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

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PUBLISHER: Saxon (an imprint of HMH Supplemental Publishers Inc.) SUBJECT: Mathematics SPECIFIC GRADE: 9-12 COURSE: Algebra II TITLE: Saxon Algebra 2, 4th Edition COPYRIGHT DATE: 2009 SE ISBN: 978-1-602-77303-5 TE ISBN: 978-1-602-77304-2

GENERIC EVALUATION CRITERIA 2010-2015

Mathematics Algebra II

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

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

At Saxon, we strive to provide a fair and unbiased presentation of people and issues at all times. Examples in our textbooks, media products, and promotional materials reflect the diversity of today’s classroom and of our society. We take great care to use examples of people from different backgrounds in a variety of roles in an effort to provide students with positive models. Toward these ends, we established overall targets based roughly on the latest federal census figures. During the publication process, our editors and designers use these targets to select examples that match our instructional goals while also emphasizing diversity. See examples in Teacher’s Edition (TE): -Instruction: pages 65 Ex. 4 and f, 139 Ex.

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

CRITERIA

NOTES

5, 183 a, 243 a-e, and 529-530 Ex. 3-4 -Practice: pages 99 #21, 151 #13 and 17, 206 #29-30, 250 #1, 285 #28-29, 369 #23 and 29, 404 #11 and 17, and 518 #27 See examples in Course Assessments: -Cumulative Tests: pages 23-26 #5/11/19, 57/59 #17, and 91 #10 -Performance Tasks: pages 113-114 and 149-150 -Benchmark Tests: page 164

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

Equity in the Saxon Mathematics K-8 Series is shown through written dialogue rather than visual display. Graphics and illustrations are strictly mathematical and support instruction. The lessons in our mathematics program do not contain any cultural bias. Below are examples used throughout Algebra 2. See examples in Teacher’s Edition (TE): -Instruction: pages 65 Ex. 4 and f, 139 Ex. 5, 183 a, 243 a-e, and 529-530 Ex. 3-4 -Practice: pages 99 #21, 151 #13 and 17, 206 #29-30, 250 #1, 285 #28-29, 369 #23 and 29, 404 #11 and 17, and 518 #27 See examples in Course Assessments: -Cumulative Tests: pages 23-26 #5/11/19, 57/59 #17, and 91 #10 -Performance Tasks: pages 113-114 and 149-150 -Benchmark Tests: page 164

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INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA

GENERAL EVALUATION CRITERIA 2010-2015


(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent I A M N

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

A. Learning Skills

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

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

• Thinking and Problem-Solving Skills /Development of

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

• Information and Communication Skills/Mathematical

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

Personal and Work Place Productivity Skills

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

A=Adequate

M=Minimal

N=Nonexistent

I A M N

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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B. 21st Century Tools

Saxon provides: -Daily word problems with real-world applications (see TE pg. 131, 333, and 542) -Problems to use a Graphing Calculator with (see SE pg. 127 #9, 277 #17, and 531 #3) -Graphing Calculator labs (see SE pg. 27, 153, 323, and 563) -Margin references with tips & previously taught graphing calculator skills (see SE pg. 149, 255, 305, and 600) -Investigations and Explorations allow students to develop math communication skills (see Inv. 1 on pgs. 69-71, a sample exploration on pg. 296, and Inv. 8 on pgs. 572-573) -Additional Technology Labs for use with graphing calculators and/or spreadsheet applications (see Technology Lab Masters book pg. 2, 9, 27, and 40-41)

• 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.

2010-2015





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

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

access) materials.

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

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

lesson plans, student activities and parent resources.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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

3. Integrate technology seamlessly when appropriate to model

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

B. Scientifically-Based Research Strategies

Consistent and incremental instruction & practice provided throughout the Saxon Math program allow for long-term mastery of skills. See Teacher’s Edition: 1) Color-Coded TOC/Contents By Strand (see pg. T17-T33) 2) Content Trace in Section Overviews (see pg. 72D, 296D, 506D, and 706D) 3) Warm-Up in each lesson with pre-requisite vocabulary and skill reinforcement for lesson to follow (see pg. 77, 233, and 546) 4) “Looking Forward” box at end of each lesson (see pg. 35, 106, 252, 377, and 551)

1. Consistently require students to link prior knowledge to new

information to construct their own viable understandings of mathematical ideas.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

8

There are daily problem solving opportunities with real-world applications, non-routine and multi-step problems in Examples, Practice, and Investigations (see SE pg. 98 Ex. 5, 238 #19, 315 #8, 461 #25 and 27, and 502-505), and alternate methods in Section Overviews and margins of TE (see pg. 133, 256, 428, and 506B). Saxon also provides Performance Tasks every 5 lessons (see TE pg. 120F and Course Assessments pg. ix-xi, 117-118 and 155-156) as well as Challenge & Enrichment Masters (see pg. 11, 40, and 72) in separate Challenge & Enrichment Masters book)

2. Consistently provide opportunities for students to solve complex

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

Saxon provides numerous opportunities for students to communicate mathematically: 1) Margin support during instruction (see TE pg. 170-174, 343-344, and 617-619) 2) Reasoning and Communication in Section Overviews (see TE pg. 146C, 364C, and 574C) 3) Math Conversations in margin during Written Practice (see TE pg. 132-135 and 480-482) 4) Daily Practice questions where students answer in words or using pictorial models (see SE pg. 110 #2-3, 204 #15-16, 411 #23-24, 538 #12-13, and 663 #9 and 11) 5) At least one Error Analysis question in almost every Practice Set (see SE pg. 104 #13, 238-239

3. Consistently provide opportunities for students to communicate their

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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#17/30, 411 #16/21, and 633 #10) Saxon consistently asks students to justify, analyze, verify, draw conclusions, or explain their mathematical thinking during daily instruction and practice, including Error Analysis (see SE pg. 193 #26, 245 #27, 404 #22, 501 #20, 573 #3-9, and 700-701 #3 and 18)

4. Routinely require students to develop and defend mathematical

conjectures, arguments, reasoning and proof.

Saxon provides full investigations every 10 lessons (see SE pg. 143-145, 293-295, and 572-573), explorations embedded in lessons (see SE pg. 42, 233, 447, and 646) and online (see www.saxonmath.com/wv), and daily questions connecting to other math strands in Practice Sets (see SE pg. 60 #24 and 29, 151 #11 and 20, 316 #19, 432 #24, and 538 #11 and 14)

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

that enable them to make connections among mathematical ideas.

Saxon provides numerous opportunities to develop a variety of mathematical representations through: 1) Problems using pictures or diagrams (see SE pg. 128 #25-26, 220 #17, 317 #25, and 440 #20) 2) Reasoning and Communication in Section Overviews (see TE pg. 72C, 296C, and 506C) 3) Explorations/Investigations (see SE pg. 69-71, 233, and 433-435) 4) Glossary with lesson reference numbers (see SE pg. 894-956) 5) Application problems as last example in New Concept (see SE pg. 50, 174, 314, and 548) 6) Performance Tasks (see

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.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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Course Assessments book pg. 117-118 and 133-134) Saxon provides many resources for differentiated instruction: 1) SE margin support during instruction with boxes for Reading Math, Hints, Caution, Math Reasoning, and Math Language (see SE pg. 105-109, 253-255, 384-387, and 558-559) 2) TE margin support during instruction with Math Background, English Learners, Alternate Methods, Inclusion, Manipulative Use, and Challenge problems (see TE pg. 77-81, 226-231, 348-353, and 732-736) 3) “Reteaching Masters” book with additional support and practice problems for every lesson 4) Skills Bank in back of SE as a student reference tool with pre-requisite skills and additional practice (pg. 862-885) 5) Pre-requisite Skills Intervention book with more intensive support for students struggling with key foundational skills 6) Challenge & Enrichment Masters book with one challenge problem for each lesson plus 24 additional sheets for enrichment 7) Extend the Example/Extend the Problem/Extend the Exploration opportunities highlighted in margin of TE (see pg. 125, 195, 301, 410-411, and 553-554) 8) Additional example in margin of TE for every instructional example

7. Present varied teaching models with emphasis on differentiated

instruction in content, process, and product.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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(see pg. 202-203 and 413-416) 9) Performance Tasks with extensions & real-world connections for early finishers of assessments 10) “Adaptations” – complete parallel program for students with special needs, included adapted practice and assessments

C. Critical Thinking

Problem solving is emphasized throughout the program through application examples (see TE pg. 74, 197, 339, and 485), with opportunities for math conversations (see TE pg. 160-162 and 417-419) and numerous higher order thinking questions highlighted in the Written Practice (see SE pg. 162 #23, 230 #1, 322 #29, and 440 #21)

1. emphasize questioning models to promote higher order thinking skills

based on depth of knowledge.

Saxon provides many opportunities for discussion and reasoning through problem solving and instruction (see TE pg. 124-126 and 348-351), Math Conversations (see examples in Teacher’s Manual on pg. 204-206 and 609-611), Performance Tasks (see Course Assessments book pg. 117-118 and 133-134), and Written Practice problems (see SE pg. 133 #12, 220 #18, 322 #21, 417 #14, 590 #11 and 13, and 688 #11 and 14)

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.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

12

Saxon provides instruction, activities, and practice that contain numerous real-world applications as listed in each Section Overview of the TE (see examples on pg. 146C, 364C, and 638C) and identified in each Practice Set (see SE pg. 92 #24/28/30, 199 #22-23, 315 #6/8-9, 474 #19-20, and 688 #3/6/8-9)

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

throughout the instruction, and promotes and develops critical thinking.

D. Life Skills

Saxon provides extensive practice with numerous connections to life skills highlighted in Practice Set problems, including (but not limited to): finance/economics/investing (pg. 6 #21, 211 Ex. 5, 285 #27, 347 #29, 404 #16, and 409 a-c), business (pg. 139 Ex. 5, 265 #26, and 315 #6), real estate (pg. 487 #8), currency (pg. 41 #24, 110 #3, 257 #24, and 342 #21), membership/entrance fees (pg. 204 #14, 244 #17, and 560 a), tips (pg. 17 #12 and 152 #27), salaries (pg. 98 #18, 277 #15, 340 #8, 369 #29, and 500 #16), taxes (pg. 47 #30, 382 #12, and 505 f), sales/discounts (pg. 12 #25, 110 #1, and 571 #28), phone charges (pg. 186 #23, 396 #15, and 635 a-g), weather (pg. 26 #24 and 92 #28), time (pg. 161 #17, 251 #16, and 345 #5), health & science (pg. 34 #14, 105 #18, 186 #26, 291 #14, and 353 #17), measurements (pg. 51 a-b, 221 #24, 311 #27,

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

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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and 418 #22), traveling/gas mileage (pg. 76 #20, 145 d-f, 301 #12, and 465 Ex. 4), tests/HW (pg. 52 #16, 245 #27, and 568 g), maps/scale drawing (pg. 330 #16 and 596 #8), nutrition (pg. 17 #15, 168 #26, and 258 #28) Saxon provides: -Opportunities for students to interact with others through lesson explorations and investigations -Development of literacy skills through carefully scaffolded word problems -Independent practice and homework to build student work habits, including lesson reference numbers for student self-direction

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

communications, problem solving and self-directional skills).

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

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

learning.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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for collaborative learning -Pre-requisite Skills Intervention book for more intensive small group/individual remediation -Additional Technology Labs and Challenge & Enrichment Masters for advanced learners Including in the program are: -Daily application problems to allow for real-world connections -Investigations, Explorations, Labs, and Performance Tasks to allow for additional exploration of concepts -Section Overviews in TE with Math Processes highlighted (see pg. 146C, 364C, and 706C)

2. Consistently require students to explore mathematical ideas,

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

Saxon provides: -Section Overviews in TE with highlights of differentiated instruction in 10 lessons to follow (see pg. 146B, 364B, and 706B) -Margin support in TE for differentiation: English Learners, Inclusion, Manipulative Use, Math Background, Alternate Methods, Challenge Problems, Error Alerts, Math Conversations, and Extensions -Reteaching Masters for reinforcement of prior lessons, including additional practice -Pre-requisite Skills Intervention book with more intensive reteaching and practice problems -Complete parallel program (“Adaptations”) with modified practice sheets and assessments

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

activities, learning stations, assessment, lesson plans).



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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F. Instructional Materials Saxon’s core instructional pedagogy is incremental and gradual instruction. With strategic placement of distributed lessons, students have ample time and many opportunities to practice and master math concepts before building on those concepts with more difficult ones. Frequent and cumulative assessments allow for regular tracking of student progress. The basic instructional path includes: a warm up, example problems, alternate approaches, inclusion support, lesson practice, written practice, challenge problems, manipulative use suggestions, performance tasks, labs, explorations, and investigations. The TE guides the math instruction and includes additional options for teaching, practice, and engagement with math skills in the margin. Saxon also has many ancillaries to support instruction: Reteaching Masters, a Test & Practice Generator, Online Activities, a Challenge & Enrichment Masters book, and Performance Tasks. Each Section overview in the TE lists math-to-math connections; these connections are noted in the practice set with subject-specific icons (see TE pg. 146C and 506C and SE pg. 98 #15/17, 271 #18, 388 #11, 566 #14, and 622 #30).

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

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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Saxon provides: -Daily application problems in instruction and practice to allow students to explore and explain math concepts using their own chosen method -Investigations every 10 lessons to allow students to spend a full class period exploring a mathematical concept in depth -Performance tasks/activities to allow students to respond to prompts and be scored using a rubric

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

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

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

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

of mathematical discourse to further mathematical understanding.

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

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

to access and use.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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

5. Include various instructional models to address varied learning styles

of students.

Saxon provides: -Overview of differentiation in each TE Section Overview (see pg. 146B, 364B, and 706B) -Detailed support in margins of TE for English Learners & Inclusion students, Manipulative Use, Alternate Methods, Error Alerts, Math Background, Challenges & Extensions, and Teacher Tips -Written Practice designed as a math workshop to address any gaps in students’ knowledge -A Reteaching Master for each lesson to further address struggling learners, including

6. Provide extensive and varied opportunities to differentiate individual

needs for skill-building.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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additional practice problems -Pre-requisite Skills Intervention book for more intensive support -Skills Bank at back of SE (see pg. 862-885) as a student resource for pre-requisite skills -Full English/Spanish glossary with examples at back of SE (see pg. 894-956) plus Multilingual Glossary with translations into 11 additional languages -English Learners Handbook, including Symbols and Formulas Charts that can be copied -Test & Practice Generator to design additional targeted practice -Extensions in margins of TE and Challenge & Enrichment Masters for advanced learners -Complete parallel program (Saxon Math Adaptations) with more intensive support for struggling learners, including modified lessons & assessments Saxon provides: -Reteaching Masters with support for struggling learners -Test & Practice Generator for designing tests and practice sheets for struggling and advanced learners, to be given traditionally (pen & pencil) or on the computer -Enrichment problems in Challenge & Enrichment Masters book and TE (Extend the Example/Extend the Problem) -Pre-requisite Skills Intervention book and Skills Bank in SE

7. Provide supplemental materials for intervention and enrichment.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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-Student glossary in back of SE (with Spanish terms, definitions, and examples) -Multilingual Glossary with translations into 11 additional languages Saxon provides a TE with Section Overviews that highlight content and process standards

8. Provide teachers with support to properly integrate the process

standards using the available resources.

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

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

teacher.

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

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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G. Assessment

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

1. provide assessment formats commensurate with WV assessment

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

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

2. provide opportunities for assessment based on performance-based

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

21

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

3. provide benchmark and ongoing progress monitoring.

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

4. provide rubric-based differentiated assessment.

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

5. provide an electronic system for managing assessment data to

facilitate the implementation of tiered instruction



A=Adequate

M=Minimal

N=Nonexistent

I A M N

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understanding and remediate accordingly. Saxon provides guided lesson practice and corrected written practice problems to allow students to monitor their learning. The Instructional Masters Book provides two types of Lesson Recording Forms (one with boxes and gridlines to provide extra support, one with just boxes) to allow students to organize their work and focus on specific problems of higher difficulty (e.g. word problems, starred problems). The Individual Test Analysis tool (see Course Assessments pg. 189-190) also allows students to track their progress and target areas of mathematical weakness.

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

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

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

7. Integrate formal and informal means of assessment in the materials

for diagnostic, formative, and summative purposes.



A=Adequate

M=Minimal

N=Nonexistent

I A M N

23

on a rubric for additional assessment of student understanding -Test & Practice Generator for additional targeted assessment Saxon provides a variety of assessments, including: basic computation, word problems, multiple choice, short answer, and open-ended questions (Performance Tasks)

8. include various types of assessments: performance tasks, multiple

choice, short answer, and free response.

H. Process Standards

Saxon provides: -Daily application problems in instruction and practice, including numerous multi-step and higher order thinking questions -Section Overviews in TE for every 10 lessons with math process skills identified (see pg. 72C, 296C, 506C, and 774C) -Performance Tasks every 5 lessons to allow for advanced exploration with real-world scenarios and opportunities to explain math reasoning (see Course Assessments book pg. 113-114 and 145-146)

1. Problem Solving: Provide frequent opportunities for students to

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

Saxon provides numerous opportunities for students to discuss, explain, and formulate mathematical thinking, to be shared in class or on paper, through: -Practice problems asking

2. Communication: Routinely challenge students to communicate their

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

24

students to verify, justify, explain, or model their thinking (see SE pg. 105 #22, 193 #26, 257 #16, and 453 #22) -Investigations and Explorations that can be completed with partners or in small groups (see TE pg. 143-145 and 308) -Check for Understanding questions at end of each lesson (see TE pg. 74, 237, and 500) -Math Conversations identified in margins of TE (see pg. 132-135, 256, and 410-411) Saxon provides: -Performance Tasks, Investigations, and Explorations to allow for exploration of math concepts (see Course Assessments book pg. 133-134 and TE pg. 293-295 and 447) -Labs to allow students to explore math concepts using technology such as a graphing calculator or spreadsheet application -Written Practice problems provide numerous opportunities for students to develop and explain math reasoning, including at least one Error Analysis question in almost every Practice set (see SE pg. 90 #5, 252 #26 and 29, and 418 #24)

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

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

Saxon’s Section Overviews list specific math and real world connections (see TE pg. 72C and 436C). These connections appear in the instruction examples and practice sets (see SE pg. 60 #22,

4. Connections with Mathematics: Consistently establish connections,

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



A=Adequate

M=Minimal

N=Nonexistent

I A M N

25

218 Ex. 5, and 488 #29). Saxon’s incremental & distributed approach also allows students to make natural connections among math concepts, since no topics are taught in isolation. Saxon provides numerous opportunities for students to create different representations of math skills using manipulatives, models, diagrams, pictures, words, symbols, or other representations (see TE pg. 104 #10, 141 #15, 316 #19, 389 #14, and 579 #28)

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.

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SPECIFIC EVALUATION CRITERIA Mathematics Algebra II

Algebra II objectives emphasize the use of investigation to more advanced functions, using them to solve real-world problems.

Focus is on multiple representations to develop conjectures, testing and justifying validity. Calculators, computers, and interactive utilities are an integral part of instruction. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

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

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

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For student mastery of content standards and objectives, the instructional materials will …

A. Algebra

Instruction: (New Concept) 187-190, 249-250, 259-263, 326, 328, Instruction: (Lab) 323-324 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 12, 16 Maintenance: (Practice) 191, 200, 205-206, 213, 251-252, 256, 258, 265, 270-271, 277-278,285, 290-292, 300-301, 309, 311, 316-322, 329-330, 334-336, 341-342, 352, 358 369, 374, 389, 398, 424, 430, 459, 466, 473, 516 527, 550, 700, 756, 818

1. Provide a variety of opportunities to determine equations of lines including parallel, perpendicular, vertical and horizontal lines, and compare and contrast the properties of these equations.



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A. Algebra (Cont.)

Instruction: (New Concept) 163, 166, 436-438, 469-473, 540-543, 598-603, 665-667, 738-742 Maintenance: (Practice) 167, 175, 198, 245, 270, 444, 445, 446, 453, 454, 467, 481, 482, 487, 488, 493, 499, 501, 543, 544, 555, 561, 570, 577, 584, 589, 590, 603, 604, 605, 609, 611, 616, 620, 633, 634, 677, 688, 689, 695, 755, 756, 767, 779

2. Provide a variety of examples and exercises to factor higher order polynomials by applying various methods including factoring by grouping and the sum and difference of two cubes.

Instruction: (New Concept) 472, 542, 599-603, 708-709, 739-742 Maintenance: (Practice) 446, 480, 493, 571, 589, 634, 763, 783

3. Provide a variety of opportunities to analyze and describe the relationship between the factored form and the graphical representation.

Instruction: (New Concept) 442-444, 489-492 Instruction: (Investigation) 770-773 Maintenance: (Practice) 445, 446 453, 461, 467, 474, 481, 486, 488, 493, 494, 499, 500, 511, 517-518, 532, 537-539, 550-551, 555-556, 561-562, 569-570, 577584-585, 590, 596, 615, 620, 650-651, 682, 736, 749, 756, 778, 802, 822-823, 828-829

4. Provide a variety of examples and exercises to define complex numbers, simplify powers of ‘i’, perform basic operations with complex numbers, and give answers as complex numbers in simplest form.



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A. Algebra (Cont.)

Instruction: (New Concept) 286-290, 318-320, 420-424, 495-499 Instruction: (Investigation) 433-435 Instruction: (Lab) 638-639 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 20, 26 Maintenance: (Practice) 290, 292, 300-302, 311, 316, 321, 329-330, 335, 341-342, 345-346, 352, 354, 359, 424-426, 431-432, 439-441, 445-446, 452, 460-461, 466-467, 473, 475, 481, 500-501, 510-511, 517-518, 527, 532, 537, 539, 543-544, 550-551, 556-557

5. Provide a variety of examples and exercises to simplify expressions involving radicals and fractional exponents, convert between the two forms, and solve equations containing radicals and exponents.

Instruction: (New Concept) 216-219, 443-444, 462-465, 528-531, 553-554, 555 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 15, 28, 30, 33

6. Provide a variety of examples and exercises to solve quadratic equations over the set of complex numbers: apply the techniques of factoring, completing the square, and the quadratic formula; use the discriminate to determine the number and nature of the roots; identify the maxima and minima.



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A. Algebra (Cont.)

Maintenance: (Practice) 265, 315, 359, 446, 467, 474, 481, 486, 494, 499, 511, 531, 532, 533, 537, 539, 545, 549, 551, 555, 557, 561, 562, 570, 578, 585, 590, 597, 610, 616, 621, 627, 633, 634, 662, 651, 657, 682

6. Provide a variety of examples and exercises to solve quadratic equations over the set of complex numbers: apply the techniques of factoring, completing the square, and the quadratic formula; use the discriminate to determine the number and nature of the roots; identify the maxima and minima. (cont.)

Instruction: (New Concept) 528-531 Maintenance: (Practice) 467, 494, 511, 531

7. Provide a variety of opportunities to use words, graphs, tables, and equations to generate and analyze solutions to practical problems that involve quadratic equations over the set of complex numbers.

Instruction: (New Concept) 29-33, 54-58, 93-97, 107-110, 233-237, 781-782 Instruction: (Lab) 27-28 Instruction: (Teacher Technology Package) TI Resources Activity 1 Maintenance: (Practice) 33, 34, 35, 39, 40, 41, 45, 47, 52, 53, 58, 59, 60, 66, 68, 76, 83, 92, 98, 99, 104, 105, 111, 112, 113, 121, 122, 123, 126, 127, 128, 140, 142, 150, 151, 152, 160, 162, 167, 168, 175, 176, 184, 185, 191, 193, 199, 200, 204, 205, 213, 214, 220, 230, 231, 237, 238, 239, 244, 245, 251, 256, 258, 264, 265, 271, 272,

8. Consistently develop and use the appropriate field properties of

matrices by adding, subtracting, and multiplying; solve a system of linear equations using matrices; and apply skills toward solving practical problems.



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276, 278, 284, 285, 291, 302, 310, 315, 316, 330, 334, 336, 341, 411, 518, 562, 664, 695, 711, 717, 718, 736, 761, 767, 785, 791, 795, 797, 802, 811, 823 Instruction: (New Concept) 21-24, 120, 136-140, 155-159, 194-197, 253-256, 337-340, 355-358, 378-381, 540-543, 558-560 Instruction: (Investigation) 635-637 Instruction: (Lab) 19-20 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 15, 35 TI Resources Activity 2 Maintenance: (Practice) 25, 26, 33, 34, 35, 39, 40, 41, 46, 47, 53, 58, 59, 66, 67, 104, 105, 110, 111, 142, 150, 151, 160, 161, 167, 168, 176, 177, 184, 186, 191, 192, 198, 200, 206, 212, 213, 214, 219, 220, 221, 232, 238, 239, 244, 256, 257, 272, 277, 278, 284, 285, 290, 292, 301, 310, 322, 335, 340, 341, 345, 346, 358, 360, 376, 381, 382, 383, 389, 390, 397, 398, 405, 410, 412, 418, 419, 425, 426, 432, 439, 440, 445, 453, 454, 459, 460, 467, 473, 475, 499, 501, 510, 511, 526, 543, 544, 545, 561, 562, 569, 571, 577, 589, 591, 615, 645, 657,

9. Provide a variety of examples and exercises that define a function and find its zeros; express the domain and range using interval notation; find the inverse of a function; find the value of a function for a given element in its domain; and perform basic operations on functions including composition of functions.



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669, 683, 689, 694, 712, 737, 751, 756, 762, 767, 778, 803, 812

Instruction: (New Concept) 86-90, 120, 194-197, 215-219, 246-250, 337-340, 534-537, 558-560, 774-777 Instruction: (Investigation) 635-637 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 6, 13, 35 Maintenance: (Practice) 90, 98, 123, 135, 142, 162, 198, 199, 214, 219, 220, 221, 231, 232, 237, 238, 251, 252, 257, 265, 270, 271, 276, 278, 284, 310, 321, 340, 342, 346, 347, 397, 403, 411, 440, 538, 562, 571, 591, 597, 603, 605, 611, 616, 621, 627, 645, 650, 657, 669, 682, 683, 689, 694, 700, 701, 712, 724, 731, 737, 756, 762, 777, 779, 784, 791, 796, 803, 811, 816, 823

10. Consistently provide a variety of opportunities to analyze families of functions and their transformations; recognize linear, quadratic, radical, absolute value, step, piece-wise, and exponential functions.



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A. Algebra (Cont.)

Instruction: (New Concept) 255-256, 558-560 Instruction: (Investigation) 635-637 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 7, 15, 35 Maintenance: (Practice) 92, 113, 152, 160, 169, 176, 231, 251, 571, 597, 616, 621, 650, 701, 724, 731, 823

11. Consistently engage students in the opportunities to analyze connections among words, graphs, tables and equations when solving practical problems with and without technology around family of functions.

Instruction: (New Concept) 623-626 Maintenance: (Practice) 634, 656, 677, 683, 689, 702, 711, 723, 751, 769, 778, 791, 803, 822

12. Provide a variety of examples and exercises that solve quadratic inequalities, graph their solution sets, and express solutions using interval notation.

Instruction: (New Concept) 312-314, 384-387 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 19, 25 TI Resources Activity 3 Maintenance: (Practice) 315, 321, 329, 340, 353, 369, 383, 388, 395, 405, 410, 418, 430, 440, 453, 481, 501, 511, 517, 556

13. Provide a variety of opportunities to solve and graph the solution set of systems of linear inequalities in two variables by finding the maximum or minimum values of a function over the feasible region using linear programming techniques.



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Instruction: (New Concept) 48-51, 77-80 Instruction: (Teacher Technology Package) Instructional Presentations Interactivity 5 Maintenance: (Practice) 51, 52, 53, 58, 60, 75, 76, 82, 83, 98, 99, 104, 127, 132, 133, 152, 161, 162, 168, 186, 198, 232, 257, 263, 276, 417, 713

14. Provide a variety of examples and exercises to solve practical problems involving direct, inverse and joint variation.

Instruction: (New Concept) 640-643 684-687, 757-760, 793-795 Instruction: (Investigation) 704-705 Instruction: (Lab) 638-639 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 38, 40, 44 TI Resources Activity 5 Maintenance: (Practice) 643, 644, 649, 651, 656, 664, 670, 677, 694, 695, 702, 718, 724, 730, 744, 763, 768, 796, 803, 811, 823

15. Provide a variety of examples and exercises to analyze the conic sections; identify and sketch the graphs of a parabola, circle, ellipse, and hyperbola and convert between graphs and equations.



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Instruction: (New Concept) 118-120, 489-492 Maintenance: (Practice) 122, 127, 132, 142, 150, 161, 167, 192, 205, 221, 231, 239, 271, 359

16. Provide a variety of opportunities to solve absolute value inequalities graphically, numerically and algebraically and express the solution set in interval notation.

Instruction: (New Concept) 457-459, 512-516, 574-576, 612-614, 653-655, 714-716, 764-766 Instruction: (Teacher Technology Package) TI Resources Activity 4 Maintenance: (Practice) 461, 467, 474, 493, 501, 517, 527, 544, 557, 571, 577, 585, 596, 604, 615, 620, 634, 645, 656, 669, 677, 681, 712, 724, 737, 744, 754, 761, 778, 779, 791, 803, 818

17. Provide a variety of opportunities that • define a logarithmic function, • transform between exponential and logarithmic forms, • apply the basic properties of logarithms to simplify or expand

an expression.

Instruction: (New Concept) 218-219, 255-256, 416, 529, 531, 554-555 Maintenance: (Practice) 238, 258, 264, 265, 341,376, 382, 445, 461, 494, 511, 531, 537, 538, 545, 551, 557, 578, 585, 603, 604, 616, 629, 633, 656, 676, 712, 718, 723, 724, 744, 750, 755

18. Appropriately introduce and reinforce the necessary experience that identify a real life situation that exhibits characteristics of change that can be modeled by

• a quadratic equations; • pose a questions; • make a hypothesis as to the answer; • develop, justify, and implement a method to collect, organize

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

continuous function that describes the known data set; • generalize the results to make a conclusion; • compare the hypothesis and the conclusion; • present the project numerically, analytically, graphically and

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



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A. Algebra (Cont.)

Instruction: (New Concept) 646-649, 678-681, 732-735, 786-790 Instruction: (Investigation) 831-833 Instruction: (Teacher Technology Package) Instructional Presentations Interactivities 39, 42, 43 TI Resources Activities 8, 9 Maintenance: (Practice) 650, 656, 670, 682, 688, 712, 723, 763, 778, 802, 812, 822

19. Provide opportunities that engage students in the opportunities to describe and illustrate how patterns and sequences are used to develop recursive and closed form equations; analyze and describe characteristics of each form.

correlated to the instructional materials adoption: 21st ... · pdf file21st century learning...

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