instructional materials adoption generic evaluation...
TRANSCRIPT
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Harcourt School Publishers
INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Harcourt Math Grade 1
COPYRIGHT DATE(S): 2005 GRADE: 1st
SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3
0-15-340436-1
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Harcourt School
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GRADE: 1st
VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005
SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3
0-15-340436-1
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Harcourt School
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Harcourt School
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✔
3
GRADE: 1st
VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005
SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3
0-15-340436-1
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Harcourt School
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Harcourt School
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✔
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GRADE: 1st
VENDOR: Harcourt School Publishers INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Harcourt Math Grade 1 COPYRIGHT DATE(S): 2005
SE ISBN: 0-15-340426-4 TE ISBN: 0-15-340434-5, 0-15-340435-3
0-15-340436-1 COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Harcourt School
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
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INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Houghton Mifflin
INSTRUCTIONAL MATERIALS: Houghton Mifflin Math
SUBJECT: Pupil Edition, Complete
COPYRIGHT DATE(S): 2005 GRADE: 1st
SE ISBN: 0-618-27718-8 or 0-618-33959-0 Vol. 1 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade Houghton Mifflin
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GRADE: 1st
VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton
Mifflin Math
SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005
SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade Houghton Mifflin
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade Houghton Mifflin
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✔
13
GRADE: 1st
VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton
Mifflin Math
SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005
SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade Houghton Mifflin
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(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade Houghton Mifflin
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GRADE: 1st
VENDOR: Houghton Mifflin INSTRUCTIONAL MATERIALS: Houghton
Mifflin Math
SUBJECT: Pupil Edition, Complete COPYRIGHT DATE(S): 2005
SE ISBN: 0-618-27718-8 TE ISBN: 0-618-33859-4 Vol. 1/0-618-33860-8 Vol. 2
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade Houghton Mifflin
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16
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
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17
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Grade Houghton Mifflin
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
18
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Grade Houghton Mifflin
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
19
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Grade Houghton Mifflin
✔
✔
✔
✔
✔
✔
✔
✔
✔
20
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Kendall/Hunt Publishing Company
INSTRUCTIONAL MATERIALS: Mathematics, Grades K-5
SUBJECT: Unit Resource Guide File
COPYRIGHT DATE(S): 2004 GRADE: 1st
SE ISBN: 0-7872-9925-1 Vol. 1 & 2 TE ISBN: 07872-8514-5 T.I.G. and Teacher Resource Units
(to be added)
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade Kendall/Hunt 1
✔
✔
21
GRADE: 1st
VENDOR: Kendall/Hunt Publishing
Company
INSTRUCTIONAL MATERIALS: Mathematics,
Grades K-5
SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004
SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade Kendall/Hunt 1
✔
✔
✔
22
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade Kendall/Hunt 1
✔
✔
23
GRADE: 1st
VENDOR: Kendall/Hunt Publishing
Company
INSTRUCTIONAL MATERIALS: Mathematics,
Grades K-5
SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004
SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
24
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
25
GRADE: 1st
VENDOR: Kendall/Hunt Publishing
Company
INSTRUCTIONAL MATERIALS: Mathematics,
Grades K-5
SUBJECT: Unit Resource Guide File COPYRIGHT DATE(S): 2004
SE ISBN: 0-7872-9925-1 TE ISBN: 0-7872-8514-5
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade Kendall/Hunt 1
✔
26
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
27
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
28
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
29
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Grade Kendall/Hunt 1
✔
✔
✔
✔
✔
✔
✔
✔
✔
30
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: MacMillan/McGraw-Hill
INSTRUCTIONAL MATERIALS: Clements, et al: MACMILLAN/MCGRAW-HILL
MATH
SUBJECT: West Virginia Pupil Edition (Consumable)
COPYRIGHT DATE(S): 2005 GRADE: 1st
SE ISBN: 0-02-105136-4 TE ISBN: 0-02-104414-7 Vol 1, 0-02-104415-5
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade MacMillan McGraw
✔
✔
31
GRADE: 1st
VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et
al: MACMILLAN/MCGRAW-HILL MATH
SUBJECT: West Virginia Pupil Edition
(Consumable)
COPYRIGHT DATE(S): 2005
SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade MacMillan McGraw
✔
✔
✔
32
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade MacMillan McGraw
✔
✔
33
GRADE: 1st
VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et
al: MACMILLAN/MCGRAW-HILL MATH
SUBJECT: West Virginia Pupil Edition
(Consumable)
COPYRIGHT DATE(S): 2005
SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade MacMillan McGraw
✔
✔
✔
✔
34
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade MacMillan McGraw
✔
✔
✔
✔
35
GRADE: 1st
VENDOR: MacMillan/McGraw-Hill INSTRUCTIONAL MATERIALS: Clements, et
al: MACMILLAN/MCGRAW-HILL MATH
SUBJECT: West Virginia Pupil Edition
(Consumable)
COPYRIGHT DATE(S): 2005
SE ISBN: 0-02-105136-4 TE ISBN: 0-02-150338-9
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade MacMillan McGraw
✔
36
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Grade MacMillan McGraw
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔✔
✔
✔
37
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Grade MacMillan McGraw
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
38
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Grade MacMillan McGraw
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
39
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Grade MacMillan McGraw
✔
✔
✔
✔
✔
✔
✔
✔
✔
40
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Pearson Scott Foresman
INSTRUCTIONAL MATERIALS: Mathematics - Investigations in Number, Data,
and Space
SUBJECT: Investigations in Number, Data, and Space
COPYRIGHT DATE(S): 2004 GRADE: 1st
SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3 Curriculum Unit Package
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Pearson Investigations
✔
✔
41
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics
- Investigations in Number, Data, and Space
SUBJECT: Investigations in Number, Data,
and Space
COPYRIGHT DATE(S): 2004
SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Pearson Investigations
✔
✔
✔
42
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Pearson Investigations
✔
✔
43
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics
- Investigations in Number, Data, and Space
SUBJECT: Investigations in Number, Data,
and Space
COPYRIGHT DATE(S): 2004
SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Pearson Investigations
✔
✔
✔
✔
44
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Pearson Investigations
✔
✔
✔
✔
45
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Mathematics
- Investigations in Number, Data, and Space
SUBJECT: Investigations in Number, Data,
and Space
COPYRIGHT DATE(S): 2004
SE ISBN: 0-201-37793-4 TE ISBN: 0-201-37799-3
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Pearson Investigations
✔
46
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Pearson Investigations
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔✔✔
✔
✔
✔
47
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Pearson Investigations
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
48
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Pearson Investigations
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
49
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Pearson Investigations
✔
✔
✔
✔
✔
✔
✔
✔
✔
50
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Pearson Scott Foresman
INSTRUCTIONAL MATERIALS: Scott Foresman-Addison Wesley Mathematics
SUBJECT: Scott Foresman-Addison Wesley Mathematics
COPYRIGHT DATE(S): 2005 GRADE: 1st
SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10192-3 Vol. 1, 0-328-10193-1 Vol. 2
0-328-10194-X Vol. 3, 0-328-10195-8 Vol. 4
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Pearson Scott Forseman
✔
✔
51
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott
Foresman-Addison Wesley Mathematics
SUBJECT: Scott Foresman-Addison Wesley
Mathematics
COPYRIGHT DATE(S): 2005
SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Pearson Scott Forseman
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✔
✔
52
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Pearson Scott Forseman
✔
✔
53
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott
Foresman-Addison Wesley Mathematics
SUBJECT: Scott Foresman-Addison Wesley
Mathematics
COPYRIGHT DATE(S): 2005
SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Pearson Scott Forseman
✔
✔
✔
✔
54
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Pearson Scott Forseman
✔
✔
✔
✔
55
GRADE: 1st
VENDOR: Pearson Scott Foresman INSTRUCTIONAL MATERIALS: Scott
Foresman-Addison Wesley Mathematics
SUBJECT: Scott Foresman-Addison Wesley
Mathematics
COPYRIGHT DATE(S): 2005
SE ISBN: 0-328-11705-6 TE ISBN: 0-328-10229-6
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Pearson Scott Forseman
✔
56
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Pearson Scott Forseman
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✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔✔
✔
✔
57
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Pearson Scott Forseman
✔
✔
✔
✔
✔
✔
✔
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58
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Pearson Scott Forseman
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✔
✔
✔
✔
✔
✔
✔
✔
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59
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Pearson Scott Forseman
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✔
✔
✔
✔
✔
✔
✔
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60
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Saxon Publishers
INSTRUCTIONAL MATERIALS: Saxon Math 1
SUBJECT: Saxon Math 1
COPYRIGHT DATE(S): 2004 GRADE: 1st
SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-436-1 Vol 1, 1-56577-437-X Vol 2
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade Saxon
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✔
61
GRADE: 1st
VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1
SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004
SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade Saxon
✔
✔
✔
62
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade Saxon
✔
✔
63
GRADE: 1st
VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1
SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004
SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade Saxon
✔
✔
✔
✔
64
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade Saxon
✔
✔
✔
✔
65
GRADE: 1st
VENDOR: Saxon Publishers INSTRUCTIONAL MATERIALS: Saxon Math 1
SUBJECT: Saxon Math 1 24 Student Kit COPYRIGHT DATE(S): 2004
SE ISBN: 1-56577-092-7 TE ISBN: 1-56577-092-7
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade Saxon
✔
66
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Grade Saxon
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔✔✔
✔
✔
✔
67
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Grade Saxon
✔
✔
✔
✔
✔
✔
✔
✔
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✔
✔
✔
✔
68
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Grade Saxon
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
69
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Grade Saxon
✔
✔
✔
✔
✔
✔
✔
✔
✔
70
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Wright Group/McGraw-Hill
INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Growing With Mathematics Student Book Volumes I and II (24 books)
COPYRIGHT DATE(S): 2002 GRADE: 1st
SE ISBN: 0-322-8541-1 Vol. 1, TE ISBN: 0-322-06557-7 Teacher File Box
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade Wright 2
✔
✔
71
GRADE: 1st
VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematic
SUBJECT: Growing With Mathematics
Student Book Volumes I and II (24 books)
COPYRIGHT DATE(S): 2002
SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7
COMMENTS:
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade Wright 2
✔
✔
✔
72
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade Wright 2
✔
✔
73
GRADE: 1st
VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Growing With Mathematics
Student Book Volumes I and II (24 books)
COPYRIGHT DATE(S): 2002
SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7
COMMENTS:
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade Wright 2
✔
✔
✔
✔
74
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade Wright 2
✔
✔
✔
✔
75
GRADE: 1st
VENDOR: Wright Group/McGraw-Hill INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Growing With Mathematics
Student Book Volumes I and II (24 books)
COPYRIGHT DATE(S): 2002
SE ISBN: 0-322-08542-X TE ISBN: 0-322-06557-7
COMMENTS:
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade Wright 2
✔
76
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
1st Grade Wright 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔✔
✔
✔
✔
77
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
1st Grade Wright 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
78
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
1st Grade Wright 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
79
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
1st Grade Wright 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
80
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Wright Group/McGraw-Hill
INSTRUCTIONAL MATERIALS: Mathematics
SUBJECT: Everyday Mathematics
COPYRIGHT DATE(S): 2004 GRADE: 1st
SE ISBN: 0-075-84441-9 Vol. 1
0-075-84442-7 Vol. 2
TE ISBN: 0-075-84443-5 Vol. 1
0-07-584444-3 Vol. 2
R-E-S-P-O-N-S-E-S CRITERIA NOTES
YES NO N/AI. INTER-ETHNIC
The instructional materials meet the requirements of inter-ethnic: concept, content, and illustration, as set by West Virginia Board of Education Policy (Adopted December 1970).
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).
1st Grade Wright 6
✔
✔
81
MATHEMATICS
INSTRUCTIONAL MATERIALS FOR TECHNOLOGY AND MANIPULATIVES The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Specific activities utilizing appropriate
software to develop, explore, and expand the
objectives.
2. Specific activities utilizing appropriate
calculators to develop, explore, and expand the
objectives.
3. References to or integration of audio/visual
materials that develop, explore, and expand the
objectives.
1st Grade Wright 6
✔
✔
✔
82
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
4. References to or integration of Internet
resources that develop, explore, and expand the
objectives.
5. Specific ideas and activities utilizing
manipulatives to develop, explore, and expand
the objectives.
1st Grade Wright 6
✔
✔
83
MATHEMATICS
SCIENTIFIC BASED RESEARCH COMPONENTS The 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. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC
LOCATIONOF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) be based on national standards. The instructional materials should provide students with
opportunities to
1. Provide in-depth investigations (discovery
activities) and open-ended tasks
(applications).
2. Provide opportunities for students to engage
in mathematical discussion (oral and written).
3. Provide opportunities for students to make
connections among mathematical topics.
4. Provide opportunities for students to make
connections between mathematics and its
applicability to the world.
1st Grade Wright 6
✔
✔
✔
✔
84
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
Nonexistent I A M N
5. Offer suggestions/prompts for facilitating
classroom discussion and activities.
6. Provide a variety of methods to help students
with a range of abilities or learning styles or
interests.
7. Provide multiple means of assessment which
include reasoning/communication skills.
8. Provide continuous ongoing assessment
aligned with learning experiences.
1st Grade Wright 6
✔
✔
✔
✔
85
MATHEMATICS
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
FIRST GRADEThe 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 of the value of coins; knowing addition and subtraction facts; identifying two- and
three-dimensional figures; and gathering, organizing and explaining data. West Virginia teachers are
responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in
the students’ learning environment.
The evaluation of all mathematics materials is based on separate criteria for three (3) categories:
Category I: Standards Based Components
Category II: Technology and Manipulatives
Category III: Mathematics Content
In order to be approved and listed on the West Virginia Multiple List for Mathematics Materials, each category
must be evaluated separately.
Category I: Standards Based Components must meet 80% (7/8) of the criteria at “In-depth” and/or
“Adequate.”
Category II: Technology and Manipulatives must also meet 80% (4/5) of the criteria at “In-depth” and/or
“Adequate.”
Category III: Mathematics Content must meet 80% of the criteria at “In-depth” and/or “Adequate” for
each grade level or course.
(IMR Committee) Responses (Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level (1) are research based and theory driven; (2) incorporate basic, accurate
information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4)
provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking
opportunities; and (6) are based on national standards. The instructional materials should provide students
with opportunities to
A. NUMBER AND OPERATIONS
1. count forward to 100 and backward from 20
with and without objects (MA.1.1.1)
1st Grade Wright 6
✔
86
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. read, write, order, and compare numbers to
100 (MA.1.1.2)
3. model and identify odd and even numbers to
20 with and without objects (MA.1.1.3)
4. count and group concrete items by ones and
tens to 100 (MA.1.1.4)
5. model and identify place value of each digit
utilizing standard and expanded form to 100
(MA.1.1.5)
6. round any two digit number to nearer 10
(MA.1.1.6)
7. identify and read ordinal numbers 1st
through 20th
(MA.1.1.7)
8. estimate the number of objects in a group of
100 or less and count to determine
reasonableness of estimate (MA.1.1.8)
9. a. identify and name halves, thirds, and
fourths as part of a whole, using models
(MA.1.1.9)
b. identify and name halves, thirds and
fourths as part of a group, using models
(MA.1.1.9)
10. a. model addition of whole numbers using
18 or less items and write the
corresponding number sentence
(MA.1.1.10)
b. model subtraction of whole numbers
using 18 or less items and write the
corresponding number sentence
11. understand the relationship between
addition and subtraction (MA.1.1.11)
a. identity element of addition
b. commutative property
c. fact families
d. inverse operations
12. a. memorize basic addition facts with sums
to 10 (MA 1.1.12)
b. memorize basic subtraction facts with
differences from 10 (MA1.1.12)
Math Grade I
1st Grade Wright 6
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87
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
13. a. model two digit addition without
regrouping (MA.1.1.13)
b. model two digit subtraction without
regrouping (MA.1.1.13)
14. add three numbers with a sum of 18 or less
(MA.1.1.14)
15. solve picture and story problems using
multiple strategies (MA.1.1.15)
B. ALGEBRA
1. sort and classify objects by more than one
attribute (MA.1.2.1)
2. analyze and create a repeating pattern using
common objects and numbers (MA.1.2.2)
3. use input/output model with functions
(MA.1.2.3)
4. identify and write number patterns by 2’s,
5’s, and 10’s (MA 1.2.4)
5. identify and represent number patterns using
words, AB form and T-charts (MA1.2.5)
6. use models to demonstrate that the quantities
on each side of a number sentence are
equivalent (MA.1.2.6)
C. GEOMETRY
1. draw and describe according to number of
sides and vertices (MA.1.3.1)
triangles
squares
circles
rectangles
2. use physical materials to construct, identify,
and classify three dimensional figures
(MA.1.3.2)
cube
cone
sphere
rectangular solid
pyramid
cylinder
3. identify three dimensional shapes in the
environment (MA.1.3.3)
4. identify and draw open and closed figures
(MA 1.3.4)
Math Grade I
1st Grade Wright 6
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88
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
5. identify, determine, and draw a line of
symmetry (MA.1.3.5)
6. identify and draw plane shapes that are
congruent (MA.1.3.6)
7. describe spatial relationships (MA.1.3.7)
over/under
left/right
8. find and name locations with simple
relationships on a coordinate system
(MA1.3.8)
9. describe the shape created by combining two
or more two dimensional shapes (MA1.3.9)
D. MEASUREMENT
1. estimate, measure, compare, and order using
customary, metric, and nonstandard units to
determine length to nearest whole unit (MA
1.4.1)
2. understand conversions within a system of
measurement (MA 1.4.2)
3. compare two objects or events according to
one or more of the following attributes
(MA.1.4.3)
length
height
weight
time
temperature
volume
4. name the months of the year and find a date
on a monthly calendar (MA. 1.4.4)
5. explain time concept in context of personal
experience (MA.1.4.5)
6. read time to the half hour using an analog
and digital clock (MA.1.4.6)
7. calculate elapsed time to the hour (MA.1.4.7)
8. identify the name and value of quarter and
dollar (MA.1.4.8)
9. a. count a collection of pennies, nickels, and
dimes with a total value of 100 cents or
less (MA.1.4.9)
b. trade a collection of pennies, nickels,
dimes with a total value of 100 cents or
less (MA.1.4.9)
Math Grade I
1st Grade Wright 6
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89
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
10. role-play making change up to a dime
(MA.1.4.10)
11. select the appropriate tools of measurement
to determine (MA.1.4.11)
length
weight
volume
temperature
E. DATA ANALYSIS AND PROBABILITY
1. identify and investigate various forms of data
collection (MA.1.5.1)
2. read and interpret a pictograph with each
picture representing a single unit (MA1.5.2)
3. conduct simple experiments and use the data
to predict which of the events is more likely
or less likely to occur if the experiment is
repeated (MA.1.5.3)
4. discuss events related to students’
experiences as likely or unlikely (MA 1.5.4)
5. a. tally by ones, organize the data in a
chart/table, and construct a bar graph
(MA1.5.5)
b. read and interpret tally charts and tables
(MA 1.5.5)
6. analyze data represented on a graph
(MA1.5.6)
Math Grade I
1st Grade Wright 6
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