instructional materials adoption generic...
TRANSCRIPT
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Cord Communication
INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Bridges to Algebra and Geometry
COPYRIGHT DATE(S): 2004 GRADE: 9-12
SE ISBN: 1-57837-341-7 TE ISBN: 1-57837-342-5
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).
Applied Math 1 CORD
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✔
1
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Bridges to Algebra and Geometry COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-341-7 TE ISBN: 1-57837-343-3
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Applied Math 1 CORD
✔
✔
✔
2
(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.
Applied Math 1 CORD
✔
✔
3
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Bridges to Algebra and Geometry COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-341-7 TE ISBN: 1-57837-343-3
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Applied Math 1 CORD
✔
✔
✔
✔
4
(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.
Applied Math 1 CORD
✔
✔
✔
✔
5
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Bridges to Algebra and
Geometry
COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-341-7 TE ISBN: 1-57837-343-3
COMMENTS:
APPLIED MATHEMATICS IApplied Mathematics I and Applied Mathematics II reflect the content of a complete course in Applied
Mathematics. Applied Mathematics I is the first half of the Applied Mathematics course. One Applied
Mathematics credit will be given for successful completion of this course. Upon successful completion of both
courses, Algebra I credit will be given. Applied Mathematics I is a lab-based course taught with teacher-led,
concrete activities. This course is designed to develop algebraic concepts applicable in the work place as well as
in traditional areas. West Virginia teachers are responsible for analyzing the benefits of technology for learning
and for integrating technology appropriately in the students’ learning environment. See the related grade-level
Technology Standards and Objectives.
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
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level must (1) be 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. use investigation to solve practical problems
involving computation and estimation
(AM1.2.1)
Applied Math 1 CORD
✔
6
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. apply scientific notation to solve practical
problems (AM1.2.2)
3. measure using precision instruments ( AM1.2.3)
4. solve practical problems and interpret results
using rational numbers and vectors (AM1.2.4)
5. evaluate algebraic expressions using grouping
symbols, order of operations, and properties of
real numbers with justification of steps
(AM1.2.5)
6. translate word phrases into algebraic
expressions, and translate word sentences into
equations and inequalities (AM1.2.6)
7. justify steps in the solving of equations based
on the properties of real numbers (AM1.2.7)
8. solve literal equations for a given variable and
apply the skills towards solving practical
problems (AM1.2.8)
9. solve practical problems using problem solving
strategies (AM1.2.9)
10. solve multi-step linear equations in one variable
and apply skills toward solving practical
problems (AM1.2.10)
11. solve multi-step linear inequalities in one
variable, and interpret the results on a number
line and apply skills toward solving practical
problems (AM1.2.11)
12. solve absolute value equations in one variable
and interpret the results on a number line
(AM1.2.12)
13. collect, organize, and interpret data generated
through student investigations, and predict
outcomes using the mean, mode, median, range,
and standard deviation (AM1.2.13)
14. estimate and simplify square roots (AM1.2.14)
15. use the laws of exponents to perform operations
on expressions with integral exponents
(AM1.2.15)
16. use investigations to predict the outcomes of
simple events using the rules of probability
(AM1.2.16)
17. solve problems using data generated through
student investigation
Applied Math 1 CORD
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7
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Glencoe/McGraw-Hill
INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Algebra: Concepts & Applications, Volume 1
COPYRIGHT DATE(S): 2004 GRADE: 9-12
SE ISBN: 0-07-860855-4 TE ISBN: 0-07-861215-2
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).
Glencoe McGraw-Hill Applied Math I
✔
✔
8
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Algebra: Concepts & Applications,
Volume 1
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-860855-4 TE ISBN: 0-07-861215-2
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Glencoe McGraw-Hill Applied Math I
✔
✔
✔
9
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI 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.
Glencoe McGraw-Hill Applied Math I
✔
✔
10
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Algebra: Concepts & Applications,
Volume 1
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-860855-4 TE ISBN: 0-07-861215-2
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Glencoe McGraw-Hill Applied Math I
✔
✔
✔
✔
11
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI 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.
Glencoe McGraw-Hill Applied Math I
✔
✔
✔
✔
12
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Applied Math I
SUBJECT: Algebra: Concepts &
Applications, Volume 1
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-860855-4 TE ISBN: 0-07-861215-2
COMMENTS:
APPLIED MATHEMATICS IApplied Mathematics I and Applied Mathematics II reflect the content of a complete course in Applied
Mathematics. Applied Mathematics I is the first half of the Applied Mathematics course. One Applied
Mathematics credit will be given for successful completion of this course. Upon successful completion of both
courses, Algebra I credit will be given. Applied Mathematics I is a lab-based course taught with teacher-led,
concrete activities. This course is designed to develop algebraic concepts applicable in the work place as well as
in traditional areas. West Virginia teachers are responsible for analyzing the benefits of technology for learning
and for integrating technology appropriately in the students’ learning environment. See the related grade-level
Technology Standards and Objectives.
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
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level must (1) be 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. use investigation to solve practical problems
involving computation and estimation
(AM1.2.1)
Glencoe McGraw-Hill Applied Math I
✔
13
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. apply scientific notation to solve practical
problems (AM1.2.2)
3. measure using precision instruments ( AM1.2.3)
4. solve practical problems and interpret results
using rational numbers and vectors (AM1.2.4)
5. evaluate algebraic expressions using grouping
symbols, order of operations, and properties of
real numbers with justification of steps
(AM1.2.5)
6. translate word phrases into algebraic
expressions, and translate word sentences into
equations and inequalities (AM1.2.6)
7. justify steps in the solving of equations based
on the properties of real numbers (AM1.2.7)
8. solve literal equations for a given variable and
apply the skills towards solving practical
problems (AM1.2.8)
9. solve practical problems using problem solving
strategies (AM1.2.9)
10. solve multi-step linear equations in one variable
and apply skills toward solving practical
problems (AM1.2.10)
11. solve multi-step linear inequalities in one
variable, and interpret the results on a number
line and apply skills toward solving practical
problems (AM1.2.11)
12. solve absolute value equations in one variable
and interpret the results on a number line
(AM1.2.12)
13. collect, organize, and interpret data generated
through student investigations, and predict
outcomes using the mean, mode, median, range,
and standard deviation (AM1.2.13)
14. estimate and simplify square roots (AM1.2.14)
15. use the laws of exponents to perform operations
on expressions with integral exponents
(AM1.2.15)
16. use investigations to predict the outcomes of
simple events using the rules of probability
(AM1.2.16)
17. solve problems using data generated through
student investigation
Glencoe McGraw-Hill Applied Math I
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
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14
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Cord Communication
INSTRUCTIONAL MATERIALS: Applied Mathematics II
SUBJECT: Algebra 1
COPYRIGHT DATE(S): 2004 GRADE: 9-12
SE ISBN: 1-57837-326-3, 1-57837-327-1, 1-
57837-328-x
TE ISBN: 1-57837-331-X, 1-57837-329-8
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).
Applied Mathematics II Cord
✔
✔
15
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied
Mathematics II
SUBJECT: Algebra 1 COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-326-3, 1-57837-327-1, 1-
57837-328-x
TE ISBN: 1-57837-329-8
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Applied Mathematics II Cord
✔
✔
✔
16
(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.
Applied Mathematics II Cord
✔
✔
17
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied
Mathematics II
SUBJECT: Algebra 1 COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-326-3, 1-57837-327-1, 1-
57837-328-x
TE ISBN: 1-57837-331-X, 1-57837-329-8
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Applied Mathematics II Cord
✔
✔
✔
✔
18
(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.
Applied Mathematics II Cord
✔
✔
✔
✔
19
GRADE: 9-12
VENDOR: Cord Communication INSTRUCTIONAL MATERIALS: Applied
Mathematics II
SUBJECT: Algebra 1 COPYRIGHT DATE(S): 2004
SE ISBN: 1-57837-326-3, 1-57837-
327-1, 1-57837-328-x
TE ISBN: 1-57837-331-X, 1-57837-329-8
COMMENTS:
APPLIED MATHEMATICS II
Applied Mathematics II is the second half of the Applied Mathematics course. Upon successful completion of
both courses, Algebra I credit will be given. Algebraic concepts will be taught using laboratory activities based
on several strategies that include the use of the graphing calculator. Working in groups will be used to develop
problem solving skills and social skills needed in the work place as well as in traditional areas. West Virginia
teachers are responsible for analyzing the benefits of technology for learning and for integrating technology
appropriately in the students’ learning environment. See the related grade-level Technology Standards and
Objectives.
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
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level must (1) be 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. analyze a given set of data for the existence of a
pattern numerically, algebraically and
graphically; determine the domain and range; and
determine if the relation is a function (AM2.2.1)
Applied Mathematics II Cord
✔
20
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. use investigations to determine the slope of a line
given an equation of a line, the graph of a line,
and two points to be identified (AM2.2.2)
3. use investigations to graph linear equations using
slope-intercept
point slope
x- and y-intercepts (AM2.2.3)
4. write an equation of a line given
graph of a line
two points on the line
the slope and a point
the slope and y-intercept (AM2.2.4)
5. solve systems of linear equations by
graphing
elimination method
substitution method (AM2.2.5)
6. solve practical problems using systems of linear
equations (AM2.2.5)
7. add and subtract polynomials (AM2.2.6)
8. multiply and divide binomials by binomials or
monomials (AM2.2.7)
9. factor polynomials (AM2.2.8)
10. solve quadratic equations by
graphing
factoring
quadratic formula (AM2.2.9)
11. add, subtract, multiply and divide simple rational
expressions (AM2.2.10)
12. interpret data using
use flow charts
histograms
scatter diagrams
normal distribution curves (AM2.2.11)
13. provide investigations to collect data and use the
results to predict specific values of a variable
(AM2.2.
14. identify the equation for a line of regression
(AM2.2.12)
Applied Mathematics II Cord
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
21
INSTRUCTIONAL MATERIALS ADOPTION
GENERIC EVALUATION CRITERIA
2005 TO 2011
Mathematics
VENDOR: Glencoe/McGraw-Hill
INSTRUCTIONAL MATERIALS: Algebra: Concepts & Applications, Volume 2 Applied
Math II
SUBJECT: Algebra: Concepts & Applications, Volume 2
COPYRIGHT DATE(S): 2004 GRADE: 9-12
SE ISBN: 0-07-8670775-2 TE ISBN: 0-07-845772-6
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).
Glencoe McGraw-Hill Applied Math II
✔
✔
22
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Algebra:
Concepts & Applications, Volume 2 Applied
Math II
SUBJECT: Algebra: Concepts & Applications,
Volume 2
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-8670775-2 TE ISBN: 0-07-845772-6
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Glencoe McGraw-Hill Applied Math II
✔
✔
✔
23
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI 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.
Glencoe McGraw-Hill Applied Math II
✔
✔
24
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Algebra:
Concepts & Applications, Volume 2 Applied
Math II
SUBJECT: Algebra: Concepts & Applications,
Volume 2
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-8670775-2 TE ISBN: 0-07-845772-6
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 LOCATION
OF CONTENT WITHIN
PRODUCTI =
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.
Glencoe McGraw-Hill Applied Math II
✔
✔
✔
✔
25
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT
I =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI 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.
Glencoe McGraw-Hill Applied Math II
✔
✔
✔
✔
26
GRADE: 9-12
VENDOR: Glencoe/McGraw-Hill INSTRUCTIONAL MATERIALS: Algebra: Concepts &
Applications, Volume 2 Applied Math II
SUBJECT: Algebra: Concepts &
Applications, Volume 2
COPYRIGHT DATE(S): 2004
SE ISBN: 0-07-8670775-2 TE ISBN: 0-07-845772-6
COMMENTS:
APPLIED MATHEMATICS IApplied Mathematics I and Applied Mathematics II reflect the content of a complete course in Applied
Mathematics. Applied Mathematics I is the first half of the Applied Mathematics course. One Applied
Mathematics credit will be given for successful completion of this course. Upon successful completion of both
courses, Algebra I credit will be given. Applied Mathematics I is a lab-based course taught with teacher-led,
concrete activities. This course is designed to develop algebraic concepts applicable in the work place as well as
in traditional areas. West Virginia teachers are responsible for analyzing the benefits of technology for learning
and for integrating technology appropriately in the students’ learning environment. See the related grade-level
Technology Standards and Objectives.
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
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
All materials at this grade level must (1) be 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. use investigation to solve practical problems
involving computation and estimation
(AM1.2.1)
Glencoe McGraw-Hill Applied Math II
✔
27
(IMR Committee) Responses(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCTI =
In-depth
A =
Adequate
M =
Minimal
N =
NonexistentI A M N
2. use investigations to determine the slope of a line
given an equation of a line, the graph of a line,
and two points to be identified (AM2.2.2)
3. use investigations to graph linear equations using
slope-intercept
point slope
x- and y-intercepts (AM2.2.3)
4. write an equation of a line given
graph of a line
two points on the line
the slope and a point
the slope and y-intercept (AM2.2.4)
5. solve systems of linear equations by
graphing
elimination method
substitution method (AM2.2.5)
6. solve practical problems using systems of linear
equations (AM2.2.5)
7. add and subtract polynomials (AM2.2.6)
8. multiply and divide binomials by binomials or
monomials (AM2.2.7)
9. factor polynomials (AM2.2.8)
10. solve quadratic equations by
graphing
factoring
quadratic formula (AM2.2.9)
11. add, subtract, multiply and divide simple rational
expressions (AM2.2.10)
12. interpret data using
use flow charts
histograms
scatter diagrams
normal distribution curves (AM2.2.11)
13. provide investigations to collect data and use the
results to predict specific values of a variable
(AM2.2.
14. identify the equation for a line of regression
(AM2.2.12)
Glencoe McGraw-Hill Applied Math II
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
28