Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
Kindergarten
a. Kindergarten introduces many basic math concepts such as sorting objects, position, patterns, whole
numbers 0-15 (counting, identifying, and writing), measurement, money, time, and early ideas of adding
and subtracting (join to add, separate to subtract).
b. Geometry is explored in terms of identifying two dimensional shapes in the world around us. It
focuses on identifying squares, rectangles, circles, and triangles at different sizes and orientations. It also
introduces hexagons and trapezoids and how to construct new shapes by putting known shapes together.
Students have to identify common objects by their shape.
The measurement chapter focuses on length, height, weight, and temperature. It emphasizes making
comparisons of familiar objects (tall, taller, tallest, longer, shorter, etc.). For temperature, students only
have to distinguish between things that are hot and cold. There is no mention of tools or units used for
measurement.
Statistics is not a large emphasis at the Kindergarten level, but there is a section on constructing and
using graphs to sort data. They introduce tally charts and basic bar graphs so students can identify a
group as having more or less.
c. In the Kindergarten textbook, fractions are introduced as making equal parts. Students have to identify
whether objects are cut into equal or unequal parts and be able to identify halves and fourths (on familiar
objects: pizza or window). Fractions are found under the shapes chapter and are not strongly emphasized
as their own topic.
d. There is no direct mention of decimals at the Kindergarten level.
e. Every chapter in every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. The textbook incorporates some problem solving for Kindergarteners, but it is very basic. They
introduce useful strategies such as guess and check, logical reasoning, and look for a pattern but give
students very explicit directions on how to solve the given problem without allowing them to think for
themselves.
g. This text incorporates other disciplines in some of the problem solving sections. For example, for
“Problem solving in Art” students will have to identify a pattern on a decorative plate, or for science they
may have to count seeds or flowers. While there are some interdisciplinary connections made, I wouldn’t
consider these problems and they don’t involve a lot of extra content knowledge or skills.
Grade 1
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
a. 1st grade involves a wide range of major content. First the curriculum addresses concepts of addition
and subtraction, and then it goes into various related strategies, including making 10; using graphs and
illustrations; and, organizing through sorting and classifying. Then students expand and work with
numbers up to 20. Next, time and money are addressed. Items such as hours, half hours, pennies, nickels,
dimes and calendar basics are instructed. Afterwards, students yet again expand on addition and
subtraction with numbers up to 100, including counting patterns. This phases easily into place value with
an emphasis on 10’s and 1’s and ordering numbers up to 100. Then, measurement is introduced. Length,
weight and capacity are areas of concern, highlighting nonstandard methods. Next, Geometry is covered
discussing 2 dimensional figures and geometric patterns including repeating, extending and creating.
Finally students begin to learn about fractions, describing equal parts, ½ , ⅓ and ¼ of wholes.
b.
Measurement for 1st grade addresses the big idea of how to measure objects’ length, weight and
volume. First, students compare pictures and objects size, learning key vocabulary such as “length,”
“height,” “short,” and “tall.” Then nonstandard units of length are introduced. Sections on weight/mass
and volume follow a similar pattern.
Geometry’s big idea focuses on describing and identifying two dimensional figures. It starts off with key
vocabulary like “side,” “vertex,” and “two-dimensional figures.” Then students go into specific figures
like triangles, circles, squares, rectangles and right angles. Heavy emphasis is given to identifying figures
from their traits. Next, building and drawing figures by putting shapes together to create other shapes as
well as taking shapes out of original shapes are practiced.
Statistics is not really emphasized. Some chapters touch on representing data collected, for instance in bar
graphs, pie charts, and tables.
c. Fractions are taught in one chapter, out of the total thirteen. The big idea focuses on how we can name
equal parts of a whole. Students compare different fractional parts, with a focus on ½, ⅓ and ¼. After
that, they move into non-unit fractions like ⅔ or ¾.
d. Decimals are not addressed at this level.
e. Every chapter in every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. Problem solving is a big component in this textbook. Each chapter presents a specific problem solving
strategy such as act it out, draw a diagram, and make a table. These pages model strategies for students
and walk them through possible methods for their solutions. However, the questions posed are basic and
do not lend themselves to multiple or invented strategies, but instead are set up to be solved by the one
method the text focuses on in that chapter.
g. Each chapter includes a multidisciplinary component through their problem solving. For example, math
and science are linked in a problem regarding plants and gardening with addition. Math and social studies
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
are also linked in a problem discussing important American symbols and subtraction strategies to 20. At
the beginning of every chapter, there’s a family letter providing related literature to the topic at hand,
linking math and language arts. Other problems found in the book link math to health, music, and art.
Grade 2
a. With the textbook for 2nd grade being split into two different volumes the content for this grade seems
extensive at first. However, after taking a closer look it is apparent that some chapters deal with the same
content just at more advanced levels than other chapters in the book. For example, there is a heavy
emphasis on addition and subtraction as the first chapter focus on the concepts of both operations. Then
two more chapters later in the textbook focus on addition and subtraction of two-digit numbers. There is
an extremely heavy emphasis on measurement with three different chapters focusing on different types of
measurement; such as time and temperature, length, and capacity and weight. Each chapter on
measurement incorporates practice with estimating before actually measuring. Once measurement
actually occurs both the customary units and the metric units are explored in these chapters. Number
sense is also explored heavily through a chapter on algebra and patterns that focuses on skip counting and
on even and odd numbers. A second chapter on number sense occurs later in the book with a focus on
place value up to 1,000. Finally, the remaining chapters touch on a wide array of topics such as
identifying and counting money, data analysis and probability, identifying fractions, and geometric
figures. Measurement, addition and subtraction, and number sense are by far the concepts that are most
highly focused on throughout this textbook; however, there are a number of other concepts that are
explored in an introductory fashion.
b. Measurement: Measurement is a large focus for 2nd graders with them exploring many different types
of measurement. Time and temperature are explored where children look at time relationships, using a
calendar, how to tell time, and how to read temperature in both Fahrenheit and Celsius. Measurement of
length is explored through comparing different lengths, using a ruler, and exploring both customary (inch,
foot, yard) and metric (centimeter, meter) units of measure. Finally, measurement of capacity and weight
are explored through both customary and metric units and the use of a scale is introduced. Geometry:
Geometry is touched on only briefly throughout this textbook with only one chapter focusing on
geometric figures and spatial reasoning. In this chapter students explore two-dimensional figures and
compare different two-dimensional figures. Students then move on to explore three-dimensional figures,
compare different three-dimensional figures, and, finally, compare two-dimensional figures to threedimensional figures. Lastly, the meaning of symmetry and symmetrical figures are examined. Statistics:
Statistics is also only touched on briefly in one chapter that introduces many different concepts of
statistics that students will build on in older grades. First students explore ways to organize data in
different ways, such as in graphs and tables. Then students are exposed to a more in depth explanation of
another way to organize data through bar graphs; how to construct them and how to analyze them.
Finally, probability is introduced in an introductory manner through the explanation of likely and unlikely
events.
c. Fractions are touched on very briefly through one chapter titled Identify Fractions. This is an
introductory chapter on fractions where students are first exposed to one-half, one-third, and one-fourth.
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
Fractions are then further explored in terms of unit fractions of a group before moving on to compare unit
fractions and other fractions to one-half.
d. Decimals are not explored at all in this 2nd grade textbook.
e. Every chapter and every lesson has a wealth of interactive learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. Problem-solving is touched on in every chapter in two different ways. First, there is a chapter in every
section offering a problem-solving strategy, allowing students to become exposed to different problemsolving strategies that are relevant to the current content they are learning. Then each chapter offers an
opportunity for students to practice problem-solving through offering problem-solving investigations that
require the use of the newly learned content.
g. This textbook does a great job of connecting math to other content areas. First, in every chapter there
are connections to literature by citing children’s books about the content being discussed in the current
chapter. Then at the end of every chapter there is a problem-solving activity related to other content areas
such as, physical education, social studies, science, and language arts that require the use of the
mathematical content in that chapter.
Grade 3
a. Content addressed for 3rd grade covers a wide spectrum. First, students explore place value through the
ten thousands and then add and subtract to solve problems with regrouping and borrowing. From there,
students learn to model multiplication and division problems before using the standard algorithm. Then
students collect and analyze data using various types of graphs and charts. Geometry is then introduced,
addressing lines, line segments, and rays, as well as two- and three-dimensional figures. Students then
apply their knowledge of geometric properties to find and create geometric and number patterns. Next,
students move into comparing and computing fractions, followed by an exploration of mixed numbers.
Measurement comes next, covering length, perimeter, and area using metric units followed by measuring
capacity, weight/mass, time, and temperature. Finally, students multiply by single digit numbers, starting
with multiples of 10 and ending with multiplying involving regrouping.
b.
Measurement first focuses on length, perimeter, and area. The use of nonstandard units in
measurement is covered, followed by measuring length to the nearest half inch, foot, yard and mile.
Metric units are also covered, including centimeters, meters, and kilometers. Afterwards, perimeter and
area are measured using geometric figures. Capacity includes in-depth customary units involving cup,
pint, quart, and gallons followed by milliliters and liters. Next, customary units of weight are discussed
involving ounces and pounds followed by metric units of grams and kilograms. Elapsed time, and
temperature close the unit.
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
Geometry covers properties of lines, line segments, and rays, including intersecting, parallel, and
perpendicular lines. Two-dimensional figures, with a focus on polygons, include quadrilaterals,
pentagons, hexagons, octagons, and decagons. Parallelograms, rhombi, and trapezoids are then introduced
followed by an intro to three-dimensional figures and their characteristics. Congruence and symmetry of
geometric figures end the chapter.
Statistics addressed includes collecting data and organizing it into various tables and lists before
creating picture graphs, pictographs, bar graphs, and line plots. Students also learn to analyze data from
these representations as well. Probability is briefly covered, including making predictions about the
probability of certain outcomes.
c. The big idea of the Fractions chapter deals with modeling fractions, in particular equivalent fractions.
Students first use paper strips to model fractions and break them into equal parts as they learn the basics
of fractions (parts of a whole, numerator, denominator). Next they move into parts of a set (ex. ⅗). Next,
they learn to compare and order fractions, still using models. The last part of this chapter introduces
adding and subtracting fractions with common denominators. The second chapter that deals with
fractions is Mixed Numbers. After students learn the basic definition of mixed numbers and how to
identify them, they are introduced to comparing and ordering mixed numbers, all using models. Finally,
they learn to recognize equivalent mixed numbers, and are introduced to fractions with unlike
denominators, and how to compare them.
d. Fractions are not introduced formally in the third grade.
e. Every chapter in every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. As with the other grades, there are problem solving pages scattered throughout each chapter, which
each focus on a particular problem solving strategy. Some chapters introduce these in sections called
“Problem-Solving Skill,” which include estimating, making a table, working backwards, guessing and
checking, making a list, etc. In alternating chapters, the section is called “Problem-Solving
Investigation.” In these sections, students are encouraged to “choose the best strategy to solve a
problem.” Instead of walking students through a particular strategy, these sections encourage students to
think critically and to remember what they have previously learned in order to best and most easily solve
the problem at hand. Additionally, at the end of the text, there are four projects that encourage an
integration of certain learned skills (ex. data collection and analysis), problem solving, and creativity.
One project, called “I Have Always Wanted a Llama,” involves students researching a desired pet,
collecting data, designing an appropriate habitat, and presenting their research to the class.
g. Built into each chapter is a multidisciplinary problem-solving extension. Several chapters involve
science and math integration. For example, one math and science problem deals with the life cycle and
the lengths of different kinds of frogs. Math and social studies are also integrated in many of the
chapters. One example is a problem that relates to the blueberry, including where it is found in the United
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
States and how to make blueberry pancakes. Other disciplines integrated into various chapters include
geography, music, and art.
Grade 4
a. The material covered in 4th grade continue to spiral and scaffold like the younger grades. First students
review place value through the millions, using addition and subtraction to practice. Next, multiplication
and division through the 12 factors are reviewed. Students then address nonnumeric, followed by
numeric patterns. Afterwards, students practice addition and subtraction expressions with variables,
followed by multiplication and division. Function tables are covered, requiring students to determine the
input and output. Multiplication is then covered again, involving multi digit practices with up to three
digits and regrouping. Then, multi digit division is taught involving three digit quotients with zeros
included. From there, students collect and organize data, finding mode, outliers, median and range while
depicting their data with charts and graphs. Probability is briefly introduced. Students then learn place
value through the hundredths for decimals. Comparisons and ordering of fractions are addressed next
followed by the relationship between fractions and decimals. Next, students add and subtract fractions
(like and unlike), while rounding, estimating, adding and subtracting decimals. Two and three
dimensional figures are reviewed, with emphasis on classifying angles, and identifying and describing
triangles and quadrilaterals. Then spatial reasoning with lines and their properties are covered. Next,
transformations and congruent geometric figures are addressed. Lastly, students cover measurement.
Customary and metric units of length, perimeter, capacity, weight/mass and elapsed time are taught.
b.
Measurement first takes place estimating and measuring length in customary and metric units as
well as a brief review of perimeter including variables. Students learn to estimate and measure capacity
using the same concepts from third grade as well as convert between units. The same process is repeated
with measurement of weight and mass. Followed by a brief discussion of elapsed time.
Geometry first reviews polygons through decagons, as are the properties and names of threedimensional figures. Students learn to classify and measure angles in degrees as well as label them acute,
obtuse, etc...Next, students learn to classify types of triangles and quadrilaterals based on side length and
angle measure. Students end geometry learning the properties of lines, line segments, points and rays.
Followed by finding and mapping points on a coordinate plane. Last, students learn to identify and
replicate the various transformations polygons undergo.
Statistics address collecting and organizing data using tally charts, frequency tables, line plots,
stem and leaf plots, line graphs, and bar graphs. Then, they learn to analyze data including finding mode,
median. outliers and range. Finally, there is a brief discussion determining probability and finding
possible outcomes.
e. Every chapter in every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
f. Problem solving practices are incorporated throughout the textbook. Each chapter has at least one
designated section to problem-solving. Strategies are specifically highlighted, including the use of logical
reasoning, making a model, making a table, estimation to check, drawing a picture, solving a simpler
problem, and working backwards. Some problems are designed for students to specifically use just one
strategy, while a few others allow the students to choose. In these ‘multiple strategy’ problems to solve,
the book only shows one way to solve, potentially misleading students to other possibilities.
g. This textbook does really well making their multidisciplinary practices obvious. In the table of contents
alone, problem solving related to other disciplines are explicitly stated. For example, Chapter 3 has a
section called, “Problem Solving in Science.” Math and science are linked in problems as seen with the
chapter 3 example and expand into other topics like the distance that flying squirrels can glide relative to
their size, populations of Emperor penguins, and members that live in the Sahara desert. Math and Social
studies are addressed in problems as well. Topics covered include: the history of “soda pop,” the Olympic
games scoring, medals and history, geography and maps of Yellowstone National Park, and criminal
investigations finding the congruence between tire tracks left at the scene of the crime. Other areas
addressed by the textbook involve art with mosaics and music with it’s notation. Flipping through the
chapters, you can see other examples as well incorporated into descriptions of math phenomena and
practice problems.
Grade 5
a. Fifth grade addresses a variety of math content areas. There is strong emphasis on place value,
multiplication and division of whole numbers, all operations involving decimals, and adding and
subtracting fractions. Geometry concepts are then introduced in three separate chapters. These include
topics such as angles, perimeter and area, as well as surface area and volume. Measurement, ratios, and
probability are touched on as well.
b.
The topic of measurement in fifth grade is focused on how units of measure are related. First,
customary units are introduced. Each section begins with an explore activity to estimate measures and
then provides the exact conversion rates. The order of topics introduced are length, weight, and then
capacity. Metric measurement is then introduced in the same fashion (length, mass, and capacity) and
exercises involve converting units and determining greater than or less than. Units of time and
determining elapsed time are included as well. The measurement section ends with determining
appropriate units to measure various items.
Geometry is spread out over many chapters and focuses on identifying characteristics of polygons.
The chapters define key terms with models and then give exercises in which students have to identify
figures as intersecting, parallel, line segments, rays, etc. Angles are introduced first with estimation and
then the text demonstrates using a protractor to measure angles more precisely. Perimeter and area
formulas are first introduced with rectangles and then are extended to other figures. Different types of 3D
figures are described. The text introduces surface area and volume by building figures and gives the
formula later on. As with measurement, the section ends with determining the appropriate formula to use.
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
Statistics is the final chapter in the textbook and focuses on the relationship between ratios, fractions,
and percents. It also goes into determining the probability of simple events and how to represent
probability in different ways.
e. Every chapter in every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. Problem solving is incorporated throughout each chapter of this textbook. Each lesson explores a
specific problem solving strategy that could be used for that content area and provides a model problem
that students can follow. There are also opportunities for students to “choose the best strategy” for a
given problem allowing students to use the various strategies they have learned.
g. This text does a decent job of incorporating other content areas with mathematics specifically in the
area of problem solving. There are distinct sections that integrate “Problem solving in science” or art, or
social studies and frame an activity for that content area that can be solved with math (ex. science activity
on making mixtures while adding and subtracting fractions). There are also individual exercises
throughout the lesson that have a social studies or science topic/ focus.
Grade 6
a. For 6th grade the majority of the book seems to focus on decimals and fractions. The book starts off
exploring multiplication and division of decimals and fractions, while incorporating estimation and
problem solving. Next, ratio and rates are explored and then these concepts are utilized in problem
solving. Finally, fractions and decimals are concluded with a chapter that focuses solely on the
relationship of fractions, decimals, and percents. This chapter offers the students a chance to convert
numbers from fractions, to decimals, to percentages, and vice versa while allowing them to compare and
order numbers in these different forms.
The textbook then turns to algebraic thinking, exposing students to expressions and equations involving
two-step problems that incorporate addition, subtraction, multiplication, division, while introducing
algebraic properties, such as the distributive property. The rest of the book has chapters on various
content areas, such as number sense through the exploration of sequences, inequalities, and integers in the
context of graphs. Geometry is the focus for two chapters as triangles and quadrilaterals are explored and
then perimeter, area, and volume of many different shapes are examined. Students learn the differences
between customary and metric measurement systems in one chapter before moving onto analyzing data
and building graphs in another chapter. Finally, the book concludes with a chapter exploring the meaning
and application of probability. While the book touches on many different content areas it is clear that
fractions and decimals are emphasized for the largest part of the book. There is also a consistent focus on
graphs throughout many different chapters in the book including chapters whose main focuses are on
probability and integers. Again, there are many other content areas addressed throughout this book but the
rest are touched on only briefly.
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
b. Measurement: In the 6th grade textbook measurement is addressed in only one chapter with the focus
of that chapter being on the differences between customary and metric measurements systems and the
uses of both systems. Geometry: The 6th grade text goes into a bit more depth when it comes to geometry
with two chapters focusing on geometric concepts. The first is focused on triangles and quadrilaterals
while touching on the basic principles of geometry, such as lines and angles. The second geometry
chapter is on perimeter, area and volume and explores these concepts with shapes such as, parallelograms,
triangles, trapezoids, circles, and irregular and composite figures. Statistic: Statistics is also a concept that
is explored with a little more depth through two different chapters. The first in on analyzing data and
graphs of all different sorts, including stem-and-leaf plots, circle graphs, and histograms. The basics of
statistics are also discussed in this chapter through the discussion of mean, median, mode, and range. The
final chapter of the book discusses probability of simple, experimental, theoretical, independent, and
dependent events in the context of probability as data.
e. Every chapter and every lesson has a wealth of interaction learning opportunities linked to
connectED.mcgraw-hill.com. Through the textbook’s website, there are links to virtual manipulatives,
foldables, eGames, self-check practice, animations, math songs, and online personal tutors that walk you
through practice problems. Due to our lack of log-in information, it was difficult to locate actual examples
online.
f. Problem-Solving is incorporated into every chapter within this textbook in multiple ways. For example,
problem solving is utilized in each chapter’s extension into other content areas. In other chapters problemsolving is used within the context of that chapters content through the use of word problems and models.
g. Each chapter incorporates some form of extension into other content areas. For example, a connection
to science is made through a problem-solving activity involving chemistry at the end of the ratios and
rates chapter. A connection to social studies is made through a problem-solving activity involving
paleontology. There are several other connections made throughout this book, such as connections to
design, culinary arts, movies, music, architecture, and medicine.
Math Connects Series Overall
h. This series would not be ideal for students with various exceptionalities. There are some exceptions,
however. There are examples of differentiation for students whose first language is not English where
some activities are offered in Spanish within the textbook and with other languages are available through
the online tool. Adaptations for gifted children are also available through the deviation from the
standards, where the book goes a step further in the content offered than is required for the SOL. Other
than these examples there are no other adaptations offered for students with other exceptionalities.
i. This series follows the guidelines in NCTM’s Curriculum and Evaluation Standards for School
Mathematics fairly well. It does a decent job of organizing by concept. In a couple of grades, the
chapters seemed to be inconsistently organized, putting certain concepts of measurement at odd places
with regard to the rest of the curriculum for that year. In many grades, particularly the younger ones,
however, the texts seemed fairly organized and progressed by concept. The second standard deals with
Curriculum Overview: Math Connects
Kelly Dontje
Megan Fitzpatrick
Clara Francis
Megan Gibiser
getting students actively involved with mathematics. This series follows this pretty well, as it encourages
frequent use of models with almost all concepts, especially in the early grades. Additionally, the sections
of the text that are multidisciplinary go into different aspects of mathematics and the other subjects,
allowing students to explore new sides of the material. These sections also relate to NCTM’s standard
about students relating mathematics to their daily lives, and not just thinking about math as exercises they
do in the textbook. The spiraling nature of this textbook series allows each book to consist of a wide
variety of mathematical content, which introduces students to complex subjects such as geometry and
statistics in manageable ways from a very young age. Finally, this series could improve on the
“importance of improving students’ thinking and reasoning abilities.” Although there are problem
solving sections in each chapter, many of them simply walk the students through the steps of the
strategies instead of letting them investigate a real-world problem. In short, it is clear that the “Math
Connects” series has paid detailed attention to both the VA SOLs and the NCTM Standards, but there are
still improvements that could be made.
j. This series does a great job of following the Virginia Standards of Learning due to the fact that on every
single page of the primary textbooks it cites the Virginia standard that correlates with that specific activity
or worksheet. In the upper elementary grades it also cites the Virginia Standards that correspond with
each topic within the chapters. The fact that this series makes the connections to the standards readily
available shows that the authors worked hard to make this textbook align with the Virginia Standards;
however, we did notice some small differences when comparing the content to the SOLs. For example, in
2nd grade the SOLs states that students must learn place value up to 999, however, in the 2nd grade
textbook the chapter on place value goes up to 1,000. However, the fact that the only mismatch between
the textbook series and the SOLs occurs when the textbook series is going further than the SOLs require
is great because it offers adaptations for gifted children.
k. On a scale from F- to A+, we gave this curriculum an A-. The curriculum aligned well with the math
standards for each grade and provided adequate scaffolding for students to review and build on
previously-learned ideas. Math Connections did a great job spiraling the curriculum so students could get
a taste of every discipline (geometry, measurement, statistics, etc…) from even the very early grades.
Some cons however, are minimal differentiation, some illogical ordering of topics within the texts, and
lack of in-depth problem solving experiences in the primary grades.