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GENERIC EVALUATION CRITERIA
20010-2015
Mathematics
Algebra II
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
Mathematics
Algebra II
(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
Mathematics
Algebra II
(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
Mathematics
Algebra II
Algebra II objectives emphasize the use of investigation to more advanced functions, using them to solve real-world problems.
Focus is on multiple representations to develop conjectures, testing and justifying validity. Calculators, computers, and interactive
utilities are an integral part of instruction. 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 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
(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 …
A. Algebra
1. Provide a variety of opportunities to determine equations
of lines including parallel, perpendicular, vertical and
horizontal lines, and compare and contrast the properties
of these equations.
2. Provide a variety of examples and exercises to factor
higher order polynomials by applying various methods
including factoring by grouping and the sum and
difference of two cubes.
3. Provide a variety of opportunities to analyze and describe
the relationship between the factored form and the
graphical representation.
4. Provide a variety of examples and exercises to define
complex numbers, simplify powers of ‘i’, perform basic
operations with complex numbers, and give answers as
complex numbers in simplest form.
11
5. Provide a variety of examples and exercises to simplify
expressions involving radicals and fractional exponents,
convert between the two forms, and solve equations
containing radicals and exponents.
6. Provide a variety of examples and exercises to solve
quadratic equations over the set of complex numbers:
apply the techniques of factoring, completing the square,
and the quadratic formula; use the discriminate to
determine the number and nature of the roots; identify the
maxima and minima.
7. Provide a variety of opportunities to use words, graphs,
tables, and equations to generate and analyze solutions
to practical problems that involve quadratic equations over
the set of complex numbers.
8. Consistently develop and use the appropriate field
properties of matrices by adding, subtracting, and
multiplying; solve a system of linear equations using
matrices; and apply skills toward solving practical
problems.
9. Provide a variety of examples and exercises that define a
function and find its zeros; express the domain and range
using interval notation; find the inverse of a function; find
the value of a function for a given element in its domain;
and perform basic operations on functions including
composition of functions.
12
10. Consistently provide a variety of opportunities to analyze
families of functions and their transformations; recognize
linear, quadratic, radical, absolute value, step, piece-wise,
and exponential functions.
11. Consistently engage students in the opportunities to
analyze connections among words, graphs, tables and
equations when solving practical problems with and
without technology around family of functions.
12. Provide a variety of examples and exercises that solve
quadratic inequalities, graph their solution sets, and
express solutions using interval notation.
13. Provide a variety of opportunities to solve and graph the
solution set of systems of linear inequalities in two
variables by finding the maximum or minimum values of a
function over the feasible region using linear programming
techniques.
14. Provide a variety of examples and exercises to solve
practical problems involving direct, inverse and joint
variation.
15. Provide a variety of examples and exercises to analyze
the conic sections; identify and sketch the graphs of a
parabola, circle, ellipse, and hyperbola and convert
between graphs and equations.
13
16. Provide a variety of opportunities to solve absolute value
inequalities graphically, numerically and algebraically and
express the solution set in interval notation.
17. Provide a variety of opportunities that
 define a logarithmic function,
 transform between exponential and logarithmic
forms,
 apply the basic properties of logarithms to simplify
or expand an expression.
18. Appropriately introduce and reinforce the necessary
experience that identify a real life situation that exhibits
characteristics of change that can be modeled by
 a quadratic equations;
 pose a questions;
 make a hypothesis as to the answer;
 develop, justify, and implement a method to collect,
organize and analyze related data;
 extend the nature of collected, discrete data to that
of a continuous function that describes the known
data set;
 generalize the results to make a conclusion;
 compare the hypothesis and the conclusion;
 present the project numerically, analytically,
graphically and verbally using the predictive and
analytic tools of algebra (with and without
technology).
14
19. Provide opportunities that engage students in the
opportunities to describe and illustrate how patterns and
sequences are used to develop recursive and closed form
equations; analyze and describe characteristics of each
form.
15