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GENERIC EVALUATION CRITERIA
20010-2015
Seventh 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
Seventh 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
Seventh 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
Seventh Grade Mathematics
Seventh grade objectives place emphasis on preparing students to take Algebra I in the eighth grade year. With less emphasis
on paper/pencil computation, calculators are emphasized in all facets of the mathematics daily work as well as test situations. Review
of all basic mathematics skills occurs in a relevant context. Problem solving is embedded in the curriculum, a variety of new concepts
are utilized, and cooperative learning promotes communication skills. 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. provide examples and exercises to compare, order, and
differentiate among integers, decimals, fractions, and
irrational numbers using multiple representations (e.g.,
symbols, manipulatives, graphing on a number line).
2. provide opportunities to model the relationship between
perfect squares and square roots using physical
representations; to estimate square root and evaluate
using technology.
3. provide opportunities to demonstrate fluency and justify
solutions in performing operations with rational numbers
including negative numbers for
 adding
 subtracting
 multiplying
 dividing,
using simple computation and problem-solving situations.
12
4. provide examples and exercises to justify the use of the
commutative, associative, distributive, identity and inverse
properties to simplify numeric expressions.
5. provide examples and exercises to analyze and solve
grade-appropriate real-world problems with whole
numbers, integers, decimals, fractions and percents
including problems involving
 discounts,
 interest,
 taxes,
 tips,
 percent increase or decrease, and
to justify solutions including using estimation and
reasonableness.
6. provide opportunities to use inductive reasoning to find
and justify the laws of exponents with numeric bases.
7. provide examples and exercises to solve and interpret
problems from real life contexts using numbers in
scientific notation (positive and negative exponents) with
and without technology.
13
B. Algebra
1. provide opportunities to use inductive reasoning to find
missing elements in a variety of arithmetic and geometric
patterns including algebraic sequences and series.
2. provide examples and exercises to evaluate algebraic
expressions with whole numbers, integers, absolute value
and exponents using the order of operations.
3. provide opportunities to solve problems by creating an
input/output function table(including, but not limited to,
spreadsheets) to predict future values, given a real-world
situation involving rational numbers.
4. provide opportunities to analyze proportional relationships
in real-world situations, to select an appropriate method to
determine the solution and to justify reasoning for choice
of method to solve.
5. provide opportunities to solve one-step linear equations
and inequalities using a variety of strategies containing
rational numbers with integer solutions; to graph solutions,
and to justify the selection of the strategy and the
reasonableness of the solution.
6. provide opportunities to plot lines within the Cartesian
coordinate plane from a table of values to solve
mathematical real-world problems.
14
7. provide examples and activities to determine the slope of
a line from its graphical representation.
8. provide opportunities to represent algebraically and solve
real-world application problems and justify solutions.
9. provide opportunities to identify a real life problem
involving proportionality; make a hypothesis as to the
outcome; develop, justify, and implement a method to
collect, organize, and analyze data; generalize the results
to make a conclusion; compare the hypothesis and the
conclusion; present the project using words, graphs,
drawings, models, or tables.
C. Geometry
1. provide opportunities to identify and construct
 angle-pairs (adjacent, complementary,
supplementary, vertical)
 congruent segments and angles
 perpendicular bisectors of segments
 angle-bisectors
2. provide opportunities to apply line symmetry to classify
plane figures.
3. provide opportunities to apply rotations, reflections,
translations to plane figures and determine the
coordinates of its transformation and to compare and
contrast the new figure with the original.
15
4. provide examples and exercises to pose and solve ratio
and proportion problems including scale drawings and
similar polygons.
5. provide opportunities to solve problems and explain the
relationships among scale factor and area and volume
including
 square of a scale factor
 cube of a scale factor
6. Provide examples and exercises to solve mathematical
real-world problems using compound geometric figures.
D. Measurement
1. provide opportunities to select and apply an appropriate
method to solve (including, but not limited to, formulas)
justify the method and the reasonableness of the solution,
given a real-world problem solving situation involving
 perimeter
 circumference
 area
 surface area of prisms (rectangular and triangular)
 volume of prisms and cylinders
 distance and temperature (Celsius, Fahrenheit )
2. provide examples and exercises to use the Pythagorean
Theorem to find the length of any side of a right triangle
and apply to problem solving situations.
16
3. provide examples and exercises to convert units of
measurement, linear, area and volume, within customary
and metric systems.
E. Data Analysis and Probability
1. provide opportunities to determine theoretical probability
of an event, make and test predictions through
experimentation.
2. provide opportunities to determine combinations and
permutations by constructing sample spaces (e.g., listing,
tree diagrams, frequency distribution tables).
3. provide opportunities to collect, organize, graphically
represent, and interpret data displays including frequency
distributions, line-plots, scatter plots, box and whiskers,
and multiple-line graphs.
4. provide opportunities to analyze and solve application
problems involving measures of central tendency (mean,
median, mode) and dispersion (range) from data, graphs,
tables, and experiments using appropriate technology to
compare two sets of data.
17