 2-digit addition without regrouping.

33



A=Adequate

M=Minimal


Maintenance: (Extend and Challenge CD Activities) L75-1: A11, L86: A12 Manipulatives in Motion CD: • Base-Ten Blocks>Add>Ones • Base-Ten Blocks>Add>Tens

22. model and solve 2-digit addition without regrouping. (cont.)

Instruction: (New Concept): L127 Maintenance: (Lesson Worksheet): 127 Maintenance: (Guided Class Practice) 127a–129a, 131a–133a Manipulatives in Motion CD: • Base-Ten Blocks>Subtract >Ones • Base-Ten Blocks>Subtract >Tens

23. model and solve 2-digit subtraction without regrouping.

I=In-depth

A=Adequate

M=Minimal


34

B. Algebra

Instruction: (New Concept): L13, L24, L25-2, L26, L38, L60-1, L65-1, L112, L120-1, L125-2 Instruction: (Problem-Solving Strategies) L40-2, L60-2 Maintenance: (Lesson Worksheet): 38, 60-1A, 60-1B, 65-1A, 65-1B Maintenance: (Guided Class Practice) 83a, 84a, 95a, 99a, 101a, 104a Maintenance: (Problem-Solving Worksheet) L40-2, L60-2 Maintenance: (Math Center Activities) L15-2: A8, L38: A27, L65-1: A55 Maintenance: (Extend and Challenge CD Activities) L72: A10 Manipulatives in Motion CD: • Counters>Explore>Sort • Geometry>Solid Figures>Faces, Edges, & Vertices • Geometry>Plane Figures>Sides and Vertices • Geometry>Plane Figures >Congruent

1. sort and classify objects by more than one attribute, using various strategies, including Venn Diagrams.

I=In-depth

A=Adequate

M=Minimal


35

Instruction: (New Concept): L32, L34, L36, L37, L41, L43, L44, L45-1, L47, L49, L51, L56, L58, L59, L61, L64, L68, L69, L76–L78, L89, L91, L93, L95-2, L98, L105-1, L106, L121, L123, L125-1, L129, Lesson A Instruction: (Problem-Solving Strategies) L30-2, L130-2 Maintenance: (Lesson Worksheet): 37, 45-1, 58, 61, 69, 76, 77, 80-1, 102, 105-1, 106 Maintenance: (Guided Class Practice) 43a, 49a, 51a–59a, 61a–63a, 67a–69a, 71a, 87a, 89a, 91a, 95-1a, 105-1a, 114a, 132a Maintenance: (Fact Practice) L112, L113, L116, L117 Maintenance: (Problem-Solving Worksheet) L30-2, L130-2 Maintenance: (Math Center Activities) L37: A26, L45-1: A34, L61: A49, L69: A59, L80-1, A66, L106: A89 Manipulatives in Motion CD: • Algebra>Input/Output Table

2. determine the rule or give the output given an input/output model using addition or subtraction.

Instruction: (New Concept): L47, L51, L56, L58, L59, L61, L68, L69 Maintenance: (Meeting) L52–L135 Maintenance: (Lesson Worksheet): 58, 61, 69 Maintenance: (Guided Class Practice) 51a, 55a, 56a, 57a, 59a, 62a, 63a

3. identify and write number patterns by 2s.

I=In-depth

A=Adequate

M=Minimal


36

Maintenance: (Math Center Activities) L53: A42, L61: A49, L69: A59 Manipulatives in Motion CD: • Number Lines>Skip Count • Number Lines>Explore • Number Charts>Hundred Chart>Number Patterns

3. identify and write number patterns by 2s. (cont.)

Instruction: (New Concept): L70-1, L98, L99, L116 Maintenance: (Meeting) L71–L135 Maintenance: (Guided Class Practice) 71a, 87a, 95a, 98a, 99a, 103a, 107a, 111a Maintenance: (Math Center Activities) L99: A84, L116: A98, L126: A105 Manipulatives in Motion CD: • Number Lines>Skip Count • Number Lines>Explore


Instruction: (New Concept): L43, L46, L53, L85-2, L89, L90-1, L91, L123 Maintenance: (Meeting) L44–L110-2, L113, L114, L115-2, L116–L135 Maintenance: (Lesson Worksheet): 90-1 Maintenance: (Guided Class Practice) 43a, 52a–54a, 67a, 91a, 114a Maintenance: (Math Center Activities) L99: A84, L116: A98, L126: A105


I=In-depth

A=Adequate

M=Minimal


37

Manipulatives in Motion CD: • Number Lines>Skip Count • Number Lines>Explore


Instruction: (New Concept): L47, L58, L59, L64, L89, L91, L95-2, L98, L110-1, L119, L135 Instruction: (Problem-Solving Strategies) L30-2, L70-2, L110-2, L130-2 Maintenance: (Lesson Worksheet): 58, 95-2, 110-1 Maintenance: (Guided Class Practice) 64a Maintenance: (Problem-Solving Worksheet) L30-2, L70-2, L110-2, L130-2 Maintenance: (Math Center Activities) L64: A53

6. analyze number patterns based on real life situations using words, AB form and T-charts.

Instruction: (New Concept): L64, L95-2, L98, L110-1, L119, L135 Instruction: (Problem-Solving Strategies) L70-2, L110-2, L130-2 Maintenance: (Lesson Worksheet): 95-2, 110-1 Maintenance: (Problem-Solving Worksheet) L70-2, L110-2, L130-2

7. create number patterns based on real life situations using words, AB form, and T-charts and present results.

I=In-depth

A=Adequate

M=Minimal


38

Instruction: (New Concept): L21, L23, L27, L34, L36, L41, L44, L49, L58, L59, L68, L76, L77, L78, L114, L121, L125-1 Maintenance: (Lesson Worksheet): 21, 114 Manipulatives in Motion CD: • Algebra>Number Balance • Counters>Compare>Counters • Base-Ten Blocks>Compare • Base-Ten Blocks>Add

8. use concrete materials to demonstrate that the quantities on both sides of a grade-appropriate number sentence are equivalent.

C. Geometry

Instruction: (New Concept): L6, L7, L13, L14, L24, L25-2, L26, L38, L40-2, L42, L45-2, L60-1, L67, L71, L83, L96, L124, L125-2 Instruction: (Problem-Solving Strategies) L40-2 Maintenance: (Meeting) L7-L135 Maintenance: (Lesson Worksheet): 38, 60-1A, 60-1B, 65-1A/B, 71, 124 Maintenance: (Guided Class Practice) 6a, 7a, 13a, 14a, 15a, L16a, L18a, L22a, 24a, L25a, 31a, L34a, L37a, L39a, L41a, 42a, L47a, L48a, L64a, L74a, L75a, L76a, L84a, 89a, 93a, 96a, L97a, L99a, L101a, L104a, L116a, L117a, 124a, 127a Maintenance: (Problem-Solving Worksheet) L40-2

1. draw, label, and sort • circle, • rectangles including squares, • triangles according to sides and vertices

I=In-depth

A=Adequate

M=Minimal


39

Maintenance: (Math Center Activities) L60-1: A48, L83: A69 Maintenance: (Extend and Challenge CD Activities) L42: A6 Manipulatives in Motion CD: • Geometry>Plane Figures>Sides and Vertices

1. draw, label, and sort • circle, • rectangles including squares, • triangles according to sides and vertices (cont.)

Instruction: (New Concept): L10-1, L112, L120-1, L125-2 Manipulatives in Motion CD: • Geometry>Solid Figures>Faces, Edges, and Vertices • Geometry>Solid Figures >Different Views

2. use physical materials to identify, and classify three-dimensional figures: • cube • cone • sphere • rectangular solid • pyramid • cylinder

Instruction: (New Concept): L112, L120-1, L125-2 Manipulatives in Motion CD: • Geometry>Solid Figures>Nets

3. use physical materials to construct three-dimensional figures: • cube • cone • sphere • rectangular solid • pyramid • cylinder

Instruction: (New Concept): L10-1, L87, L112, L120-1, L125-2

4. recognize three-dimensional shapes in the environment

Instruction: (New Concept): L124 Maintenance: (Lesson Worksheet): 124 Maintenance: (Guided Class Practice) 124a, 127a

5. draw and identify open and closed figures.

I=In-depth

A=Adequate

M=Minimal


40

Instruction: (New Concept): L83, L96, L125-2 Maintenance: (Guided Class Practice) 83a, 84a, 95a, 96a, 97a, 101a, 104a Maintenance: (Math Center Activities) L83: A69, L124: A104 Manipulatives in Motion CD: • Geometry>Plane Figures >Congruent

6. draw and identify congruent plane shapes.

Instruction: (New Concept): L54, L55-1 Maintenance: (Guided Class Practice) 54a, 55a, 59a, 64a, 68a Maintenance: (Math Center Activities) L54: A44 Maintenance: (Extend and Challenge CD Activities) L54: A8 Manipulatives in Motion CD: • Geometry>Plane Figures >Symmetry

7. create and describe simple symmetrical designs.

I=In-depth

A=Adequate

M=Minimal


41

Instruction: (New Concept): L3, L5, L7, L8, L11, L12, L14, L17, L21, L22, L23, L52, L92, L115-2 Maintenance: (Lesson Worksheet): 19 Maintenance: (Meeting) L8–L66 Maintenance: (Guided Class Practice) 2a, 4a, 5a, 7a, 8a, 11a, 12a, 14a, 17a, 21a, 52a, 92a Manipulatives in Motion CD: • Algebra>Grids>Give Directions

8. describe spatial relationships: left/right and over/under.

Instruction: (New Concept): L5, L7, L10-1, L17, L19, L22, L34, L40-1, L52, L89, L90-1, L123 Maintenance: (Lesson Worksheet): 10-1, 40-1 Maintenance: (Meeting) L2–L135 Maintenance: (Guided Class Practice) 2a–5a, 7a–9a, 11a–13a, 17a, 22a, 42a, 49a, 52a, 66a, 83a, 84a, 93a, 108a, 121a, 123a, 125a–129a Maintenance: (Math Center Activities) L10-1: A5, L40-1: A30, L52: A39 Maintenance: (Extend and Challenge CD Activities) L10-1: A1, L40-1: A5 Manipulatives in Motion CD: • Algebra>Grids>Name Locations

9. name locations on a first-quadrant grid.

I=In-depth

A=Adequate

M=Minimal


42

Instruction: (New Concept): L5, L7, L10-1, L17, L19, L22, L34, L40-1, L52, L89, L90-1, L123 Maintenance: (Lesson Worksheet): 10-1, 40-1 Maintenance: (Meeting) L2–L135 Maintenance: (Guided Class Practice) 2a–5a, 7a–9a, 11a–13a, 17a, 22a, 42a, 49a, 52a, 66a, 83a, 84a, 93a, 108a, 121a, 123a, 125a–129a Maintenance: (Math Center Activities) L10-1: A5, L40-1: A30, L52: A39 Maintenance: (Extend and Challenge CD Activities) L10-1: A1, L40-1: A5 Manipulatives in Motion CD: • Algebra>Grids>Give Directions

10. find locations on a first-quadrant grid.

Instruction: (New Concept): L31, L42, L60-1, L65-1, L67, L75-2 Maintenance: (Lesson Worksheet): 60-1A, 65-1A, 75-2A, 75-2B Maintenance: (Guided Class Practice) 67a Maintenance: (Math Center Activities) L60-1: A48, L65-1: A55

11. predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes.

I=In-depth

A=Adequate

M=Minimal


43

D. Measurement

Instruction: (New Concept): L35-2, L62, L95-2, L104, L119 Maintenance: (Lesson Worksheet): 62, 95-2 Maintenance: (Guided Class Practice) 104a

1. estimate length in customary, metric and non standard units to nearer whole unit.

Instruction: (New Concept): L35-2, L62, L95-2, L97, L104, L119 Maintenance: (Lesson Worksheet): 95-2 Maintenance: (Guided Class Practice) 105a Maintenance: (Math Center Activities) L62: A50, L95-2: A83, L104: A89

2. measure length in customary, metric and non standard units to nearer whole unit.

Instruction: (New Concept): L62, L104, L119

3. compare and order using customary, metric, and nonstandard units to nearer whole unit.

I=In-depth

A=Adequate

M=Minimal


44

Instruction: (New Concept): L29, L35-2, L39, L50-1, L55-2, L62, L71, L83, L95-2, L97, L104, L110-1, L119, L128, L135 Maintenance: (Lesson Worksheet): 29, 39, 62, 71, 95-2, 97, 110-1, 119, 128A, 128B Maintenance: (Guided Class Practice) 62a, 71a–135a Maintenance: (Math Center Activities) L29: A19, L39: A29, L50-1: A37, L62: A50, L95-2: A83, L104: A88, L110-1: A94, L135: A115

4. select appropriate units and tools to measure and compare two objects or events according to one or more of the following attributes: • length • height • weight • temperature • volume • justify selection of units and tools used to measure

the attributes and present results.

Instruction: (Meeting) L1-L135 Manipulatives in Motion CD: • Measurement>Calendar >Explore • Measurement>Calendar>Days and Months • Measurement>Calendar >Elapsed Time

5. use calendar to identify date, sequence of days of the week, and months of the year.

Instruction: (New Concept): L11, L35-1, L100-1 Maintenance: (Math Center Activities) L35-1: A25

6. explain time concept in context of personal experience.

I=In-depth

A=Adequate

M=Minimal


45

Instruction: (New Concept): L87 Maintenance: (Meeting) L88–L135 Maintenance: (Guided Class Practice) 87a, 88a, 89a, 96a, 101a, 107a, 113a, 115a, 116a, 127a Manipulatives in Motion CD: • Measurement>Clocks>Time on a Clock • Measurement>Clocks>Elapsed Time

7. read time to the half hour using an analog and digital clock.

Instruction: (New Concept): L16, L46, L51, L53, L66, L73–75-1, L81, L85-1, L86, L91, L98, L99, L105-2, L113, L114, L116, L126 Instruction: (Problem-Solving Strategies) L120-2, L130-2 Maintenance: (Meeting) L31–L135 Maintenance: (Lesson Worksheet): 81, 113 Maintenance: (Guided Class Practice) 16a, 17a, 21a, 37a, 46a–48a, 53a–55a, 59a, 61a, 72a, 92a, 93a, 98a, 99a, 102a, 103a, 107a, 111a, 116a, 118a, 121a, 124a, 126a, 128a, 132a, 134a, 135a Maintenance: (Problem-Solving Worksheet) L120-2, L130-2 Maintenance: (Math Center Activities) L53: A42, L66: A57, L75-1: A63, L85-1: A74, L86: A75, L99: A84, L116: A98

8. identify the following coins and bill. • penny • nickel • dime • quarter • dollar bill

I=In-depth

A=Adequate

M=Minimal


46

Maintenance: (Extend and Challenge CD Activities) L75-1: A11, L86: A12 Manipulatives in Motion CD: • Measurement>Money>Show Amounts • Measurement>Money>Compare Amounts • Measurement>Money>Make Change • Measurement>Money>Explore

8. identify the following coins and bill. (cont.) • penny • nickel • dime • quarter • dollar bill

Instruction: (New Concept): L46, L53, L66, L73–L75-1, L81, L85-2, L86, L91, L98, L99, L113, L116, L126 Instruction: (Problem-Solving Strategies) L120-2, L130-2 Maintenance: (Meeting) L31–L135 Maintenance: (Lesson Worksheet): 81, 113 Maintenance: (Guided Class Practice) 46a–48a, 53a–55a, 59a, 61a, 66a, 72a, 73a, 75a–77a, 81a, 82a, 84a, 86a–88a, 95a, 98a, 102a, 103a, 107a, 108a, 111a, 116a, 118a, 121a, 124a, 126a, 128a, 132a, 134a, 135a Maintenance: (Problem-Solving Worksheet) L120-2, L130-2 Maintenance: (Math Center Activities) L53: A42, L66: A57, L75-1: A63, L85-1: A74, L86: A75 Maintenance: (Extend and Challenge CD Activities) L75-1: A11, L86: A12 Manipulatives in Motion CD: • Measurement>Money>Show Amounts • Measurement>Money>Make Change

9. count the following coins and bill to display a variety of price values from real-life examples with a total value of 100 cents or less. • penny • nickel • dime • quarter • dollar bill

I=In-depth

A=Adequate

M=Minimal


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Instruction: (New Concept): L53, L66, L73–L75-1, L81, L85-2, L86, L91, L98, L116, L126 Instruction: (Problem-Solving Strategies) L120-2 Maintenance: (Lesson Worksheet): 81 Maintenance: (Problem-Solving Worksheet) L120-2 Maintenance: (Math Center Activities) L66: A57, L85-1: A74, L126: A105 Manipulatives in Motion CD: • Measurement>Money>Make Change • Measurement>Money>Explore

10. trade and organize the following coins and bill to display a variety of price values from real-life examples with a total value of 100 cents or less. • penny • nickel • dime • quarter • dollar bill

E. Data Analysis and Probability

Instruction: (New Concept): L19 Maintenance: (Meeting) L2–L95

1. identify a real life situation to gather data over time and make a hypothesis as to the outcome.

I=In-depth

A=Adequate

M=Minimal


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Instruction: (New Concept): L5, L19, L38, L39, L72 Maintenance: (Meeting) L6–L135 Manipulatives in Motion CD: • Graphs>Bar Graph • Graphs>Picture Graph • Probability>Coin Toss • Probability>Spinner • Probability>Pull From a Bag • Probability>Number Cube

2. design and implement a method to collect, organize, and analyze data to make a conclusion.

Instruction: (New Concept): L19, L38, L118

3. evaluate the validity of a hypothesis based upon collected data.

Instruction: (New Concept): L7, L9, L19, L38, L82 Maintenance: (Guided Class Practice) 7a, 13a, 17a, 22a, 49a, 81a, 85a, 91a, 103a, 117a, 121a, 123a, 125a–129a Maintenance: (Math Center Activities) L10-1: A5, L38: A27, L40-1: A30, L65-1: A55 Maintenance: (Extend and Challenge CD Activities) L10-1: A1, L40-1: A5 Manipulatives in Motion CD: • Graphs>Bar Graph

4. design a model of presentation using a pictograph and a bar graph (with and without technology).

I=In-depth

A=Adequate

M=Minimal


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Instruction: (New Concept): L5, L7, L9, L10-1, L13, L19, L35-1, L38, L39, L40-1, L60-1, L65-1, L70-1, L82, L85-1, L118, L130-1 Maintenance: (Meeting) L2–L135 Maintenance: (Lesson Worksheet): 10-1, 19a, 19b, 38, 40-1, 60-1A, 60-1B, 65-1A, 65-1B Maintenance: (Guided Class Practice) 7a, 13a, 72a, 82a, 85a Maintenance: (Math Center Activities) L10-1: A5, L38: A27, L40-1: A30, L65-1: A55 Maintenance: (Extend and Challenge CD Activities) L10-1: A1, L40-1: A5 Manipulatives in Motion CD: • Probability>Certain, Impossible, or Likely>Pull From a Bag • Probability>Certain, Impossible, or Likely>Spin a Spinner

5. conduct simple experiments, record data on a tally chart or table and use the data to predict which of the events is more likely or less likely to occur if the experiment is repeated.

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