Name: Alyson Miller___________________________

Textbook _Math Expressions

Rate the following indicators as follows:
Indicators
Aligns with Common Core
Domains/Standards for the grade
Addresses one or more of the Standards
for Mathematical Practice
Lesson uses an appropriate balance of
conceptual and procedural understanding
Lesson encourages communication of
ideas and solutions through discussions,
written reflections and responses, etc
Gives teacher suggestions for a variety of
pedagogical strategies, such as openended questioning, practice, direct
instruction, discussion, and cooperative
learning.
Supports the acquisition of math
language
Provides teachers with a variety of
questioning techniques
Suggests how teachers can adapt
materials for students with differing
levels of achievement and learning rates.
Suggests how teachers can assess
students understanding of lesson
concepts
Provides suggestions on using childrens,
hands-on materials, literature,
technology, links to other disciplines, etc.

Mathematics Textbook Rubric

Grade level __________5_________

3 meets criteria 2 partially meets criteria

1 absent/vague

0 - does NOT meet criteria

Rating
3

Comments
5.NF 1, 5. NF 2

5.MP 1, 5.MP 3, 5.MP 4, 5.MP 6, 5.MP 7, 5.MP 8

Doesnt explain the why very thoroughly, such as why can you multiply by (x/x)
with out changing the problem
Students write problems on the board, generalize a rule and discuss them in groups,
work in pairs to solve problems, writing prompts (explain your thinking, explain how
to regroup, write a word problem)
Gives some ideas for discussion, writing, how to differentiate. However, only one way
of solving is demonstrated

3
2

Yes- regroup, ungroup, fraction, unit fraction

I didnt see any

ELL: define vocabulary explicitly

On Level: ask guiding questions

Ask: In what situations should you ungroup in order to subtract? In what situations
should you regroup after adding?

It doesnt link to any literature, no hands-on activities are provided. It is integrated

into writing and technology. Some of the technology sites suggested are Soar to
Success, Mega Math and Destination Math

Adapted from MA Mathematics Curriculum Framework

Low: Teacher models

High: Ask more difficult questions

This particular lesson in the Math Expressions textbook followed the criteria on the Mathematics Textbook Rubric quite well. It aligned with
the Core as well as the Mathematical Practice standards. It shows students how to complete the task at hand and offers some information about
what they are doing (conceptual and procedural knowledge). There is quite a bit of communication of ideas through partner and group work and
with writing. The lesson gives the teacher suggestions for how to teach this lesson in a couple of different ways, however only one way of solving
the problem is demonstrated. The lesson incorporates math language such as regrouping, ungrouping, fraction and unit fraction. It provides a
variety of ways to differentiate the lesson for ELLs, struggling and gifted students. I didnt think the assessment was authentic or interactive, the
students are only asked in what situations would they regroup or ungroup. I also didnt like how there isnt any literature or hands-on suggestions
for this lesson. While there are many things missing, this lesson is a good place to start, however its not a place to end. The teacher should
supplement this lesson with literature, technology and hands-on experiences.
As I read through this textbook, I found that it aligns with the Numbers and Operations fractions domain in the Common Core. This
lesson focuses on the first and second standards of this domain, which are 1) add and subtract fractions with unlike denominators by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators and 2)
Solve word problems involving addition and subtractions of fractions referring to the same whole, including cases of unlike denominators. This
lesson also includes several Mathematical Practice Standards for fifth grade, including standards 1, 3, 4, 6, 7 and 8. 1) Make sense of problems and
persevere in solving them. 3) Construct viable arguments and critique the reasoning of others. 4) Model with mathematics. 6) Attend to precision.
7) Look for and make use of structure and 8) look for and express regularity in repeated reasoning.
The main focus for this lesson is to solve fractions with mixed numbers with unlike denominators by adding and subtracting. The students
solve many problems throughout this lesson. It begins with some scaffolding from the teacher, who demonstrates how to add and subtract mixed
numbers with unlike denominators. Then the students are asked to work in pairs to complete several problems. Then the class comes back
together and they discuss problems they had and things that dont make sense. The whole class can work through more problems together and
then the students are given a worksheet for more practice. I like how the lesson offers some support to students, but there isnt any hands-on
work. They only complete problems on a worksheet for class activities and for homework. At the end of the lesson, the teacher as the option to do
some math practice with different technologies such as Soar to Success, Mega Math and Destination Math. To show that students have learned the
concept, they are to differentiate situations in which they would regroup or ungroup a fraction to solve the problem.