Idaho Adoption Review
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Course Details
| CCSS Courses | |
| Alignment | Examples: Table of Contents Each lesson in the CCSS Math 1, 2, and 3 programs was written specifically to address the Common Core Standards for Mathematics. The Standards Correlations document in the Program Overview of each course provides a comprehensive list mapping the lessons to the CCSS. Each CCSS course employs a problem-based model of instruction that supports and reinforces the eight Standards for Mathematical Practice. Implementation guides for each task suggest which SMPs to focus on and make the connection between the SMPs and the content standards. |
| Focus | The Walch alignment document shows that all major and supporting standards for the CCSS have been addressed. More than 75% of the major work are addressed in our lessons. The practice standards are taught throughout the program and the Implementation Guides for the Problem-Based tasks include direction for teachers on how to effectively facilitate the practices. |
| Coherence | The alignment of this series to the CCSS suggested unpacking documents, assures the connections between domains, clusters, units and courses has been addressed. Each lesson intentionally relates new concepts to students’ prior knowledge, set the foundation for future learning and allow access to prior learning from major work in the grade or course. |
| Rigor and Balance | The CCSS program is The CCSS resources provide ample opportunities for students to practice fluency and procedural skills in our scaffolded practice, guided practice, and the practice problems by providing students flexibility in their use of procedures and skills to solve problems. These course materials also provide opportunity for building conceptual understanding through our alignment of conceptual activities which includes Desmos and Geogebra activities and other OERs. Aligned conceptual activities can be found listed in the Table of Content and accessible in the Curriculum Engine as a learning object. Problem based tasks provide deeper understanding and integration of conceptual understanding in real-world applications by giving students the opportunity to access concepts and ideas from a variety of perspectives. |
| Equity and Differentiation | Instructional strategies which assist teachers in delivering instruction for ALL learners and learning modalities are provided for every lesson with explicit instructions and suggestions for struggling readers, ELLs, and students with disabilities in the Program Overview. Station Activities and conceptual activities, found in every unit, both address multiple learning styles. We provide a set of Coaching Questions and Implementation Guides for each problem-based tasks, which provides scaffolding, differentiation, remediation and enrichment for all learners. We provide a set of scaffolded practice for each lesson which provides a DOK 1 & 2 level set of problems. Three to five sets of Station Activities are found in every unit, and the problem-based tasks are found in every lesson. Conceptual activities can also be opportunities for listening, speaking, reading and writing mathematics content and are found in every unit. Problem-based tasks as well as practice, warm-ups and guided practice incorporate diverse names and examples throughout the program. Conceptual activities can also be opportunities for listening, speaking, reading and writing mathematics content and are found in every unit. |
| Other Considerations | |
| Assessment Materials | All test items are aligned to the CCSS. We provide 10 interactive TEI formative practice problems per lesson, for each topic has pre-assessment and progress assessments, each unit end of unit assessments and formative unit reviews and a end of course assessment is available. Every attempt is made to align all test and practice items not only to the standard but the unpacking documents as well. Our items have been reviewed by educators. More than 20% of these instructional materials include TEI in both the assessments and the interactive worksheets. The problem-based tasks provide opportunities for student to engage in mathematical discourse and critical thinking. Our assessments have well over 13 different item types and also include the Desmos calculator. The aligned Desmos activities provide an opportunity for students to access learning through conceptual experiences and also for the teacher to be able to gather formative data. |
| Curriculum Materials | Our Scope and Sequence follows very closely to what is specified by CCSS standards. The Teacher Resource Book provides everything a teacher needs to facilitate each lesson and unit in one location. All curriculum materials are available in both digital and print format. |
| Student Materials | The student materials include a student workbook that consists of the following lesson and unit components: warm-up, guided practice, scaffolded practice, problem-based tasks, 2 sets of practice problems and station activities. The students can have access to these components and more on the Curriculum Engine. |
| Teacher Materials | Each lesson offers multiple alternative strategies and approaches. Tasks and station activities include coaching to address the full range of DOK and various degrees of language proficiency. These course materials provide opportunity for building conceptual understanding through our alignment of conceptual activities which includes Desmos activities and OERs. Common errors and misconceptions are highlighted throughout the Problem-Based Task Implementation Guides and the Introduction and Key Concepts sections in every lesson, as are contextual step by step directions in the Guided Practice. |
| Resources | Links |
|---|---|
Course Overview | |
| Unit 2: Linear and Exponential Relationships | |
| Topic F: Comparing Functions | Assessments Conceptual Tasks Part 1: Conceptual Task & Exploratory Questions Part 2: Conceptual Task Sample Responses |
| Lesson 2.6.1: Comparing Linear Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems: |
| Lesson 2.6.2: Comparing Exponential Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Lesson 2.6.3: Comparing Linear to Exponential Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Additional Resources | Unit Review (Online) Station Activities |
| Resources | Links |
|---|---|
| Course Overview | |
| Unit 1: Extending the Number System | |
| Topic A: Working with Number Systems | Assessments Conceptual Tasks Part 1: Conceptual Task & Exploratory Questions Part 2: Conceptual Task Sample Responses |
| Lesson 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems: |
| Lesson 1.1.2: Rational and Irrational Numbers and Their Properties | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Additional Unit Resources – Assessment Samples | Station Activities |
| Resources | Links |
|---|---|
| Course Overview | |
| Unit 6/4B: Mathematical Modeling and Choosing a Model | |
| Topic D: Choosing a Model | Assessments Conceptual Tasks Part 1: Conceptual Task & Exploratory Questions Part 2: Conceptual Task Sample Responses |
| Lesson 4B.4.1: Linear, Exponential, and Quadratic Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems: |
| Lesson 4B.4.2: Piecewise, Step, and Absolute Value Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Lesson 4B.4.3: Square Root and Cube Root Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Additional Unit Resources – Assessment Samples | Station Activities |
| Resources | Links |
|---|---|
| Course Overview | |
| Unit 2: Linear and Exponential Relationships | |
| Topic H: Comparing Functions | Assessments Conceptual Tasks Part 1: Conceptual Task & Exploratory Questions Part 2: Conceptual Task Sample Responses |
| Lesson 2.6.2: Comparing Exponential Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Lesson 2.6.3: Comparing Linear to Exponential Functions | Problem Based Tasks Problem-Based Tasks: Coaching Questions Problem-Based Tasks: Coaching Sample Responses Problem-Based Tasks: Implementation Guide Practice Problems |
| Additional Resources | Unit Review (Online) Station Activities |
