ADOPT NM 2031 Algebra 1 - Pearson Schoolassets.pearsonschool.com/correlations/ADOPT_NM_2031_Algebra_1_final.pdfIMB Math Template 10 Aug 2011 (lb) 2031 Algebra 1 | Grades 9-12 Instructional

IMB Math Template 10 Aug 2011 (lb) 2031 Algebra 1 | Grades 9-12

2031 Algebra 1 | Grades 9-12 Instructional Material Bureau Summer 2012 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Publisher information and instructions:

Corporation or Publisher: Pearson Education, Inc. Submitted by (name) : Hope Heredia Division or Imprint: Prentice Hall Phone: 201-236-5445 E-mail: [email protected] Title of Student Edition: Pearson Algebra 1, Common Core Student Edition ISBN: 9780133185492 Lexile Score: 870 Title of Teacher Edition: Pearson Algebra 1, Common Core, Teacher's Edition ISBN: 9780133185577

Alignment contact information: Completed by (name): Amelia Zarski E-mail: [email protected] Phone: 847 486-2032 Date: 5/21/2012

SECTION I (CONTENT STANDARDS) CITATION REQUIREMENTS AND SCORING Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. (Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator.) Citations for "Content Standards, Benchmarks & Performance Standards" must refer to the Student Edition. Citations for "Other Relevant Criteria" must refer to the Student Edition or the Teacher Edition. Each citation must address an increasing level of cognition:

• Citation 1: Cites material that provides an introduction to the content at the basic knowledge and recall level. • Citation 2: Cites material that builds on prior knowledge/skills at the comprehension and application level. • Citation 3: Cites material that builds on prior knowledge/skills and integrates content to meet the standard at the analysis, synthesis, or evaluation

levels. At least two citations must be found satisfactory by the Review Team to meet the requirements of the standard. Scoring will be as follows:

• Satisfactory citations at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. • Satisfactory citations at both the “Basic Knowledge” and “Application” level score a total of six (6) points. • Satisfactory citations at all three levels score a total of ten (10) points.

SEE THE BEGINNING OF SECTION II FOR REQUIREMENTS AND SCORING OF “OTHER RELEVANT CRITERIA” CITATIONS

THE PAGES OF THIS FORM WILL BE SCANNED. PLEASE FOLLOW THESE GUIDELINES WHEN PREPARING IT FOR SUBMISSION: • Use only the original forms provided by the Instructional Material Bureau. Do not modify the form. Do not attempt to “recreate” the form. • Print out the completed form on 20# white 8.5 x 11 office paper ONLY. Do not insert covers, dividers, etc. • Do not bind the completed form. Use a single staple in the corner to secure the form.

IMB Math Template 10 Aug 2011 (lb) 2031 Algebra 1 | Grades 9-12

Instructional Material Bureau Summer 2011 Adoption Review Institute

THIS PAGE FOR REVIEW INSTITUTE STAFF

FACILITATOR USE ONLY FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR) Verified:

90% or Higher Facilitator Signature

Verified: 89% or Lower

Facilitator Signature

Reviewer Name:

Reviewer Number:

Date: Facilitator:

REVIEWER INSTRUCTIONS

For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence). Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. Every item with an item number in the Item # column must be scored.

Citations that you verify at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. Citations that you verify at both the “Basic Knowledge” and “Application” level score a total of six (6) points. Citations that you verify at all three levels score a total of ten (10) points.

At the end of each page, total the scores in the “Item Score” column. Enter the total score in the Page Total Score box at the bottom of each page. At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section I Total Section Score box

POINTS DEFINITION 0 Citations did not meet the requirements of the standard for at least two levels. 6 Citations met the requirements of the standard at two of the levels. 10 Citations met the requirements of the standard at all three levels.

REVIEWER # ____________

pg. 3

Total

IMB Math Template 31 Aug 2011 ca (lb) 2031 Algebra 1 | Grades 9-12

CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS

Citation 1 Basic Knowledge

Citation 2 Application

Citation 3 Analysis

Item # Item Score

The Real Number System N-RN A. Extend the properties of exponents to

rational exponents

1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

[447-ACT1] [452-PR54] [451-PR50] 1

2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

[449-PR3] [451-PR26] [451-PR51] 2

B. Use properties of rational and irrational numbers

3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

[45-PR13] [628-PR4] [631-PR62] 3

Quantities N-Q C. Reason quantitatively and use units to

solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

[117-PR2] [122-ACT1] [748-ACT2] 4

2. Define appropriate quantities for the purpose of descriptive modeling.

[589-PR1] [591-PR3] [593-PR21] 5

3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[121-PR44] [131-PR2] [117-PR3] 6

REVIEWER # ____________

pg. 4

Total





Citation 3 Analysis

Item # Item Score

Seeing Structure in Expressions A-SSE D. Interpret the structure of expressions

1. Interpret expressions that represent a quantity in terms of its context.★

[6-PR5] [8-PR33] [9-PR39] 7

1 (a) Interpret parts of an expression, such as terms, factors, and coefficients.

[48-EU] [49-PR5] [528-PR50] 8

1 (b) Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

[462-PR2] [466-PR41] [532-P37] 9

2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).

[525-PR4] [527-PR39] [528-PR57] 10

E. Write expressions in equivalent forms to solve problems.

3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★

[504-EU] [505-PR2] [509-PR57] 11

3 (a) Factor a quadratic expression to reveal the zeros of the function it defines.

[573-ACT1] [571-PR35] [574-ACT4] 12

3 (b) Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines

[547-PR1] [577-PR3] [580-PR32] 13

3 (c) Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

[462-PR2] [437-PR52] [461-PR1B] 14

Arithmetic with Polynomials and Rational Expressions A-APR

F. Perform arithmetic operations on polynomials

1. Understand that polynomials form a system [489-PR5] [488-PR4] [491-PR48] 15

REVIEWER # ____________

pg. 5

Total





Citation 3 Analysis

Item # Item Score

analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Creating Equations A-CED

G. Create equations that describe numbers or relationships

1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

[103-PR2] [187-PR2] [570-PR4] 16

2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

[311-PR6] [465-PR34] [708-PR4] 17

3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

[396-PR4] [402-PR3] [407-PT3] 18

4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

[109-PR1] [111-PR3] [113-PR42] 19

Reasoning with Equations & Inequalities A-REI H. Understanding solving equations as a

process of reasoning and explain the reasoning.

1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

[82-PR1] [90-PR4] [92-PR53] 20

I. Solve equations and inequalities in one variable

3. Solve linear equations and inequalities in one [94-PR1] [111-PR4] [169-PR40] 21

REVIEWER # ____________

pg. 6

Total





Citation 3 Analysis

Item # Item Score

variable, including equations with coefficients represented by letters. 4. Solve quadratic equations in one variable. [561-EU] [570-PR4] [585-PR3] 22

4 (a) Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.

[577-PR2] [583-HWIW] [581-PR49] 23

4 (b) Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

[562-PR2] [578-PR4] [588-PR46] 24

J. Solve system equations 5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

[378-2] ]380-PR3] [382-PR27] 25

6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

[364-PR1] [365-PR2] [369-PR41] 26

7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.

[596-PR1] [597-PR2] [600-PR31] 27

K. Represent and solve equations and inequalities graphically.

10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

[302-PR3] [311-PR6] [313-PR45] 28

11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)

[364-PR1] [365-PR2] [456-PR5] 29

REVIEWER # ____________

pg. 7

Total





Citation 3 Analysis

Item # Item Score

intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.★ 12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

[395-PR2] [398-PR36] [404-PR36] 30

Interpreting Functions F-IF L. Understand the concept of a function and

use function notation

1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

[242-PR2] [244-PR14] [245-PR20] 31

2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

[269-PR3] [270-PR5] [272-PR29] 32

3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

[277-PR4] [278-PR6] [280-PR64] 33

M. Interpret functions that arise in applications in terms of the context.

4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the

[307-PR5] [549-PR5] [552-PR48] 34

REVIEWER # ____________

pg. 8

Total





Citation 3 Analysis

Item # Item Score

relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★

[270-PR5] [708-PR4] [552-PR49] 35

6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★

[294-PR1] [559-ACT1] [299-PR39] 36

N. Analyze functions using different representations.

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★

[351-EX] [455-PR4] [708-PR4] 37

7 (a) Graph linear and quadratic functions and show intercepts, maxima, and minima.

[310-PR5] [549-PR5] [558-PR36] 38

7 (b) Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

[347-PR2] [348-PR4] [643-PR62] 39

7 (e) Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

[455-PR3] [458-PR43] [465-PR34] 40

8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

[577-PR3] [317-PR4] [326-PR39 41

8 (a) Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

[561-EU] [571-PR35] [581-PR49] 42

REVIEWER # ____________

pg. 9

Total





Citation 3 Analysis

Item # Item Score

8 (b) Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.

[457-PR18] [461-PR1] [465-PR32] 43

9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

[309-PR3] [458-PR40] [327-PR51] 44

Building Functions F-BF O. Building a function that models a

relationship between two quantities.

1. Write a function that describes a relationship between two quantities.★

[303-PR4] [312-PR35] [313-PR45] 45

1 (a) Determine an explicit expression, a recursive process, or steps for calculation from a context.

[274-PR1] [279-PR36] [280-PR64] 46

1 (b) Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

[273-PR37] [548-PR4] [551-PR37] 47

2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★

[276-PR3] [469-PR3] [471-PR50] 48

P. Building new functions from existing functions.

3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd

[307-PR7] [348-PR3] [552-PR47] 49

REVIEWER # ____________

pg. 10

Total





Citation 3 Analysis

Item # Item Score

functions from their graphs and algebraic expressions for them. 4. Find inverse functions. [329-EX] [329-PR1] [329-PR19] 50

4 (a) Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.

[261-EX2] [580-PR46] [329-PR19] 51

Linear, Quadratic, and Exponential Models F-LE Q. Construct and compare linear,

quadratic, and exponential models and solve problems

1. Distinguish between situations that can be modeled with linear functions and with exponential functions.

[454-PR1] [456-PR5] [591-PR3] 52

1 (a) Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

[590-2] [294-PR1] [469-PR3] 53

1 (b) Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

[294-PR1] [298-PR10] [299-PR39] 54

1 (c) Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

[455-PR4] [464-PR13] [473-PT3] 55

2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

[317-PR4] [469-PR3] [471-PR50] 56

3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

[456-PR5] [458-PR49] [469-PR3] 57

R. Interpret expressions for functions using the unit circle.

5. Interpret the parameters in a linear or exponential function in terms of a context.

[333-PR4] [593-PR24] [465-PR38] 58

REVIEWER # ____________

pg. 11

Total





Citation 3 Analysis

Item # Item Score

Interpreting Categorical & Quantitative Data S-ID S. Summarize, represent, and interpret

data on a single count or measurement variable

1. Represent data with plots on the real number line (dot plots, histograms, and box plots).

[733-PR2] [748-PR2] [736-PR22] 59

2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread ( interquartile range, standard deviation) of two or more different data sets.

[739-PR1] [741-PR5] [745-PR1] 60

3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

[739-PR1] [748-PR3] [744-PR28] 61

T. Summarize, represent, and interpret data on two categorical and quantitative variables

5. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

[732-PR1] [734-PR4] [737-PR31] 62

6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

[337-PR1] [338-PR2] [343-PR22] 63

6. (a) Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models

[338-PR2] [591-PR3] [342-PR21] 64

6. (b) Informally assess the fit of a function by plotting and analyzing residuals.

[344-ACT] [595-ACT] [345-PR6] 65

6. (c) Fit a linear function for a scatter plot that suggests a linear association.

[337-PR1] [339-PR3] [342-PR20] 66

U. Interpret linear models

REVIEWER # ____________

pg. 12

Total





Citation 3 Analysis

Item # Item Score

7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

[338-PR2] [339-PR3] [342-PR21] 67

8. Compute (using technology) and interpret the correlation coefficient of a linear fit.

[339-PR3] [341-PR11] [341-PR16] 68

9. Distinguish between correlation and causation. [340-PR4] [341-PR12] [342-PR17] 69

Reviewer’s Section I Totals

Total Section Score

REVIEWER # ____________

pg. 13

Total


PUBLISHER: SECTION II CITATION REQUIREMENTS AND SCORING Citations for "Other Relevant Criteria" will usually refer to the Teacher Edition, but may refer to the Student Edition. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph.

• Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator. All three citations must be found satisfactory by the Review Team to meet the requirements of the standard. REVIEWER: USE THE TEACHER'S EDITION AND THE STUDENT EDITION TO CONDUCT THIS PORTION OF THE REVIEW

Every item with an item number in the Item # column must be scored.

• All three citations must be verified in order to receive points.

1. For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence). 2. Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. 3. At the end of each page, total the scores in the “Item Score” column. 4. Enter the total score in the Page Total Score box at the bottom of each page. 5. At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section II Total Section Score box

KEY: 0 = Citations did not meet the requirements of the standard. 5 = Citations met the requirements of the standard.

SECTION II: OTHER RELEVANT CRITERIA

Citation 1 Citation 2 Citation 3 Item

Number Item Score

GENERAL CRITERIA

A. The textbook provides pictorials, graphics, and illustrations that represent diversity of cultures, race, color, creed, national origin, age, gender, language or disability.

[8-PR34] [207-GR] [293-MMV]

1

B. The textbook provides a variety of cultural perspectives used within the lesson content to

[772-PR5]

[555-PR3] [785-PT2] 2

REVIEWER # ____________

pg. 14

Total




Number Item Score

account for various cultural/background experiences.

C. The textbook provides assignments with activities requiring student responses that promote respect for all people regardless of race, color, creed, national origin, age, gender, language or disability.

[238-PR14]

[482-PR20] [407-PT3]

3

D. The textbook presents appropriate role models within content rather than an oversimplified standardized image of a person or group; avoids stereotyping.

[333-PR4]

[352-PT2] [386-PR6]

4

E. At the beginning of each unit, chapter or lesson there is a list of content and mathematical practice standards covered within the unit, chapter and/or lesson.

[79-1] [233A-1] [363B-1]

5

F. The textbook provides an introduction to the lesson including the comprehension questions (i.e. focus questions or guiding questions) the student will be expected to answer at the conclusion of the classroom instruction.

[4-GR] [164-GR] [294-GR]

6

G. The textbook integrates appropriate mathematical vocabulary into each lesson.

[462-KC] [546-KC] [698-KC] 7

H. The textbook provides visual representations such as pictorial models, tables, graphs, manipulatives and number lines to assist students’ comprehension.

[741-PR5] [570-PR4] [455-PR3]

8

I. The textbook provides extensive and varied opportunities to practice lesson objectives using higher order thinking skills.

[87-PR77] [259-PR41] [369-PR41] 9

J. The textbook provides the student with ongoing review and practice for the purpose of retaining previously acquired knowledge.

[170-MR] [321-MCQ] [412-CSR] 10

REVIEWER # ____________

pg. 15

Total




Number Item Score

K. The textbook provides activities for students to make interdisciplinary connections to social studies, science, language arts, music, art and sports plus connections with their personal experiences.

[123-PR5] [43-PR63] [269-PR3]

11

L. The textbook provides field activities for students.

[783-PR8] [759-PR39] [752-ACT2] 12

M. The textbook incorporates increasingly complex tasks within lessons requiring analysis, evaluation and synthesis.

[219-PR36] [219-PR37] [220-PR45] 13

N. The textbook provides cognitively demanding activities that elicit critical thinking and reasoning.

[344-ACT] [351-PR1] [386-PR4] 14

O. The textbook incorporates the use of appropriate technology and manipulatives by students.

[307-CB] [497-CB] [567-CB] 15

P. The textbook provides references to support student learning such as a glossary and word lists.

[T434-VG] [T432-REF] [T416-SH] 16

Q. The Teacher’s Edition presents learning progressions to provide an overview of the scope and sequence of skills and concepts.

[T40-1] [T46-1] [T24-1] 17

R. Within each lesson of the Teacher’s Edition, there are clear measurable learning objectives and opportunities for differentiated instruction.

[88-OBJ/EU] [91-DYKH] [91-DYU] 18

S. The Teacher’s Edition provides tiered activities for differentiated instructional to meet the needs of all students including below proficiency and advanced learners.

[93A-RET]] 93A-ELL] [93B-ENR]

19

T. The Teacher’s Edition provides instructional strategies, resources, and language development support for English language

[170A-ELL] [300A-ELL] [423A-ELL] 20

REVIEWER # ____________

pg. 16

Total




Number Item Score

learners (sheltered instruction).

U. The Teacher’s Edition includes content and information that support a variety of approaches to instruction, including (score each item separately):

1. Writing activities where students explain their mathematical thinking.

[120-PR37] [258-PR34] [349-PR30] 21

2. Project-based learning assignments [534-PIAT] [652-PIAT] [785-PIAT] 22

3. Interdisciplinary instruction [617-PR37] [142-PR37] [430-PR21] 23

4. Cooperative learning strategies

[143B-AGP] [328B-AGP] [522B-AGP] 24

5. Early and effective intervention instructional strategies

[87A-RET] [170A-RET] [239A-RET] 25

V. The Teacher’s Edition provides the teacher with instructional strategies for every lesson.

[89-GI]

[253-PTT] [387-IL] 26

W. The Teacher’s Edition and resources provide instructional support for developing both student conceptual understanding and procedural fluency.

[549-DYU]

[522B-PRAC] [566B-PRAC]

27

X. The Teacher’s Edition and resources provide various assessments (e.g., pre- and post-tests, self-assessments, written reflections, mid-unit quizzes, quick checks for understanding of the key concepts, etc.) that address lesson and/or chapter objectives.

[667-LC]

[690-MCQ] [719-CT]

28

Y. The Teacher’s Edition and resources provide student assessments that are accompanied by

[T20-1] [287-CT] [288-CSR] 29

REVIEWER # ____________

pg. 17

Total




Number Item Score

student work exemplars and score identification of concepts and skills to support further instruction, differentiation, remediation or acceleration.

Z. The Teacher’s Edition provides opportunities for student presentations and projects using technology.

[260-CB] [595-CB] [713-CB] 30

STANDARDS FOR MATHEMATICAL PRACTICE

AA. Make sense of problems and persevere in solving them:

1. The lesson activities and assessments require students to make conjectures about the form and meaning of their solution strategies and plan a solution strategy rather than jumping into solution attempts.

[99-PR54] [251-PR19] [326-PR40]

31

2. The lesson activities require students to communicate their understanding of the approaches of others in solving problems and to identify correspondences between different approaches.

[92-PR53] [391-PR19] [585-PR3]

32

BB. Reason abstractly and quantitatively:

1. The lesson activities and assessments require students to make sense of quantities and their relationships in problem situations.

[176-PR73] [272-PR29] [341-PR15] 33

2. The lesson activities and assessments require students to decontextualize mathematical problem situations by abstracting the situation, representing it symbolically, and manipulating the representing symbols to

[190-PR44] [279-PR36] [326-PR40]

34

REVIEWER # ____________

pg. 18

Total




Number Item Score

solve problems.

3. The lesson activities and assessments require students to pause during manipulation of numbers and symbols to contextualize mathematical expressions and equations, create coherent representations, consider the units involved, and attend to the meaning of quantities within a context.

[258-PR38] [272-PR28] [282-PT2]

35

CC. Construct viable arguments and critique the reasoning of others:

1. The lesson activities and assessments require students to understand and use stated assumptions, definitions, and previously established results in constructing mathematical arguments.

[89-PR1] [95-PR2] [128-PR53]

36

2. The lesson activities and assessments require students to provide a justification for their solutions, communicate their mathematical reasoning to others and respond to arguments of others.

[99-PR58] [176-PR73] [191-PR46]

37

3. The lesson activities and assessments require students to compare the effectiveness of two plausible arguments; distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument, explain what it is.

[192-PR54] [212-PR65] [376-PR35]

38

4. The lesson activities and assessments provide opportunities for students to explore examples and counter examples.

[451-PR52] [508-PR54] [527-PR49] 39

REVIEWER # ____________

pg. 19

Total




Number Item Score

DD. Model with mathematics:

1. The lesson activities and assessments require students to apply the mathematics they know to solve problems arising in everyday life, society and the workplace.

[141-PR35] [581-PR32] [587-PR41]

40

2. The lesson activities and assessments require students to apply what they know to breakdown and simplify complicated situations.

[99-PR57] [782-PR44] [581-PR33]

41

3. The lesson activities and assessments require students to interpret their mathematical results in the context of the situation, reflect on whether the results make sense, and reflect on how well their model has supported their problem solving.

[122-ACT2] [176-PR68] [688-PR44]

42

EE. Use appropriate tools strategically:

1. The lesson activities and assessments require students to use a variety of tools and manipulatives to solve various problems.

[101-CB] [185-ACT] [677-ACT] 43

2. The lesson activities and assessments require students to make sound decisions about choosing appropriate tools.

[182-PR49] [219-PR37] [342-PR20] 44

3. The lesson activities and assessments require students to use estimation to detect possible errors.

[150-PR38] [191-PR52] [580-PR46] 45

4. The lesson activities and assessments require students to use technology to explore and deepen their understanding of concepts.

[260-CB] [307-CB] [595-CB] 46

REVIEWER # ____________

pg. 20

Total




Number Item Score

FF. Attend to precision:

1. The lesson activities and assessments require precise communication among students (e.g., using clear definitions, stating the meaning of symbols, specifying units of measure.)

[120-PR37] [319-PR22] [564-PR40]

47

2. The lesson activities and assessments require students to answer with a degree of precision appropriate for the problem’s context.

[120-PR41] [551-PR38] [584-PR2]

48

GG. Look for and make use of structure:

1. The lesson activities and assessments require students to look closely to discern a pattern or structure through opportunities provided.

[55-PR5] [63-PR3] [240-PR1] 49

HH. Look for and express regularity in repeated reasoning:

1. The lesson activities and assessments require students to notice if calculations are repeated, and look both for general methods and for shortcuts.

[249-PR3] [277-PR4] [469-PR3]

50

2. The lesson activities and assessments require students to maintain oversight of the process, while attending to the details.

[65-PR30] [149-PR36] [313-PR45] 51

3. The lesson activities and assessments require students to continually evaluate the reasonableness of their intermediate results.

[258-PR38] [343-PR22] [593-PR22] 52

II. The Teacher’s Edition provides scaffolded curriculum maps.

[T40-1] [T46-1] [T22-1] 53

REVIEWER # ____________

pg. 21

Total




Number Item Score

JJ. Provides students with opportunities to:

1. Demonstrate keyboarding proficiency in technique and posture while building speed.

[107-PR48] [565-PR55] [775-CB] 54

2. Refine their selection and use of appropriate search strategies.

[107-PR48] [565-PR55] [775-CB] 55

3. Expand their use of word processing, graphics, databases, spreadsheets, simulations, multimedia, and telecommunications.

[107-PR48] [565-PR55] [79-MMV] 56

4. Become fluent in using multiple software applications and applying them across the curriculum.

[107-PR48] [406-CB] [567-CB] 57

Reviewer’s Section II TotalTotal Section Score

Reviewer’s Grand Total

Total Review Score

REVIEWER # ____________

pg. 22

Total


ABBREVIATION KEY Pearson Education, Inc. publishing as Prentice Hall

Pearson Algebra 1, Common Core 2031 Algebra 1 /Grades 9-12

ACT Activity

AGP Activities, Games, and Puzzles

AR Algebra Review

CB Concept Byte

CSR Cumulative Standards Review

CT Chapter Test

DYKH Do You Know How?

DYU Do You Understand?

EI Error Intervention

ELA Entry-Level Assessment

ELL English Language Learner Support

ENR Enrichment

EU Essential Understanding

EX Example

GI Guided Instruction

GIT Got It?

GR Getting Ready!

HWIW Here’s Why It Works

IL Interactive Learning

KC Key Concept

LC Lesson Check

MCQ Mid-Chapter Quiz

MMV My Math Video

MR Mixed Review

OBJ Objective(s)

PIAT Pull It All Together

PR Problem or Exercise

PRAC Practice

PT Performance Task

PTT Preparing to Teach

REF Reference

RET Reteaching

SH Skills Handbook

TN Take Note

VG Visual Glossary

VL Visual Learner

VOC Vocabulary

ADOPT NM 2031 Algebra 1 - Pearson Schoolassets.pearsonschool.com/correlations/ADOPT_NM_2031_Algebra_1_final.pdfIMB Math Template 10 Aug 2011 (lb) 2031 Algebra 1 | Grades 9-12 Instructional

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