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GENERIC EVALUATION CRITERIA
20010-2015
First Grade Mathematics
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
NOTES
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, 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).
1
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
GENERAL EVALUATION CRITERIA
20010-2015
First Grade Mathematics
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills

Thinking and Problem-Solving Skills/ Rigor and Depth of Content
Content is presented in a way that deepens student understanding
through engagement in meaningful, challenging mathematics that
builds on prior knowledge and promotes connections among
mathematical concepts.

Thinking and Problem-Solving Skills /Development of Conceptual
Understanding
Learning opportunities require students to develop their own viable
mathematical understandings and help them build connections
between mathematical ideas.

Information and Communication Skills/Mathematical Language
Appropriately introduce and reinforce in multiple ways all necessary
terms and symbols.

Personal and Work Place Productivity Skills
2
B.
21st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design
tools)

Communication, information processing and research tools (such as word
processing, e-mail, groupware, presentation, Web development, Internet
search tools)

Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
3
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I
(In-depth) or A (Adequate) in order to be recommended.
20010-2015
First Grade Mathematics
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
4
3. Integrate technology seamlessly when appropriate to model
mathematical situations, analyze data, calculate results, and solve
problems.
B. Scientifically-Based Research Strategies
1. Consistently require students to link prior knowledge to new
information to construct their own viable understandings of
mathematical ideas.
2. Consistently provide opportunities for students to solve complex
problems that have multiple entry points and the possibility of
multiple solution processes.
3. Consistently provide opportunities for students to communicate
their mathematical thinking processes to others orally, in writing, or
pictorially.
4. Routinely require students to develop and defend mathematical
conjectures, arguments, reasoning and proof.
5. Provide opportunities for the students to be involved in investigations
that enable them to make connections among mathematical ideas.
6. Expect students to develop multiple representations of the
mathematics in order to depict reasoning used to explain real world
phenomena or solutions to relevant problems and move fluently
between those representations.
7. Present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
5
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on depth of knowledge.
2.
Consistently require students to discuss mathematics with each other and
with the teacher, make arguments, conjecture and reason, and
justify/clarify their ideas in writing and orally in precise mathematical
symbols and language.
3. Present real world application that is current, engaging, integrated
throughout the instruction, and promotes and develops critical
thinking.
D. Life Skills
1. address life skills (e.g., reading road maps, using reference tools,
researching, reading a newspaper, using want ads, completing an
application, applying the interview process and goal setting).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. Consistently require students to explore mathematical ideas,
individually and collaboratively, while integrating the process
standards (see Section I of this rubric).
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
6
F. Instructional Materials
1. Are organized according to WV content standards or other increments
that allow students to investigate and explore major mathematical
ideas; provide a variety of lessons, activities, and projects from which
to choose; and emphasize connections between mathematical ideas.
2. Consistently integrate tasks that engage students and invite them to
speculate and hypothesize, are open-ended, and require them to
determine appropriate strategies.
3. Provide teachers with guiding questions to aid students’ development
of mathematical discourse to further mathematical understanding.
4. Provide additional resources that are organized in a way that is easy
to access and use.
5. Include various instructional models to address varied learning styles
of students.
6. Provide extensive and varied opportunities to differentiate individual
needs for skill-building.
7. Provide supplemental materials for intervention and enrichment.
8. Provide teachers with support to properly integrate the process
standards using the available resources.
9. Include a teacher resource that builds content knowledge for the
teacher.
10. Spiral previously taught skills and strategies with new content.
7
G. Assessment
1. provide assessment formats commensurate with WV assessment
programs (e.g., WESTEST, NAEP, State Writing Assessment,
informal assessments, PLAN, EXPLORE, ACT and SAT).
2. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics and
multimedia simulations.
3. provide benchmark and ongoing progress monitoring.
4. provide rubric-based differentiated assessment.
5. provide an electronic system for managing assessment data to
facilitate the implementation of tiered instruction.
6. integrate student self-assessment for and of learning by providing
tools and organizers that are linked to clearly identified learning goals.
7. Integrate formal and informal means of assessment in the materials
for diagnostic, formative, and summative purposes.
8. include various types of assessments: performance tasks, multiple
choice, short answer, and free response.
8
H. Process Standards
1. Problem Solving: Provide frequent opportunities for students to
formulate, grapple with, and solve complex problems that require a
significant amount of effort and have multiple viable solution paths.
2. Communication: Routinely challenge students to communicate their
thinking to others orally, in writing, and/or pictorially, using precise
mathematical language.
3. Reasoning and Proof: Provide frequent opportunities for students to
complete mathematical investigations with and without technology;
develop conjectures, mathematical arguments and proofs to confirm
those conjectures.
4. Connections with Mathematics: Consistently establish connections,
and provide opportunities for students to establish connections,
among mathematical concepts and their real-world applications.
5. Representations: Provide frequent opportunities for students to
develop multiple representations of the mathematics in order to depict
reasoning used to explain real world phenomena or solutions to
relevant problems and move fluently between those representations.
9
SPECIFIC EVALUATION CRITERIA
First Grade Mathematics
First grade objectives continue the emphasis on the use of manipulatives, concrete material, and appropriate technologies to
give students the foundation needed to explore new mathematical concepts. Development of mathematical language allows students to
explain such concepts as addition and subtraction of whole numbers; knowing the value of coins; the quick recall of addition and
subtraction facts; identifying two- and three-dimensional figures; and gathering, organizing, and explaining data. The West Virginia
Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st
Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates
learning skills, technology tools and content standards and objectives.
Standard 1: Number and Operations
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number
systems,
 demonstrate meanings of operations and how they relate to one another, and
 compute fluently and make reasonable estimates.
Standard 2: Algebra
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 demonstrate understanding of patterns, relations and functions,
 represent and analyze mathematical situations and structures using algebraic symbols,
 use mathematical models to represent and understand quantitative relationships, and
 analyze change in various contexts.
10
Standard 3: Geometry
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical
arguments about geometric relationships,
 specify locations and describe spatial relationships using coordinate geometry and other representational systems,
 apply transformations and use symmetry to analyze mathematical situations, and
 solve problems using visualization, spatial reasoning, and geometric modeling.
Standard 4: Measurement
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 demonstrate understanding of measurable attributes of objects and the units, systems, and processes of
measurement, and
 apply appropriate techniques, tools and formulas to determine measurements.
Standard 5: Data Analysis and Probability
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the
field of mathematics, students will
 formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them,
 select and use appropriate statistical methods to analyze data,
 develop and evaluate inferences and predictions that are based on models, and
 apply and demonstrate an understanding of basic concepts of probability.
11
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
A. Number and Operations
1. count backward from 20 with and without manipulatives.
2. count forward to 100 with and without manipulatives.
3. read and write numbers to 100.
4. order and compare numbers to 100 using multiple
strategies (e.g. manipulatives, number line, symbols).
5. identify odd and even numbers to 20.
6. determine if a set of objects has an odd or even number
of elements.
7. group and count manipulatives by fives and 10s to 100.
8. model and identify place value of each digit in numbers
to 100 utilizing both standard and expanded form.
12
9. round any two-digit number to the nearest 10.
10. use ordinal numbers 1st - 20th to identify position in a
sequence.
11. estimate the number of objects in a group of 100 or less
and count to evaluate the reasonableness of the
estimate.
12. identify and name a given part as a half, third or fourth of
a whole using concrete models.
13. explain why a given part is a half, third or fourth of a
whole or part of a group, using concrete models.
14. use concrete objects to model the addition of two
addends with sums of less than 18 and write the
corresponding number sentence.
15. use concrete objects to model the addition of three
addends and write the corresponding number sentence.
16. use concrete objects to model the subtraction of whole
numbers related to the addition of numbers, sums to 18
and write the corresponding number sentence.
17. model the commutative property of addition using
concrete objects.
18. model the identity property of addition using concrete
objects.
13
19. model the relationship between addition and subtraction
using concrete objects. (fact families)
20. demonstrate quick recall basic addition facts with sums
to 10.
21. demonstrate quick recall of related subtraction facts for
sums to 10.
22. model and solve 2-digit addition without regrouping.
23. model and solve 2-digit subtraction without regrouping.
B. Algebra
1. sort and classify objects by more than one attribute, using
various strategies, including Venn Diagrams.
2. determine the rule or give the output given an input/output
model using addition or subtraction.
3. identify and write number patterns by 2s.
4. identify and write number patterns by 5s.
5. identify and write number patterns by 10s.
14
6. analyze number patterns based on real life situations
using words, AB form and T-charts.
7. create number patterns based on real life situations using
words,AB form, and T-charts and present results.
8. use concrete materials to demonstrate that the quantities
on both sides of a grade-appropriate number sentence
are equivalent.
C. Geometry
1. draw, label, and sort
 circle,
 rectangles including squares,
 triangles
according to sides and vertices
2. use physical materials to identify, and classify threedimensional figures:
 cube
 cone
 sphere
 rectangular solid
 pyramid
 cylinder
15
3. use physical materials to construct three-dimensional
figures:
 cube
 cone
 sphere
 rectangular solid
 pyramid
 cylinder
4. recognize three-dimensional shapes in the environment
5. draw and identify open and closed figures.
6. draw and identify congruent plane shapes.
7. create and describe simple symmetrical designs.
8. describe spatial relationships: left/right and over/under.
9. name locations on a first-quadrant grid.
10. find locations on a first-quadrant grid.
11. predict the result of combining or decomposing two or
more two-dimensional/three-dimensional shapes.
D. Measurement
1. estimate length in customary, metric and non standard
units to nearer whole unit.
16
2. measure length in customary, metric and non standard
units to nearer whole unit.
3. compare and order using customary, metric, and
nonstandard units to nearer whole unit.
4. select appropriate units and tools to measure and
compare two objects or events according to one or more
of the following attributes:
 length
 height
 weight
 temperature
 volume
justify selection of units and tools used to measure the
attributes and present results.
5. use calendar to identify date, sequence of days of the week,
and months of the year.
6. explain time concept in context of personal experience.
7. read time to the half hour using an analog and digital clock.
8. identify the following coins and bill
 penny
 nickel
 dime
 quarter

dollar bill
17
9. count the following coins and bill to display a variety of price
values from real-life examples with a total value of 100 cents
or less.
 penny
 nickel
 dime
 quarter
 dollar bill
10. trade and organize the following coins and bill to display a
variety of price values from real-life examples with a total
value of 100 cents or less.
 penny
 nickel
 dime
 quarter
 dollar bill
18
E. Data Analysis and Probability
1. identify a real life situation to gather data over time and
make a hypothesis as to the outcome.
2. design and implement a method to collect, organize, and
analyze data to make a conclusion.
3. evaluate the validity of a hypothesis based upon collected
data.
4. design a model of presentation using a pictograph and a
bar graph (with and without technology).
5. conduct simple experiments, record data on a tally chart
or table and use the data to predict which of the events is
more likely or less likely to occur if the experiment is
repeated.
19