Roosevelt School District Evaluation Checklist for Math (Grade 7) GENERAL MATHEMATICAL CONTENT 1. The program clearly correlates to the state and district standards with references in the teacher text. Please refer to correlation of Prentice Hall Middle School Mathematics: Course 2 to Arizona state and district standards. 2. All five Arizona strands are clearly addressed. Please refer to correlation of Prentice Hall Middle School Mathematics: Course 2 to Arizona state and district standards. 3. Opportunities for both mental and written calculations are provided. 4. Many types of problems are provided: those that help develop a concept, those that provide practice, and those that apply previously learned concepts. provides students with opportunities to practice both mental and written computation skills throughout the curriculum. Mental computation skills reinforced and applied in the course include multiplying and dividing by 10, 100, and 1000; using properties and patterns; breaking apart numbers; using compatible numbers and compensation; and applying mental math strategies to computations involving fractions and percents. SE/TE: Sample References as follows, 7, 60-64, 74-77, 115-119, 125-129, 134-138, 168-172, 186-190, 197-200, 240-243, 308-312, 450-454, 466-470, 529-533 Every chapter in Prentice Hall Middle School Mathematics: Course 2 opens with descriptions of real-world problem situations related to the content of that particular chapter and a Chapter Project which applies the concepts and skills taught in the current chapter. The instructional pages of each lesson include examples and Try It and Check Your Understanding problems. The problem sets include a variety of problems under the following headings: Practice and Apply, Problem Solving and Reasoning, and Mixed Review. SE/TE: Sample References as follows, 24-25, 69-70, 122-124, 170-172, 219-221, 270-271, 313, 323, 362-364, 400-402, 439-441, T481, 518-521, 560-562, 601-604 1
5. Regular opportunities are provided for students to demonstrate mathematical reasoning in various forms: real world situations, theorem, written, and oral. 6. The program is balanced, including basic skills, conceptual understanding, and problem solving. No area is neglected or over-emphasized and all three areas are interconnected. 7. The program offers opportunities for classroom and small group discussions. The problem set for every lesson in Prentice Hall Middle School Mathematics: Course 2 includes Problem Solving and Reasoning exercises. Real-world situations are presented and applied in the introduction to each chapter and in the instructional pages and problem set for each lesson. Students reason from a variety of theorems, including algebraic properties, measurement formulas, the Pythagorean Theorem, and probability theory. They are provided with regular opportunities to explain their reasoning both orally and also in written form. The margins of the TE include suggestions for student interviews and journals. The problem sets include opportunities for students to Communicate their reasoning in writing. SE/TE: Sample References as follows, 20, 25, 124, 171, 244-247, 272, 281, 364, 402, 430, 470, 480, 562, 624, 654-658 Basic skills, conceptual understanding, and problem solving are balanced and integrated throughout. Entire lessons are devoted to each of these areas, and the problem set of each lesson in the course includes exercises in each of these areas. For example, lessons cover the basic skills of solving algebraic equations involving the operations of addition, subtraction, multiplication, and division. Subsequent lessons extend and apply these skills to solve real-world problems, to enter formulas in a spreadsheet, to solve problems using the Pythagorean Theorem, and to write and solve proportions. SE/TE: Sample References as follows, 74-77, 82-85, 91-94, 120-124, 244-247, 272, 308-312, 366-370, 384, 406-409, 415-419, 430, 495-498, 524-528, 539-542 provides continual opportunities for classroom and small group discussions through cooperative learning activities described below (see GMC[8]) and through the use of student interviews, described in the margins of the TE as an Alternate Assessment tool. Another TE margin feature, Meeting Individual Needs, includes suggestions for facilitating group discussion under Learning Modalities: Verbal and Social. SE/TE: Sample References as follows, 23, 91, 178, 252, 260, 290, 307, 375, 394, 402, 406, 454, 511, 526, 653 2
8. The program offers opportunities for facilitated individual, small group, and whole class activities. 9. The program offers equal educational resources in English and Spanish. 10. Vocabulary and terms are introduced and explicitly taught. provides continual opportunities for facilitated individual, small group, and whole class activities through Explore activities, which appear throughout the text in the instructional pages of most lessons, and suggestions for Cooperative Learning Activities, which appear in the margins of the TE. A Cooperative Learning Checklist is provided in the ancillary Teaching Tool materials available with the course. Students can work individually, in groups, or as a class on Chapter Projects and Community Projects. SE/TE: Sample References as follows, 21, 91, 139, 182, 214, 251, 282, 298, 315, 328, 371, 386, 442, 450, 495 The text and auxiliary materials are published in both English and also in Spanish (see Prentice Hall s Matematicas Intermedias: Course 2). Vocabulary and terms are introduced and explicitly taught throughout Prentice Hall Middle School Mathematics: Course 2. When a new term is introduced in the instructional pages of a lesson, it is highlighted, defined, and demonstrated with an example. The SE also includes a Glossary with definitions and page references. SE/TE: Sample References as follows, 22, 75, 125, 136, 139, 212-214, 227, 244, 294, 360-361, 451, 574, 605-606, 615, 688-693 3
11. Student text is written on an appropriate grade level and is user friendly. 12. Cross Curricular connections and real life examples are an integral part of instruction and practice. The student text of Prentice Hall Middle School Mathematics: Course 2 is written so that a 7th grade student can read the instructional pages of a lesson and easily follow the examples and sample problems. The sections of the instructional pages are clearly labeled: Lesson Link, Explore, Learn, Examples, Try It, and Check Your Understanding. The problem sets are similarly structured and labeled: Practice and Apply, Problem Solving and Reasoning, and Mixed Review. Individual problems may also contain headings to specify the type of problem-solving skill required (e.g., Choose a Strategy), the type of reasoning required (e.g., Critical Thinking), whether the problem requires expository writing (Communicate), or cross-curricular connections (e.g., Science). Colorful photographs and graphics are interspersed throughout the text. SE/TE: Sample References as follows, 30-34, 82-85, 134-138, 212-216, 248-252, 298-302, 344-348, 386-389, 432-436, 450-454, 466-470, 486-489, 524-528, 574-577, 626-630 Cross-curricular connections are real-life examples are an integral part of instruction and practice throughout. Each chapter opens with two pages of cross-curricular connections to, and real-life examples of, the mathematics that follows in that particular chapter. Interdisciplinary Team Teaching pages appear in the TE and are available as ancillary instructional materials. Individual problems in the problem sets are labeled with the curricular area to which the problem is related, and cross-curricular Links are described in the margins of the SE. SE/TE: Sample References as follows, 40-45, 105, 139-143, 163, 208-209, 258-262, 304-307, 322, 353-357, 382-383, 405, 421, 471, 521, 539-542 4
PROGRAM ORGANIZATION 1. Concepts are in logical order and increase in depth and complexity during the school year and grade to grade. Lessons are bridged together. 2. Continuous spiral review offers routine opportunities for students to cement understanding. The chapters of Prentice Hall Middle School Mathematics: Course 2 progress from Making Sense of the World of Data, to the Language of Algebra, to Decimals and Fractions, to Geometry and Measurement, to Proportions and Percents, back to Algebra (Equations and Graphs) and Geometry (Solids, Circles, and Transformations), and, finally, to Counting and Probability. The Scope and Sequence appendix in the TE demonstrates how related concepts being taught increase in depth and complexity from grade to grade. Lessons are bridged together with Review problems in the margins of the TE at the beginning of each lesson and references to the previous lessons in the text of the instructional pages. SE/TE: Sample References as follows, 6-10, 40-44, 91-94, 125-130, 197-200, 244-247, 286-290, 304-307, 344-348, 371-374, 415-419, 460, 539-542, 554-557, 659-663 Spiral review is featured in the Prentice Hall Middle School Mathematics series both in reviewing and extending concepts between courses and also in reviewing concepts within one course. The problem sets for every lesson in Prentice Hall Middle School Mathematics: Course 2 contain Mixed Review problems which review concepts and skills learned within Course 2 as well as in previous math courses. Cumulative Review problems at the end of each chapter review material covered in all previous chapters in the text. The Scope and Sequence appendix in the TE depicts graphically how certain concepts are taught, reinforced, and applied in the series at different grade levels. SE/TE: Sample References as follows, 51, 101, 163, 177, 207, 269, 319, 374, 381, 427, 477, 549, 557, 621, 671 5
3. Materials include an overview of chapters that students are expected to learn with the concepts involved clearly identified. This material is easily available to teachers, students, and parents. 4. Materials introduce new concepts at a reasonable pace and provide sufficient instructional and practice materials. 5. Teacher and student text and practice is visually accurate and helpful in following operational procedures. Each chapter in the TE of Prentice Hall Middle School Mathematics: Course 2 begins with an overview of that chapter, listing the titles of all of the lessons in the chapter and describing the concepts covered in each section of the chapter. The TE also contains correlations of the concepts, skills, and applications covered in each chapter to NCTM Standards and to Standardized Tests. Each section in the SE begins with an application that previews the concepts that are going to be covered in that particular section. The Chapter Summary and Review at the end of each chapter includes a Graphic Organizer depicting the conceptual hierarchy of the chapter as well as separate summaries and review problems for each of the sections of the chapter. SE/TE: Sample References as follows, 2A-D, 2-3, T4, 5, T28, 29, 48-49, 73, 102A-D, 164-165, T238, 316-317, 382-383, 449, 550A-D Grade 7 students using Prentice Hall Middle School Mathematics: Course 2 are introduced to new concepts at a reasonable pace as the lessons of each chapter build upon previous lessons and upon previous chapters. Each chapter in the TE includes a Pacing Chart with options for scheduling lessons according to a school s particular curricular program. There is an abundance of instructional and practice materials, both in the textbook itself and also in available ancillaries. SE/TE: Sample References as follows, 2D, 52D, 91-94, 102D, T132, 164D, 208D, 270D, 320D, 382D, 415-419, 428D, 478D, 550D, 622D Teacher and student materials for Prentice Hall Middle School Mathematics: Course 2 is visually clear and accurate. Students are provided with readable instruction, appropriate examples, and problems under the headings of Try It and Check Your Understanding. SE/TE: Sample References as follows, 60-65, 144-148, 153-156, 186-190, 258-262, 286-290, 337-340, 371-375, 410-414, 432-436, 450-454, 512-516, 563-566, 582, 631-635 6
6. Teacher manuals contain helpful step-by-step instructions to facilitate teaching and learning. Materials provided for teachers to facilitate teaching and learning include a Middle School Pacing Chart and Assessment Program for each chapter and a Lesson Planning Guide for each section within a chapter. Throughout the chapter the margins of the TE contain suggestions for group discussion, prompting questions, ideas for journal writing, and additional and alternate examples, problems, and assessment tools. The margin notes are organized according to the sections of the lesson. Meeting Middle School Classroom Needs includes Tips from Middle School Teachers. Meeting Individual Needs includes suggestions for incorporating Learning Modalities and a list of ancillary resources. SE/TE: Sample References as follows, 2A-D, 52A-D, 102A-D, 139-143, 164A-D, T184, 208A-D, 270A-D, 320A-D, 382A-D, 428A-D, 478A- D, T522, 550A-D, 622A-D 7. Teacher manuals and resources are user friendly. The TE for Prentice Hall Middle School Mathematics: Course 2 is well organized and user friendly. The beginning of each chapter includes a chapter overview, correlations of chapter content to NCTM standards and standardized tests, descriptions of technology and references to all assessment tools available for use with the chapter, a Middle School Pacing Chart, and suggestions for setting up an Interdisciplinary Bulletin Board. The margins of the TE pages throughout the chapters are filled with suggestions for teaching, reteaching, reviewing, extending, applying, and evaluating students and the mathematics they are learning. The notes for each lesson are strategically placed in close proximity to the topic, example, or problem that they explain, enhance, or extend. SE/TE: Sample References as follows, 2A-D, 52A-D, 102A-D, 153-157, 164A-D, 208A-D, T238, 270A-D, 320A-D, 382A-D, 428A-D, T448, 478A-D, 550A-D, 622A-D 7
BASIC FACTS, SKILLS, AND MATH PROCEDURES 1. The program provides instruction, support, and practice for basic fact strategies to assist students both in understanding the concepts behind each operation, and memorizing basic facts. 2. The program provides opportunities to build speed and accuracy in recalling basic facts through homework, practice, and class activities. 3. The program provides visual modeling of math skills and procedures, moving from the concrete to the abstract. Students are provided instruction, support, and practice for basic fact strategies in Kindergarten through Grade 5. In Grade 7, students using Prentice Hall Middle School Mathematics: Course 2 continue to investigate factors, multiples, and divisibility; write expressions and equations using addition, subtraction, multiplication, division, and exponentiation; perform operations on fractions, decimals, and integers; estimate and use mental math techniques; and apply operations to problem-solving situations. SE/TE: Sample References as follows, 60-64, 74-77, 86-90, 95, 125-130, 134-138, 173-177, 191-195, 240-243, 308-312, 399-402, 410-414, 450-454, 466-470, 524-528 Students are provided instruction, support, and practice for basic fact strategies in Kindergarten through Grade 5. In Grade 7, students using Prentice Hall Middle School Mathematics: Course 2 use computation concepts and skills in their homework, practice, and class activities throughout the curriculum. For example, students apply basic multiplication and division facts as they write equivalent fractions and ratios; convert between fractions, decimals, and percents; and solve proportions by cross-multiplying. SE/TE: Sample References as follows, 78-81, 91-94, 115-119, 144-148, 153-156, 178-182, 197-200, 244-247, 298-302, 308-312, 328-332, 349-352, 371-374, 455-459, 473 provides visual modeling of math skills and procedures, moving from the concrete to the abstract, throughout the course. For example, in Chapter 9: Integers, students progress from using integers to represent quantities to performing operations on integers. They use algebra tiles to model integer addition; they use number lines to graph, order, and compare integers; and they use symbols to develop operation sense and perform operations on integers. SE/TE: Sample References as follows, 40-44, 56-59, 66-70, 78-81, 110-114, 136, 149-150, 173-174, 201, 227-232, 244-247, 386-388, 430, 450-454, 466-470 8
4. Skills are carefully sequenced, reviewed, and maintained throughout the program, building mastery chapter by chapter. 5. The program presents practice in the varied formats including but not limited to: standardized testing, hands-on, and oral; including both horizontal and vertical formats of equations. Skills are carefully sequenced, reviewed, and maintained both within chapters and throughout the text of Prentice Hall Middle School Mathematics: Course 2. For example, in Chapter 2: The Language of Algebra: Formulas, Expressions, and Equations, students progress from using formulas and variables, to entering formulas in spreadsheets, to applying inverse operations, to translating words into algebraic expressions, to writing and solving one- and two-step equations. The text contains skill review in each lesson via a Mixed Review section in the problem set. In addition to a suggested daily review at the beginning of each lesson, the TE also contains a feature entitled, Math Every Day, which includes Mental Math exercises. SE/TE: Sample References as follows, 6-10, 35-39, 56-59, 66-70, 78-81, 91-94, 115-119, 178-182, 244-247, 298-302, 308-312, 328-332, 366-370, 406-409, 415-419 The TE of Prentice Hall Middle School Mathematics: Course 2 includes a Standardized-Test Correlation, which correlates the objectives of each lesson in the chapter with each of five different standardized tests (ITBS, CTBS, CAT, SAT, and MAT). Test Prep questions, written in a standardized test format, appear frequently in the problem sets. Students gain hands-on experience through Chapter Projects and Explore features. Manipulatives used in the course include algebra tiles, centimeter cubes, counters, fraction models, geoboards, number cards, number cubes, pattern blocks, and play money. Students gain experience in expressing their reasoning orally through a variety of cooperative learning activities and student interviews. SE/TE: Sample References as follows, 85, 101, 148, 207, 240, 280, 319, 392, 427, 450, 503, 549, 648, 653, 671 9
CONCEPT DEVELOPMENT 1. Math concepts are first introduced manipulatively (concrete), then presented in words and visual models to build a bridge to symbolic representations. 2. Guided instruction is consistently placed to assist students and parents in locating key elements of math concepts presented in each day s lesson. 3. The program provides instruction, support, and practice for concept development strategies to assist students in understanding the concepts behind each operation. Students using Prentice Hall Middle School Mathematics: Course 2 progress from the use of manipulatives, to the use of visual models, to the use of words, and finally, to the use of symbols, as they are introduced to math concepts throughout the course. For example, students model operations on fractions with fraction models, colored grids, and circle graphs as they become familiar with the rules and symbolic representations of these operations. SE/TE: Sample References as follows, 58, 65, 69, 76, 91-94, 171, 176, 181, 186-190, 197-200, 450, 455, 469, 482-485, 500-504 The instructional pages of the SE of Prentice Hall Middle School Mathematics: Course 2 contain guided instruction and are consistently placed and organized to assist students and parents in locating key elements of math concepts presented in each day s lesson. Lessons are typically organized along the following lines: a Lesson Link and introduction to new terms and concepts; an Explore activity; a Learn section which gives instruction, expounds on new terminology, and includes examples with solutions; Try It problems; and problems which enable students to Check Your Understanding. SE/TE: Sample References as follows, 21-23, 56-58, 91-92, 149-151, 197-199, 248-250, 282-283, 324-325, 371-372, 432-434, 495-497, 529-531, 574-575, 626-628, 654-656 As described above (see CD[2]), the instructional pages of each lesson in Prentice Hall Middle School Mathematics: Course 2 contain instruction, support, and practice for concept development strategies to assist students in understanding the concepts behind each operation. Additionally, the margins of the pages in the TE include suggestions for supplemental instruction, support, and practice in the form of clarifying the objective of each Explore activity, Ongoing Assessment, and Alternate Examples. SE/TE: Sample References as follows, 30-32, 66-68, 106-108, 168-170, 212-214, 258-260, 304-305, 344-346, 390-391, 450-453, 508-509, 554-555, 592-594, 631-633, 659-661 10
4. The program presents practice in concept development in the varied formats including but not limited to: standardized testing, hands-on, and oral formats. 5. Skills are carefully sequenced, reviewed, and maintained throughout the program, progressing from the known to the unknown situation. The TE of Prentice Hall Middle School Mathematics: Course 2 includes a Standardized-Test Correlation, which correlates the objectives and concepts of each lesson in the chapter with each of five different standardized tests (ITBS, CTBS, CAT, SAT, and MAT). Test Prep questions, written in a standardized test format, appear frequently in the problem sets. Students gain hands-on experience through Chapter Projects and Explore features. Manipulatives used in the course include algebra tiles, centimeter cubes, counters, fraction models, geoboards, number cards, number cubes, pattern blocks, and play money. Students gain experience in expressing their reasoning orally through a variety of cooperative learning activities and student interviews. SE/TE: Sample References as follows, 34, 101, 137, 148, 207, 240, 281, 319, 392, 402, 427, 455, 503, 549, 671 Skills are carefully sequenced, reviewed, and maintained throughout the text of Prentice Hall Middle School Mathematics: Course 2. Students progress from the known to the unknown situation as they learn computational skills and then apply these skills to solve equations and to plan and implement solutions in real-world problem situations. The text contains skill review in each lesson via a Mixed Review section in the problem set. The TE also contains a feature entitled, Math Every Day, which provides additional opportunities to maintain previously learned skills. SE/TE: Sample References as follows, 35-39, 56-59, 78-81, 91-94, 120-124, 226, 245, 297, 308-312, 366-370, 406-409, 442-446, 500-504, 512-516, 539-542 11
PROBLEM SOLVING 1. Guided instruction for problem-solving strategies takes place in every chapter, in every grade. Understanding the concepts behind the operations is stressed. 2. The problems range in size and complexity and offer enough varied practice so that novel concepts may become routine. Known and unknown situations are used. 3. The program provides instruction and practice in identifying problems embedded in the situation, directly or indirectly. Each chapter in Prentice Hall Middle School Mathematics: Course 2 opens with a Problem Solving Focus activity that develops a particular problemsolving strategy. In addition, the problem set of each lesson includes a section entitled, Problem Solving and Reasoning, which includes a variety of opportunities to apply different problem-solving strategies with the concepts taught in that particular lesson. SE/TE: Sample References as follows, 4, 44, 51, 81, 185, 231, 252, 277, 298, 322, 371, 400, 410-412, 432-434, 552 Each chapter in Prentice Hall Middle School Mathematics: Course 2 opens with a Problem Solving Focus activity, which develops a particular problemsolving strategy. In addition, the problem set of each lesson includes a section entitled, Problem Solving and Reasoning, which include a variety of opportunities to apply different problem-solving strategies with the concepts taught in that particular lesson. Each section of each chapter concludes with a Connect page, which consists of a more complex problem situation for students to tackle. The Chapter Project for each chapter consists of a long-term problem-solving activity, the progress of which the teacher monitors throughout the course of the chapter. SE/TE: Sample References as follows, 34, 54, 109, 163, 177, 287, 302, 344, 384, 403, 413, 447, 461, 481, 624 provides instruction and practice in identifying problems embedded in the situation, directly or indirectly, through the Chapter Project outlined for each chapter, the Problem Solving Focus activity at the beginning of each chapter, the Problem Solving and Reasoning section in the problem set for each lesson, and the Connect page activity at the end of each section of each chapter. SE/TE: Sample References as follows, 10, 56, 104, 133, 191, 209, 263, 269, 304, 385, 430, 466, 477, 521, 543 12
4. The program provides instruction and practice in the formulation of solutions, identifying patterns and mathematical connections, while describing the process used to obtain the solution. 5. The program provides instruction and practice in verifying and interpreting solutions in the varied formats including but not limited to: standardized testing, hands-on, and oral formats. provides instruction and practice in the formulation of solutions, identifying patterns and mathematical connections, while describing the process used to obtain the solution, through a variety of features in the text: the Chapter Project outlined for each chapter, the Problem Solving Focus activity at the beginning of each chapter, the Problem Solving and Reasoning section in the problem set for each lesson, and the Connect page activity at the end of each section of each chapter. SE/TE: Sample References as follows, 21, 66, 125, 144, 244, 272, 286, 308, 337, 381, 393, 419, 480, 495, 621 provides instruction and practice in the verifying and interpreting solutions in varied formats, including standardized testing, hands-on, and oral formats, through a variety of features in the text: the Chapter Project outlined for each chapter, the Problem Solving Focus activity at the beginning of each chapter, the Problem Solving and Reasoning section in the problem set for each lesson, and the Connect page activity at the end of each section of each chapter. Additionally, Cumulative Reviews appear at the end of each chapter; those, which appear after even-numbered chapters, are written in a standardized test format and include verbal problem situations. SE/TE: Sample References as follows, 76, 85, 101, 158, 207, 261, 290, 319, 401, 427, 524, 549, 603, 648, 671 13
PRACTICE 1. Practice opportunities include skill exercises, mixed applications, problem solving, and instructional games. 2. Primary students are provided practice with both horizontal and vertical formats of skill usage. 3. A cumulative spiral review allows children to practice previously learned skills by content strand. Every chapter and every lesson in Prentice Hall Middle School Mathematics: Course 2 provides practice opportunities which include skill exercises, mixed applications, and problem solving; in fact, the Exercises and Applications for each lesson are organized around these three areas: Practice and Apply, Problem Solving and Reasoning, and Mixed Review. Instructional games are also interspersed throughout the text, sometimes appearing in the margins of the TE as Reteaching activities. SE/TE: Sample References as follows, 11-15, 60-64, 86-90, 125-129, 173-177, 240-243, 282-285, 304-307, 349-352, 390-393, 450-454, 497, 524-528, 578-581, 626-630 Students in Grade 7 using Prentice Hall Middle School Mathematics: Course 2 are generally expected to be comfortable with computational expressions and number sentences written in a horizontal format; for involved computations (e.g., adding more than two numbers with three or more digits) they are expected to rewrite the horizontal expression in vertical form and perform the computation. Occasionally computations may be written in a vertical format in the text, but more generally they are written in a horizontal format in accordance with the level of mathematical sophistication of the 7th grade student. SE/TE: Sample References as follows, 10, 34, 60-64, 124, 134-138, 236, 262, 281, 336, 370, 398, 450-454, 466-470, 494, 633 Cumulative spiral review is incorporated in the text of through Mixed Review problems in the problem set for each lesson and Cumulative Reviews located at the end of each chapter. SE/TE: Sample References as follows, 51, 101, 124, 163, 207, 269, 285, 319, 381, 427, 454, 477, 549, 621, 671 14
4. Program provides transitional materials that allow students to acquire basic skills while still participating in the regular instruction. 5. There are easily understood examples that guide students in their independent practice of already introduced materials. Transitional materials provided in Prentice Hall Middle School Mathematics: Course 2 that allow students to acquire basic skills while still participating in the regular instruction include Review, Mental Math, and Quick Quiz problems in the margins of the TE pages and Mixed Review problems in the problem set for each lesson. Additional suggestions for assisting students who require remediation to acquire basic skills appear in Meeting Individual Needs, a feature that appears in the margins of the TE pages for each lesson. SE/TE: Sample References as follows, 60, 83, 106, 126, 153, 173, 218, 245, 275, 308, 325, 360, 406, 455, 509 Examples are clearly labeled in the instructional pages of each lesson in Prentice Hall Middle School Mathematics: Course 2. They should be easily understood by the average 7th grade student and aptly cover the concepts and skills presented in that particular lesson. They are followed immediately by Try It problems for students to practice on their own. SE/TE: Sample References as follows, 41-42, 83, 126-127, 169-170, 213-214, 249-250, 295, 329-330, 354, 387, 433-434, 467-468, 501-502, 539-540, 575 15
ASSESSMENT 1. There are informal (written, oral, and hands-on) assessments built into the daily lessons. 2. There are formal assessments for each week and unit. 3. Error analysis allows students to show understanding of common errors and correct them. Informal assessments built into daily lessons in in a variety of forms: the instructional pages of the SE contain Try It and Check Your Understanding problems, and the margins of the pages in the TE contain suggestions for Ongoing Assessment and Quick Quizzes on a daily basis. SE/TE: Sample References as follows, 7-8, 25, 79, 106, 150-151, 179-180, 231, 236, 277, 332, 370, 398, 459, 511, 577 The formal assessment program for Prentice Hall Middle School Mathematics: Course 2 consists of the following: the SE contains Section Reviews, Chapter Reviews, Free Response Chapter Assessments, and alternating Free Response and Multiple Choice Cumulative Reviews; the TE contains Quick Quizzes and a variety of Alternate Assessment options, including Interview, Journal, and Portfolio activities. The Assessment Sourcebook, an ancillary available for use with the program, contains multiple forms of Free Response and Multiple Choice Chapter Assessments, as well as Cumulative Reviews and Alternate Assessment forms. SE/TE: Sample References as follows, 50, 52C, 100, 162, 206, 208C, 268, 318, 380, 382C, 426, 476, 548, 630, 670 The margins of the pages of the TE include Exercise Notes that highlight Error Prevention tips, describing common errors made by students in particular exercises, and how to correct them. Try It and Check Your Understanding problems in the SE help students find any gaps in their understanding of concepts and mastery of skills before they begin their homework problems. Self-Assessment suggestions appear in the margins of the TE and provide students with opportunities to analyze any problems they might be experiencing with the mathematics in the lesson. SE/TE: Sample References as follows, 44, 89, 119, 176, 226, 280, 370, 435, 441, 493, 520, 537, 577, 590, 640 16
4. A performance assessment checks for student understanding of chapter objectives in an activitybased as well as written way. 5. There are diagnostic tests easily available to the teacher. Performance Assessments appear in the SE of Prentice Hall Middle School Mathematics: Course 2 and are also available as an Alternate Assessment in the margins of the TE and in the Assessment Sourcebook available for use with this course. The SE contains Chapter Assessments that include a Performance Task. At the conclusion of each of the odd-numbered chapters in the SE there is a Cumulative Review, which is given as a Performance Assessment. The Assessment Sourcebook provides two forms of a performance-based chapter test for each chapter. SE/TE: Sample References as follows, 51, 100, 124, 163, 206, 269, 318, 381, 398, 426, 477, 548, 604, 621, 670 Suggestions for Ongoing Assessment provided in the margins of the TE of Prentice Hall Middle School Mathematics: Course 2 give teachers numerous opportunities to diagnose gaps in student learning. Teachers are provided with numerous and varied forms of assessment, including Quick Quizzes, Section Reviews, Chapter Reviews, Chapter Assessments, Cumulative Reviews, and Alternate Assessments in the form of interviews, journals, portfolios, and projects. SE/TE: Sample References as follows, 114, 148, 165, 177, 182, 195, 221, 307, 336, 356, 374, 402, 429, 609, 635 17