Mathematics Textbook

Evaluation #2 - MATH 634

Shasta Nguyen - Summer 2018
Title: Connected Math 3 (CMP3)
Authors: Glenda Lappan, Elizabeth Difanis Phillips, James T. Fey, Susan N. Friel

Publishers: Pearson Education

Copyright Date: 2014

Subject / Grade Level: 6

 Instructional Design
Does your textbook focus on how the content is presented?

● The pedagogy in the curriculum aligns with and supports the goals of the district. CMP3 is aligned with the CCSS.

● Multiple representations are used to introduce and explore mathematical concepts. Example: “Teaching Aids” sections in
the teacher text offer various ways that other students may have solved a problem.

● Students are presented with opportunities to develop efficient and appropriate skills. Example: The Olympic photograph
below inspired a school pep club to design card displays for football games. Each display uses 100 square cards. At a game,
groups of 100 volunteers will hold up the cards to form complete pictures. They are most effective when the volunteers sit in a
rectangular arrangement. What rectangular seating arrangements are possible? Which arrangements would you choose? Why?
 Instructional Design
Do students learn concepts, applications, efficient skill procedures, and problem solving?

● Students are able to make connections between mathematical ideas and applications. Example: Every year Meridian
School has an exhibit of arts and crafts projects done by each class. Every class is given carpet squares to lay out a rectangular
exhibit space on the floor of the gym. Each carpet square measures 1 square yard. Suppose a class has 12 square yards. What
are the possible ways the class can arrange the carpet squares to make a rectangle?

● Conceptual understanding of mathematical content is emphasized. Example: As you worked on the Problems in this
Investigation, you used prior knowledge to make sense of them. You also applied Mathematical Practices to solve the Problems.
Think back over your work, the ways you thought about the Problems, and how you used Mathematical Practices.

● Students are required to justify and communicate their reasoning in various ways. Example: You can describe a number
by both the number of its factors and the kinds of its factors. Describe with a partner or write in your journal several different
kinds of numbers that you studied in this Investigation. Give examples.
 Content Emphasis
Is the textbook logical and focused on Is the depth and breadth sufficient for
important mathematics? your textbook?
● The text meets national, state, and
● The text meets curriculum standards for
district curriculum standards.
the state of Colorado and Cherry Creek
● Materials do not devote a majority of
School District.
time to do the work of the grade.
● CMP3 is aligned with CCSS.
● Supplemental material is needed to
● CMP3 also focus on Mathematical
effectively cover the standards.
Practices and Habits of Mind.
 Support for Students’ Learning
Does your textbook (curriculum) promote the development of concepts, skills practice, and problem
solving?

● As stated in “Instructional Design”, prior to each lesson in the book, questions are posed to the students for them to ask
themselves as they go through each lesson. Example: What mathematics have I learned by solving this Problem?

● Each Unit starts off with an individualized activity to pique interest in the students. Example: My Favorite Number - Many people
have a number they think is interesting. Choose a whole number between 10 and 100 that you especially like. Students then record their
number, explain why they chose it, etc. As the students progress through each Investigation (they are not called Lessons in
Connected Math), they will expand and tie-back to their favorite number.

● Prior to each lesson in the book, questions are posed to the students for them to ask themselves as they go through each lesson.
Example: When might it be useful to write a number in factored form or as a sum?

● Materials are offered to provide student learning. Students are offered a variety of ways to solve problems (use offered
manipulatives, pencil-and-paper, etc). Example: One of the more popular rides at a carnival or amusement park is the Ferris wheel.
Jeremy and his sister, Deborah, are at a carnival. The carnival has a large and a small Ferris wheel. Jeremy gets on at the bottom of the
large Ferris wheel. Deborah gets on at the bottom of the small Ferris wheel. The rides begin at the same time. For each situation below,
how many seconds will pass before Jeremy and Deborah are both at the bottom again?
 Support for Teacher’ Learning
Does your textbook(s) offer the following types of support for teachers?

● The text offers pedagogical support, but not necessarily in helping teachers understand students common
misconceptions. Example: The “Mathematics Background” page prior to each unit provides an overview and elaboration of
the math of the unit, including a rationale for models and procedures used. This allows teachers to see how each unit connects
to previous units.

● The text does not provide examples of what students might think or say during class discussions to help in making
instructional decisions - it does offer “suggested questions” during an investigation that the teacher may ask the
students, going from a lower DOK to higher.

● The text facilitates teachers’ learning and understanding of mathematics. It offers opportunities for the teacher to
reflect on the lesson and what they as educators can do to improve delivery of the curriculum. Also, in the TE of the
text, when there is a icon, this means the teacher can access an online Teacher’s Guide which enhances the lesson,
along with support. Example: Use the following questions to assess student understanding at the end of the lesson. What
evidence do I have that students understand the Focus Question? Where did my students get stuck? What strategies did they
use? What breakthroughs did my students have today? How will I use this to plan for tomorrow? For the next time I teach this
lesson? Where will I have the opportunity to reinforce these ideas as I continue through this Unit? The next Unit?
 School and District Consideration
Does the textbook reflect the philosophy of learning and teaching of mathematics of the
district?

The Cherry Creek School District (CCSD) believes that EVERY student can learn mathematics to the
highest levels for college and career readiness. We believe high-quality math instruction includes
students engaging deeply with the Standards for Mathematical Practice (SMP) in order to
demonstrate flexible thinking, communicating, and problem-solving in math. CCSD

● CMP3 aligns with the values of Cherry Creek School District (building upon CCSS and Mathematical
Practices of Mind) yet...
● ...the text does not facilitate the learning of diverse students to the standards of Cherry Creek School
District.
● There is limited text support for differentiation for students with disabilities / gifted-talented.
● The school district will not need to acquire any additional technology to utilize this curriculum, aside
from what is typically already offered in CCSD classrooms (students laptops, teacher laptop, Smart
Boards).
 Summary
Overall, I found CMP3 to be one of the better math curriculums that I’ve seen in teaching 15 years in the
classroom. As a SPED teacher, the one area that CMP3 truly lacked in is differentiation for students with
disabilities. I feel the curriculum needs more supplemental materials making the curriculum more
accessible for struggling learners. I do feel the curriculums strong point is its connection to prior knowledge,
and how that is addressed in the Investigations (lessons).
Pros Cons

● Materials are coherent and consistent with the ● Materials do not devote a majority of time to
CCSM do the work of the grade
● Explicit connections between clusters ● Supplemental material is needed to effectively
● Supporting work is used to enhance major clusters cover the standards
● Assessment items assess 6th grade standards
● Limited support for differentiation
● Connections between standards to build
understanding is strong
● Assignments connect two or more clusters each
lesson
● Strategies and support for ELL students
● Materials relate grade level concepts to prior
knowledge
● Connections are evident in all units