Form F: Publisher Alignment Form & Review Scoring Rubric
Publisher information and instructions:
Corporation or Publisher: Pearson Education, Inc. Submitted by (name) : Hope Heredia
Division or Imprint: Prentice Hall Phone: 201-236-5445 E-mail: hope.heredia@pearson.com Title of Student Edition: Pearson Connected Mathematics 2 Grade 8 with Common Core
Unit Student Package ISBN: 9780133203066
Lexile Score: 930 Title of Teacher Edition: Pearson Connected Mathematics 2 Grade 8 with Common Core
Unit Teacher Package ISBN: 9780133203127
Alignment contact information:
Completed by (name): Amelia Zarski E-mail: amelia.zarski@pearson.com
Phone: 847 486-2032 Date: 5/15/2012
SECTION I (CONTENT STANDARDS) CITATION REQUIREMENTS AND SCORING
Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. (Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator.)
Citations for "Content Standards, Benchmarks & Performance Standards" must refer to the Student Edition. Citations for "Other Relevant Criteria" must refer to the Student Edition or the Teacher Edition.
Each citation must address an increasing level of cognition:
• Citation 1: Cites material that provides an introduction to the content at the basic knowledge and recall level.
• Citation 2: Cites material that builds on prior knowledge/skills at the comprehension and application level.
• Citation 3: Cites material that builds on prior knowledge/skills and integrates content to meet the standard at the analysis, synthesis, or evaluation levels.
At least two citations must be found satisfactory by the Review Team to meet the requirements of the standard. Scoring will be as follows:
• Satisfactory citations at the “Basic Knowledge” level only, or no valid citations, score zero (0) points.
• Satisfactory citations at both the “Basic Knowledge” and “Application” level score a total of six (6) points.
• Satisfactory citations at all three levels score a total of ten (10) points.
SEE THE BEGINNING OF SECTION II FOR REQUIREMENTS AND SCORING OF “OTHER RELEVANT CRITERIA” CITATIONS
THE PAGES OF THIS FORM WILL BE SCANNED. PLEASE FOLLOW THESE GUIDELINES WHEN PREPARING IT FOR SUBMISSION: • Use only the original forms provided by the Instructional Material Bureau. Do not modify the form. Do not attempt to “recreate” the form.
Instructional Material Bureau Summer 2011 Adoption Review Institute THIS PAGE FOR REVIEW INSTITUTE STAFF FACILITATOR USE ONLY
FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR) Verified:
90% or Higher Facilitator Signature Verified:
89% or Lower Facilitator Signature Reviewer
Name: Reviewer Number: Date: Facilitator:
REVIEWER INSTRUCTIONS
For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence).
Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. Every item with an item number in the Item # column must be scored.
Citations that you verify at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. Citations that you verify at both the “Basic Knowledge” and “Application” level score a total of six (6) points. Citations that you verify at all three levels score a total of ten (10) points.
• At the end of each page, total the scores in the “Item Score” column.
• Enter the total score in the Page Total Score box at the bottom of each page.
• At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section I Total Section Score box POINTS DEFINITION
0 Citations did not meet the requirements of the standard for at least two levels. 6 Citations met the requirements of the standard at two of the levels.
CONTENT STANDARDS, BENCHMARKS &
PERFORMANCE STANDARDS Citation 1 Basic Knowledge Application Citation 2 Citation 3 Analysis Item # Item Score
The Number System 8.NS
A. Know that there are numbers that are not rational, and approximate them by rational numbers.
1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
LFP, Inv. 4: p57, 13 SE: LFP, Inv. 4: p58,
27 SE: LFP, Inv. 4: p59, 38d
1
2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example,by truncating the decimal expansion of , show that is between 1 and2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
SE: LFP, Inv. 4: p47, 2 SE: LFP, Inv. 4: p47, 3 SE: LFP, Inv. 4: p48,
D
2
Expressions and Equations 8.EE
B. Work with radicals and integer exponents. 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
SE: CCI8, Inv. 1: p3, 1 SE: CCI8, Inv. 1: p3, 8 SE: CCI8, Inv. 1: p3,
10f
3
2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p
and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that is irrational.
TE: LFP, Inv. 2: p39,
Launch, bullet 6 SE: LFP, Inv. 2: p21, A1 SE: CCI8, Inv. 1: p2, B3
4
3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how
SE: GGG, Inv. 4: p55,
CONTENT STANDARDS, BENCHMARKS &
PERFORMANCE STANDARDS Citation 1 Basic Knowledge Application Citation 2 Citation 3 Analysis Item # Item Score many times as much one is than the other. For
example,estimate the population of the United States as 3 × 108 and the populationof the world as 7 × 109, and determine that the world population is morethan 20 times larger.
4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
SE: GGG, Inv. 5: p55,
8c-d (units) SE: GGG, Inv. 5: p71, 60b SE: GGG, Inv. 5: p71, 57a
6
C. Understand the connections between proportional relationships, lines, and linear equations.
5. Graph proportional relationships , interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance- time graph to a distance-time equation to determine which of two moving objects has greater speed.
SE: CCI8, Inv. 2: p5,
C1 SE: CCI8, Inv. 2: p5, B SE: CCI8, Inv. 2: p7, 3&4
7
6. Use similar triangles to explain why the slope m is the same between and two distinct points on a non- vertical line in the coordinate plane; derive the equation y=mx+b for a line intercepting the vertical axis at b.
SE: CCI8, Inv. 2: p6,
B1 SE: CCI8, Inv. 2: p6, B2 SE: CCI8, Inv. 2: p7, C6
8
D. Analyze and solve linear equations and pairs of simultaneous linear equations.
7. Solve linear equations in one variable. SE: SIWS, Inv. 2: p32,
20 SE: SIWS, Inv. 2: p31, 17 SE: SIWS, Inv. 2: p32, 18g
9
7. (a) Give examples of linear equations in onevariable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the
SE: CCI8, Inv. 2: p8,
PERFORMANCE STANDARDS Knowledge Application Analysis # form x = a, a = a, or a = b results (where a and b are
different numbers).
7. (b) Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
TE: SIWS, Inv. 3: p65,
Suggested Questions SE: SIWS, Inv. 3: p38, B SE: SIWS, Inv. 3: p47, 9
11
8. Analyze and solve pairs of simultaneous linearequations SE: SOA, Inv. 3: p41, C1 SE: SOA, Inv. 3: p45, 14a SE: SOA, Inv. 3: p45, 13
12
8. (a) Understand that solutions to a system of twolinear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
SE: SOA, Inv. 2: p25,
A1 SE: SOA, Inv. 3: p41, B3 SE: SOA, Inv. 3: p41, B4
13
8. (b) Solve systems of two linear equations in twovariables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x +2y = 6 have no solution because 3x + 2y cannot
simultaneously be 5and 6.
SE: SOA, Inv. 1: p19,
56 SE: SOA, Inv. 3: p41, B2 SE: SOA, Inv. 3: p49, 63e
14
8. (c) Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for twopairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
SE: SOA, Inv. 3: p41,
A SE: SOA, Inv. 3: p41, B1&2 SE: SOA, Inv. 3: p41, B3
15
Functions 8.F
E. Define, evaluate, and compare functions. 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Note: Function notation is not required in Grade 8.)
TE: CCI8, Inv. 2: p11,
2.4 bullet 1 SE: CCI8, Inv. 2: p9, A SE: CCI8, Inv. 2: p9, B4
16
2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a tableof values and a linear function
SE: TWMM, Inv. 1:
CONTENT STANDARDS, BENCHMARKS &
PERFORMANCE STANDARDS Citation 1 Basic Knowledge Application Citation 2 Citation 3 Analysis Item # Item Score
represented by an algebraic expression,determine which function has the greater rate of change.
3. Interpret the equation y = mx + b as defining a
linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a functionof its side length is not linear because its graph contains the points (1,1),(2,4) and (3,9), which are not on a straight line.
TE: SOA, Inv. 3: p63,
Launch, first sentence SE: TWMM, Inv. 2: p29, D SE: TWMM, Inv. 2: p40, 35
18
F. Use functions to model relationships between quantities.
4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
SE: TWMM, Inv. 2:
p25, A1 SE: TWMM, Inv. 2: p28, B SE: GGG, Inv. 3: p37, D1
19
5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
SE: FFPC, Inv. 1: p8,
A1 SE: FFPC, Inv. 1: p11, 3b SE: FFPC, Inv. 1: p13, 5d
20
Geometry 8.G
G. Understand congruence and similarity using physical models, transparencies, or geometry software.
1. Verify experimentally the properties of rotations,
reflections, and translations: SE: KHMM, Inv. 1: p11, A SE: KHMM, Inv. 1: p11, B SE: KHMM, Inv. 1: p11, C
21
1. (a) Lines are taken to lines, and line segments toline segments of the same length. TE: KHMM, Inv. 2: p46, 2.1, bullet 3 SE: KHMM, Inv. 2: p28, A2 SE: KHMM, Inv. 2: p28, B1
22
1. (b) Angles are taken to angles of the samePERFORMANCE STANDARDS Knowledge Application Analysis # 1. (c) Parallel lines are taken to parallel lines. SE: KHMM, Inv. 3:
p21, 13a SE: KHMM, Inv. 3: p21, 13d SE: KHMM, Inv. 3: p29, 1f
24
2. Understand that a two-dimensional figure is
congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
SE: KHMM, Inv. 5:
p80, A3 SE: KHMM, Inv. 5: p82, A1 SE: KHMM, Inv. 5: p83, D
25
3. Describe the effect of dilations, translations,
rotations, and reflections on two-dimensional figures using coordinates.
SE: CCI8, Inv. 3: p80,
A3 SE: CCI8, Inv. 5: p82, A1 SE: CCI8, Inv. 5: p83, D
26
4. Understand that a two-dimensional figure is similar
to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
SE: CCI8, Inv. 3: p18,
C SE: CCI8, Inv. 3: p22, 21 SE: CCI8, Inv. 3: p22, 25
27
5. Use informal arguments to establish facts about
the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so thatthe sum of the three angles appears to form a line, and give an argumentin terms of transversals why this is so.
SE: CCI8, Inv. 4: p24,
2 SE: CCI8, Inv. 4: p32, 23 SE: CCI8, Inv. 4: p37, 1a
28
H. Understand and apply the Pythagorean Theorem.
6. Explain a proof of the Pythagorean Theorem and its
converse. SE: LFP, Inv. 3: p34, A SE: LFP, Inv. 3: p34, B1 SE: LFP, Inv. 3: p34, B3
29
7. Apply the Pythagorean Theorem to determineunknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
SE: LFP, Inv. 3: p34,
D SE: LFP, Inv. 3: p34, C2 SE: LFP, Inv. 4: p53, 5
30
8. Apply the Pythagorean Theorem to find thedistance between two points in a coordinate system. SE: LFP, Inv. 3: p35, A3 SE: LFP, Inv. 3: p35, B
CONTENT STANDARDS, BENCHMARKS &
PERFORMANCE STANDARDS Citation 1 Basic Knowledge Application Citation 2 Citation 3 Analysis Item # Item Score I. Solve real-world and mathematical problems
involving volume of cylinders, cones, and spheres.
9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems
SE: CCI8, Inv. 4: p27,
A1 TE: CCI8, Inv. 4: p37, 2a TE: CCI8, Inv. 4: p37, 2b
32
Statistics and Probability 8.SP
J. Investigate patterns of association in bivariate data.
1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
SE: SAP, Inv. 4: p64,
B1 SE: SAP, Inv. 4: p63, A1 SE: SAP, Inv. 4: p65, C3
33
2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
SE: SAP, Inv. 4: p65,
C2 SE: SAP, Inv. 4: p70, 2e SE: SAP, Inv. 4: p71, 3c
34
3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slopeof 1.5 cm/hr as meaning that an additional hour of sunlight each day isassociated with an additional 1.5 cm in mature plant height
TE: TWMM, Inv. 2: p41, Launch, bullets 4&5
SE: TWMM, Inv. 2:
p34, 4b SE: TWMM, Inv. 2: p34, 5c
35
4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two
SE: CCI8, Inv. 5:
PERFORMANCE STANDARDS Knowledge Application Analysis # variables. For example, collectdata from students in
your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Isthere evidence that those who have a curfew also tend to have chores?
Reviewer’s Section I Totals
PUBLISHER: SECTION II CITATION REQUIREMENTS AND SCORING
Citations for "Other Relevant Criteria" will usually refer to the Teacher Edition, but may refer to the Student Edition. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph.
Example: [123-5] would refer the reviewer to +Page 123, paragraph 5 to find the evidence of the indicator. All three citations must be found satisfactory by the Review Team to meet the requirements of the standard.
REVIEWER: USE THE TEACHER'S EDITION AND THE STUDENT EDITION TO CONDUCT THIS PORTION OF THE REVIEW
For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence). Every item with an item number in the Item # column must be scored.
All three citations must be verified in order to receive points.
Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. At the end of each page, total the scores in the “Item Score” column.
Enter the total score in the Page Total Score box at the bottom of each page.
At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section II Total Section Score box KEY:
0 = Citations did not meet the requirements of the standard. 5 = Citations met the requirements of the standard.
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RITERIA Citation 1 Citation 2 Citation 3Item
Number Item Score
GENERAL CRITERIA
A. The textbook provides pictorials, graphics, and illustrations that represent diversity of cultures, race, color, creed, national origin, age, gender, language or disability.
SE: LFP, Intro:
p14, photo SE: SIWS, Inv. 3: p47, 9 SE: GGG, Inv. 3: p40, 17
1
B. The textbook provides a variety of culturalperspectives used within the lesson content to account for various cultural/background experiences.
SE: GGG, Inv. 1:
C
RITERIA Citation 1 Citation 2 Citation 3 Number Item ScoreC. The textbook provides assignments with activities requiring student responses that promote respect for all people regardless of race, color, creed, national origin, age, gender, language or disability.
SE: SIWS, Inv. 5:
p74, 5.2 SE: TWMM, Inv. 2: p37, 19 SE: LFP, Inv. 1: p15, 30
3
D. The textbook presents appropriate role models within content rather than an oversimplified standardized image of a person or group; avoids stereotyping.
SE: GGG, Inv. 3:
p43, 34 SE: GGG, Inv. 4: p48, 41 SE: SIWS, Inv. 3: p43, D
4
E. At the beginning of each unit, chapter or lesson there is a list of content and mathematical practice standards covered within the unit, chapter and/or lesson.
TE: SAP, Inv. 1: p23, Mathematical Goals
TE: SIWS, Inv. 2: p55,
Mathematical Goals
TE: SOA, Inv. 3: p63, Mathematical
Goals
5
F. The textbook provides an introduction to the lesson including the comprehension questions (i.e. focus questions or guiding questions) the student will be expected to answer at the conclusion of the classroom instruction.
TE: FFPC, Inv. 1,
p35, Launch TE: FFPC, Inv. 4, p74, Launch TE: GGG, Inv. 3: p62, Launch
6
G. The textbook integrates appropriate
mathematical vocabulary into each lesson. TE: FFPC, Inv. 2: p61, Vocabulary TE: CCI8, Inv. 3: p19, Vocabulary TE: KHM, Inv. 2: p65, Vocabulary
7
H. The textbook provides visual representationssuch as pictorial models, tables, graphs, manipulatives and number lines to assist students’ comprehension.
SE: KHM, Inv. 1:
p9, D SE: SOA, Inv. 1: p21, 64 SE: LFP, Inv. 4: p47, B
8
I. The textbook provides extensive and varied opportunities to practice lesson objectives using higher order thinking skills.
SE: LFP, Inv. 1:
p17, Extensions SE: GGG, Inv. 2: p31, Extensions SE: SAP, Inv. 2: p44, Extensions
9
J. The textbook provides the student with ongoingreview and practice for the purpose of retaining previously acquired knowledge.
SE: FFPC, Inv. 1: p11, Applications SE: TWMM, Inv. 2: p33, Applications SE: GGG, Inv. 2: p24, Applications
10
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Number Item Score
K. The textbook provides activities for students to make interdisciplinary connections to social studies, science, language arts, music, art and sports plus connections with their personal experiences.
SE: GGG, Inv. 1:
p13, 22 SE: SIWS, Inv. 3: p44, Did You Know?
SE: KHM, Inv. 1: p11, C
11
L. The textbook provides field activities for
students. SE: GGG, Unit Project, p74 SE: KHM, Unit Project, p98 SE: SAP, Unit Project, p81
12
M. The textbook incorporates increasinglycomplex tasks within lessons requiring analysis, evaluation and synthesis.
SE: FFPC, Inv. 1:
p17, Extensions SE: SOA, Inv. 3: p49, Extensions SE: GGG, Inv. 3: p45, Extensions
13
N. The textbook provides cognitively demandingactivities that elicit critical thinking and reasoning.
SE: SOA, Looking Back, Looking Ahead, p85, Explain Your Reasoning SE: TWMM, Looking Back, Looking Ahead, p64, Explain Your Reasoning
SE: SIWS, Looking Back, Looking Ahead, p88, Explain
Your Reasoning
14
O. The textbook incorporates the use of
appropriate technology and manipulatives by students.
SE: GGG, Inv. 5: p63, 5.3
SE: SOA, Inv. 2: p29, B
SE: LFP: Inv. 3: p34,
3.2
15
P. The textbook provides references to support student learning such as a glossary and word lists.
SE: KHM, p104,
Glossary SE: LFP, p68, Glossary SE: SIWS, p89, Glossary
16
Q. The Teacher’s Edition presents learningprogressions to provide an overview of the scope and sequence of skills and concepts.
TE: SAP, p2,
Goals of the Unit TE: TWMM, p2, Goals of the Unit TE: FFPC, p2, Goals of the Unit
17
R. Within each lesson of the Teacher’s Edition,there are clear measurable learning objectives and opportunities for differentiated instruction.
TE: FFPC, Inv. 2: p77, ACE Assignment Guide TE: TWMM, Inv. 2: p54, ACE Assignment Guide
TE: SOA, Inv. 4: p80, ACE
Assignment Guide
18
S. The Teacher’s Edition provides tiered activities
C
RITERIA Citation 1 Citation 2 Citation 3 Number Item Scoreneeds of all students including below
proficiency and advanced learners. Guide Guide
T. The Teacher’s Edition provides instructional strategies, resources, and language
development support for English language learners (sheltered instruction).
TE: SOA, p15, Spanish Assessment Resources TE: KHM, p16, Spanish Assessment Resources TE: LFP, p14, Spanish Assessment Resources
20
U. The Teacher’s Edition includes content and information that support a variety of approaches to instruction, including (score each item separately):
1.
Writing activities where students explain their mathematical thinking.TE: SIWS, Unit Project: p137, Write a Report
TE: GGG, Unit Project: p74, Write a Report
TE: SAP, Unit
Project: p82, 4
21
2.
Project-based learning assignments TE: KHM, UnitProject: p99 TE: SIWS: Unit Project: p85 TE: GGG, Unit Project: P74
22
3.
Interdisciplinary instruction TE: GGG, Inv. 3:p65, 3.1 TE: KHM, Inv. 1: p29, 1.3 TE: SIWS, Inv. 1: p29, 1.3
23
4.
Cooperative learning strategies TE: SAP, UnitProject: p82, top TE: SIWS, Inv. 1: p23, Launch TE: SOA, Inv. 3: p56, Launch
24
5.
Early and effective intervention instructional strategiesTE: SIWS, Inv. 1:
p33, Explore TE: FFPC, Inv. 3: p95, Explore TE: LFP, Inv. 3: p61, Explore
25
V. The Teacher’s Edition provides the teacherwith instructional strategies for every lesson. TE: TWMM, Inv. 1: p23, At a Glance TE: SAP, Inv. 3: p19, At a Glance TE: CCI8, Inv. 1: p1, At a Glance
26
W. The Teacher’s Edition and resources provideinstructional support for developing both student conceptual understanding and procedural fluency.
TE: KHM, Looking Back and Looking Ahead: p101, Use Your Understanding E: LFP, Looking Back and Looking Ahead: p65, Use Your Understanding E: SIWS, Looking Back and Looking Ahead: p87, Use
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Number Item Score
X. The Teacher’s Edition and resources provide various assessments (e.g., pre- and post-tests, self-assessments, written reflections, mid-unit quizzes, quick checks for understanding of the key concepts, etc.) that address lesson and/or chapter objectives.
TE: SAP, Inv. 2: p46, Mathematical Reflections
TE: SIWS, p17, Assessment Summary
TE: SOA, Looking Back and Looking
Ahead, p125
28
Y. The Teacher’s Edition and resources provide student assessments that are accompanied by student work exemplars and score identification of concepts and skills to support further
instruction, differentiation, remediation or acceleration.
TE: SAP, p112, Guide to the Unit Project
TE: GGG, p119, Guide to the Unit Project
TE: KHM, p136, Guide to the Unit
Project
29
Z. The Teacher’s Edition provides opportunities for student presentations and projects using technology.
TE: SAP, Unit Project: p82, Prepare a Report
TE: GGG, Unit Project: p75, Write a Report
TE: SIWS, Unit Project: p86, Write a
Report
30
STANDARDS FOR MATHEMATICAL PRACTICE
AA. Make sense of problems and persevere in solving them:
1.
The lesson activities and assessments require students to make conjectures about the form and meaning of their solution strategies and plan a solution strategy rather than jumping into solution attempts.SE: LFP, Inv. 3: p32, B
SE: SIWS, Inv. 5: p77, 7b
SE: LFP, Inv. 3: p37, B2
31
2.
The lesson activities require students to communicate their understanding of the approaches of others in solving problems and to identify correspondences betweenSE: TWMM, Inv. 2:
p31, B-D SE: TWMM, Inv. 2: p44, 62 a-c SE: GGG, Inv. 4: p51, 3
C
RITERIA Citation 1 Citation 2 Citation 3 Number Item Scoredifferent approaches.
BB. Reason abstractly and quantitatively:
1.
The lesson activities and assessments require students to make sense of quantities and their relationships in problem situations.SE: TWMM, Inv. 2:
p37, 19c SE: TWMM, Inv. 2: p45, 63c SE: GGG, Inv. 1: p13, 22b
33
2.
The lesson activities and assessments require students to decontextualize mathematical problem situations by abstracting the situation, representing it symbolically, and manipulating the representing symbols to solve problems.SE: SIWS, Inv. 1:
p19, 54b SE: SIWS, Inv. 2: p24, A2 SE: SIWS, Inv. 4: p69, 40c
34
3.
The lesson activities and assessments require students to pause during manipulation of numbers and symbols to contextualize mathematical expressions and equations, create coherent representations, consider the units involved, and attend to the meaning of quantities within a context.TE: GGG, Inv. 2:
p49-50, Explore SE: TWMM, Inv. 1: p13, 3 SE: TWMM, Inv. 2: p37, 19 c&d
35
CC. Construct viable arguments and critique the reasoning of others:
1.
The lesson activities and assessments require students to understand and use stated assumptions, definitions, and previously established results in constructing mathematical arguments.SE: KHM, Inv. 3:
p60, 15b SE: LFP, Inv. 3: p37, B3 SE: GGG, Inv. 5: p65, 31d
36
2.
The lesson activities and assessments require students to provide a justification for theirSE: SIWS, Inv. 1:
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RITERIA Citation 1 Citation 2 Citation 3Item
Number Item Score solutions, communicate their mathematical
reasoning to others and respond to arguments of others.
3.
The lesson activities and assessments require students to compare the effectiveness of two plausible arguments; distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument, explain what it is.SE: TWMM, Inv. 2:
p44, 62 SE: SIWS, Inv. 1: p9, C SE: SIWS, Inv. 1: p19, 53
38
4.
The lesson activities and assessments provide opportunities for students to explore examples and counter examples.SE: SIWS, Inv. 5: p73, A
SE: SIWS, Inv. 5: p75, 5.3c
SE: SIWS, Inv. 5:
p83, 40
39
DD. Model with mathematics:
1.
The lesson activities and assessments require students to apply the mathematics they know to solve problems arising in everyday life, society and the workplace.SE: TWMM, Inv. 2: p31, E SE: TWMM, Inv. 2: p35, 8 SE: TWMM, Inv. 3: p51, C
40
2.
The lesson activities and assessments require students to apply what they know tobreakdown and simplify complicated situations.
SE: FFPC, Inv. 3:
p53, 51b SE: GGG, Inv. 3: p44, 35 SE: TWMM, Inv. 1: p11, B1
41
3.
The lesson activities and assessments require students to interpret theirmathematical results in the context of the situation, reflect on whether the results make sense, and reflect on how well their model has supported their problem solving.
SE: SOA, Inv. 1:
p8, C SE: SOA, Inv. 4: p68, 3 SE: LFP, Inv. 3: p37, B3
42
C
RITERIA Citation 1 Citation 2 Citation 3 Number Item Score1.
The lesson activities and assessments require students to use a variety of tools and manipulatives to solve various problems.SE: LFP, Inv. 3:
p34, B SE: KHM, Unit Project: p96 SE: SIWS: Unit Project: p85
43
2.
The lesson activities and assessments require students to make sound decisions about choosing appropriate tools.SE: LFP, Inv. 1:
p9, D SE: TWMM, Inv. 2: p22, 34b SE: KHM, Inv. 1: p6, 1.1
44
3.
The lesson activities and assessments require students to use estimation to detectpossible errors.
SE: SOA, Inv. 2:
p35, Hint SE: TWMM, Inv. 2: p34, 4d SE: TWMM, Inv. 2: 38, 24
45
4.
The lesson activities and assessments require students to use technology to explore and deepen their understanding of concepts.SE: SOA, Inv. 2:
p29, B4 SE: SOA, Inv. 3: p45, 14 SE: FFPC, Inv. 3: p41, C1
46
FF. Attend to precision:1.
The lesson activities and assessments require precise communication among students (e.g., using clear definitions, stating the meaning of symbols, specifying units of measure.)SE: LFP, Inv. 1:
p9, B1 SE: LFP, Inv. 1: p12, 6b SE: LFP, Inv. 1: p17, 36
47
2.
The lesson activities and assessments require students to answer with a degree ofprecision appropriate for the problem’s context.
SE: TWMM, Inv. 2:
p31, C SE: LFP, Inv. 1: p15, 30c SE: KHM, Inv. 3: p61, 19
48
GG. Look for and make use of structure:
1.
The lesson activities and assessments require students to look closely to discern a pattern or structure through opportunities provided.SE: FFPC, Inv. 1:
S
ECTIONII:
O
THERR
ELEVANTC
RITERIA Citation 1 Citation 2 Citation 3Item
Number Item Score
HH. Look for and express regularity in repeated reasoning:
1.
The lesson activities and assessments require students to notice if calculations arerepeated, and look both for general methods and for shortcuts.
SE: FFPC, Inv. 3:
p44, 2 SE: FFPC, Inv. 3: p53, 50c SE: SIWS, Inv. 4: p63, 17
50
2.
The lesson activities and assessments require students to maintain oversight of theprocess, while attending to the details.
SE: SAP, Inv. 2: p34, 2.4
SE: SAP, Inv. 2: p41, 27
SE: SAP, Inv. 3: p53,
D
51
3.
The lesson activities and assessments require students to continually evaluate thereasonableness of their intermediate results.
SE: SOA, Inv. 1: p8, 1.2
SE: SOA, Inv. 2: p25, 21A
SE: GGG, Inv. 5: p63, 5.2
52
II. The Teacher’s Edition provides scaffolded
curriculum maps. TE: LFP, p10, Content
Connections to Other Units TE: SOA, p11, Content Connections to Other Units TE: KHM, p10, Content Connections to Other Units
53
TECHNOLOGY KNOWLEDGE AND SKILLS (GRADES 6-8) JJ. Provides students with opportunities to:
1.
Demonstrate keyboarding proficiency in technique and posture while building speed.N/A N/A N/A
54
2.
Refine their selection and use of appropriate search strategies.SE: SAP, Unit
Project: p82 N/A N/A
55
3.
Expand their use of word processing, graphics, databases, spreadsheets, simulations, multimedia, and telecommunications.TE: GGG, Unit Project: p75, Write a Report
TE: SIWS, Unit Project: p86, Write a Report
TE: SAP, Unit Project: p82,
C
RITERIA Citation 1 Citation 2 Citation 3 Number Item ScoreSummarize
4.
Become fluent in using multiple software applications and applying them across the curriculum.SE: SAP, Inv. 1: p9, Active Math Online
SE: SIWS, Inv. 1: p7, Active Math Online
SE: GGG, Inv. 5: p64, Active Math
Online
57
Reviewer’s Section II Total
Total Section Score
Reviewer’s Grand Total
ABBREVIATION KEY
Pearson Education, Inc. publishing as Prentice Hall
Pearson Connected Mathematics 2 Grade 8 with Common Core Unit Student Package 2027 Mathematics /Grade 8
SE Student Edition
TE Teacher Edition
p Page
Inv. Investigation
TWMM Thinking with Mathematical Models
LFP Looking for Pythagoras
GGG Growing, Growing, Growing
FFPC Frogs, Fleas, and Painted Cubes
KHM Kaleidoscopes, Hubcaps, and Mirrors
SIWS Say It with Symbols
SOA Shapes of Algebra
SAP Samples and Populations