This advisory recommendation has not been approved by the State Instructional Quality Commission

or the State Board of Education.

REVIEW PANEL ADVISORY RECOMMENDATION

2014MATHEMATICSPRIMARY ADOPTION OF INSTRUCTIONAL MATERIALS

Publisher / Series / Grade Level(s)
McGraw-Hill School Education, LLC / California Math, Courses 1-3 ©2015 / 6-8

Program Summary:

McGraw-Hill School Education, LLCCalifornia Math, Courses 1-3 ©2015 consist of a Student Edition (SE), Teacher Edition (TE), Assessment Masters (AM), Interactive Guide for English Learners (EL), and an online component which is ConnectedED.

Recommendation:

McGraw-Hill School Education, LLCCalifornia Math, Courses 1-3 ©2015is recommended for adoptionfor grade 6-8 because it is aligned with the California Common Core State Standards for Mathematics and meets the rest of the evaluation criteria approved by the State Board of Education for this adoption. Edits and corrections required as a condition of adoption are listed under the “Edits and Corrections” section of the report below.

Criteria Category 1: Mathematics Content/Alignment with Standards

The program supportsteaching to the California Common Core State Standards for Mathematics, and covers all of the evaluation criteria in category 1.

The criteria listed below are covered:

Citations:

  • Criterion #1: Grade 6, SE pp. 495, 587.
  • Criterion #2: Grade 6, Standards for Mathematical Practice (MP) 4, SE/TE pp. 18, 52; Grade 7, MP 5, SE/TE pp. 14-15; Grade 8, 8.EE.8a., SE/TE pp. 234-235.
  • Criterion #5: Grade 7, SE pp. 794-795.
  • Criterion #10: Grade 6, SE p. 160.

Criteria Category 2: Program Organization

The organization and features of the instructional materialssupportinstruction and learning of the Standards.

Citations:

  • Criterion #1: Grade 6, TE pp. T21-T29.
  • Criterion #2: Grade 6, SE pp. 247-248.
  • Criterion #5: Grade 7, SE GL1-GL24,Glossary.
  • Criterion #7: Grade 8, SE pp. XVIII – XXII.

Criteria Category 3:Assessment

The instructional materialscontainstrategies and tools for continually measuring student achievement. Assessments provide guidance for the teacher in determining whether the student needs additional materials or resources to achieve grade-level standards and conceptual understanding.

Citations:

  • Criterion #1: Grade 6, TE pp. 188-192.
  • Criterion #2: Grade 7, SEp. 228.
  • Criterion #5: Grade 8, TEp. 414.
  • Criterion #6: Grade 6, AM pp. 102-119.

Criteria Category 4: Universal Access

Students with special needs areprovided access to the same standards-based curriculum that is provided to all students, including both the content standards and the standards for mathematical practice. Instructional materialsprovideaccess to the standards-based curriculum for all students, including English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities.

Citations:

  • Criterion #2: Grade 7, TE p. 201; EL p. T19.
  • Criterion #4: Grade 6, TE pp. 113,164.
  • Criterion #5: Grade 6, TE pp. 7, 27-30.
  • Criterion #8: Grade 8, SE pp. 371, 442.

Criteria Category 5: Instructional Planning

The instructional materials contain a clear road map for teachers to follow when planning instruction.

Citations:

  • Criterion #1: Grade 6, TE pp.178-180.
  • Criterion #3: Grade 7, TE pp.215-222.
  • Criterion #4: Grade 8, TE ConnectED Plan and Present Tab.
  • Criterion #6: Grade 7, TE pp. 271-278.

Criteria Category 6: Teacher Support

The instructional materials aredesigned to help teachers provide mathematics instruction that ensures opportunities for all students to learn the essential skills and knowledge specified for in the California Common Core State Standards for Mathematics.

Citations:

  • Criterion #2: Grade 6, TE pp. 261, 266.
  • Criterion #4: Grade 8, TE pp. 343-356.
  • Criterion #6: Grade 8, TE pp. 371, 389.
  • Criterion #9: Grade 7, SE pp. 199-200.

Edits and Corrections:

The following edits and corrections must be made as a condition of adoption.

  1. TE p. 1: definition of ratio: “A ratio is a comparison of two quantities by division.” Delete “by division.”
  2. TE p. 5: the term “Follow-up” is placed after a sentence by itself. Delete the superfluous words.
  3. TE p. 32: spelling error, “quanities”.
  4. TE p. 320: spelling error, “fracticon”.

This advisory recommendation has not been approved by the State Instructional Quality Commission

or the State Board of Education.

California Department of Education

Posted October 1, 2013

1