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)
Pearson Scott Foresman & Prentice Hall / High School Common Core Integrated Math I / Mathematics I

Program Summary:

The Mathematics program High School Common Core Integrated Math I is composed of, but not limited to, the following items: IHSM OIG - Integrated High School Mathematics Overview and Implementation Guide; SE - Student Edition; TG - Teacher’s Guide.

Recommendation:

High School Common Core Integrated Math I is recommended for adoption 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.

Criteria Category 1: Mathematics Content/Alignment with Standards

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

The criteria listed below are covered:

Citations:

  • Criterion #1: TG pp. 181–188, 259–266, 496–502
  • Criterion #2: N-Q TG Lessons 2-5, 4-4, 6-2
  • Criterion #2: A-CED.2 Lessons 3-2, 3-3, 3-4, 3-5, 5-2
  • Criterion #2: G-CO.2 TG Lessons 8-1, 8-2, 8-3, 8-4; TG Activity Lab 8-1
  • Criterion #5: SE pp. 186, 219, 231, 255; TG pp. 221, 244

Criteria Category 2: Program Organization

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

Citations:

  • Criterion #1: TG pp. T24–T33
  • Criterion #5: TG pp. 152–154, 218–220, 474–506, 507–516
  • Criterion #6: TG pp. 162, 227, 486
  • Criterion #7: SE pp. xii–xv

Criteria Category 3:Assessment

The instructional materials contain strategies 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: SE pp. 199–201 Lesson Checks; p. 228 Common Core Performance Task
  • Criterion #2: TG pp. 180, 227, 495 Lesson Quiz
  • Criterion #5: TG pp. 170, 211, 486 Assess and Remediate
  • Criterion #6: SE p. 280 Common Core Performance Tasks

Criteria Category 4: Universal Access

Students with special needs are provided 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 materials provideaccess 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 #1: TG pp. 162, 180, 250, 258, 495, 516
  • Criterion #2: TG “Lesson Opener” pp. 181, 244, 259, 488, 508
  • Criterion #3: TG pp. 180, 235, 250
  • Criterion #7: TG pp. 162, 180, 250, 258, 495, 516

Criteria Category 5: Instructional Planning

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

Citations:

  • Criterion #1: TG pp. 221–224, 227, 259–263, 266
  • Criterion #2: TG pp. T30–T33
  • Criterion #5: TG pp. 218–227
  • Criterion #9: TG pp. 228, 506–507

Criteria Category 6: Teacher Support

The instructional materials are designed 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 #1: TG pp. 236, 244, 478 Preparing to Teach
  • Criterion #2: TG pp. 219, 220 Math Background
  • Criterion #3: TG pp. T30–T33 Front Matter
  • Criterion #5: TG pp. 152–153, 219–220 Common Errors in Math Background

Edits and Corrections:

No recommendations.

California Department of Education

Posted October 1, 2013

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