Feedback Report

Be consistent with calling the cubes "connecting cubes."

Consider changing "How many stories did Jada write?" to "How many stories did Jada add to the journal?"

Why "Use an underline" instead of "underline?"

Consider adding "the name of" in front of the word person.

Consider adding a sentence like, "Be sure to use >, <, or =."

Consider changing "put" to "deposits"

Sometimes these graphs are called "bar graphs" and others are called "bar-types" Be consistent.

Consider adding something after the word "draw." It may be unclear what the students are to draw.

Consider adding "of value" in front of "from least"

Directions are not bold text like the other pages.

Be consistent with italicizing, capitalizing, and/or writing "True" or "False" Should probably remove the quotation marks in problem 6.

Consider adding the word "three" before the word "shapes" for consistency with other directions.

There is consistent overuse of capital letters for common nouns. On this page, "story" should not be capitalized. This error should be corrected across all titles and all grades. Some common proper nouns that are capitalized and shouldn't be include mat, problem, content and process (when referencing TEKS in a sentence), emergent bilingual (when referenced in a sentence), centers, assessment, language goal.

Consider adding this problem to a style guide.

Consider changing "In what ways are your and Kainoa's classroom communities alike and different?" to ""In what ways are Kainoa's classroom communities alike and different from yours?"

Consider changing the directions from "with a way to write the time" to "with the written time" to be concise.

In most cases, when the directions are the same for a consecutive number of problems the directions say "For Problems 1 and 2, blah, blah, blah." On these pages, they are repeated. Be consistent.

The story problems that follow the directions on these pages are in bold text. This has not previously been the case.

Consider changing "Circle the cubes" to "Circle the set of cubes" Consider all across titles and grade levels.

"amount" should be "number"

Several line break issues that seem like a hard enter for no reason. The fist bullet is an example of this.

"Read aloud, the instructions" should not have a comma. Additionally, it is an awkward phrase. "Read aloud" is an infinitive that can be split. Consider changing to "Read the instructions aloud" for a smoother sentence.

Consider changing "count collections of objects" to "the number of objects in a collection."

Consider switching the crab sentence with the Use the Story sentence.

Tyrannosaurus does not have to be capitalized. I would lower case to be consistent.

Consider this suggestion for the entire series.
To make the pages look cleaner and for a more streamlined design, consider changing how you organize the materials section for these pages. Instead of writing "(Manipulative Kit)" or "(Centers Resources)" after each material, consider arranging them like they are on in the boxes on the Activity 1 directions. (See pg 385D for an example.)

In the 2nd bullet, remove hard line break after the word "are"

Keep verb tenses in the same tense by changing "jumped" to "jump."

Why is a die called a "dot cube?"

Consider lower case for the definition and no end punctuation as these are not complete sentences. Consider for all the titles across all levels

I know I am nitpicking at this, but I feel your writers/graphic designers love to have the auto capitalize on when building the tables. If a bullet continues from the heading like the one below, the bullets should not have capital letters and should end in a comma or a semicolon, depending on the lengths of the phrases. The penultimate bullet should have the word "and" and the last bullet should be punctuated with a period.

Incorrect as written in the book:
...provide opportunities for:
Having students explain the criteria ... into categories.
Having students use tools...data.
Comparing different ways...each category.

Suggestion for corrections according to APA style
...provide opportunities for:
having students explain the criteria ... into categories;
having students use tools...data; and
comparing different ways...each category.

Consider adding the following words after "circle" -"the thumbs up or thumbs down."

Story problem after the directions isn't usually bold. Considering unbolding.

There are some frogs and bugs. Do we want to be consistent? Activity 1 asks "where is the bug" but the pictures show a frog.

Be consistent with how story problems are formatted. For example, problem 1 has a hard line break after each sentence, but problem 2 does not. Check for this throughout all titles across all grade levels.

Add labels to sets of dishes as other groups on other pages are labeled for consistency. For example, "4 cups and 3 plates."

See other error regarding DOK and use the acronym on this page as it was already mentioned earlier on page vi.

Print Only Page 5B, the circles of the colors are red and yellow in Sample Reponse 1 while the circles are only yellow in Sample Response 2 and 3. This could be confusing to students.

Sentence needs rewording for clarity.

The materials use the words fluency and automaticity interchangeably. these errors can lead to confusion between the two words. This does not align with the TEA definition of fluency and automaticity.

Dashes needs to added around "the tally chart" and "one using tally marks and another using students' names" to clarify and emphasize the inserted explanations. As well as italic words, so it can emphatize with the other words in the sentences. For ex: In the sentence number three, after "using" the words "tally marks" should be in italic words written and as well as in the last sentence of the paragraph after "data in the" the words " tally charts" should be written in italic.

Print Only 49, After the title: Capture Squares
The sentences of the paragraph should be re written as "Students generate a number and connect two dots that are adjacent to the number. If that line closes a square, they capture it by shading it in their color. The first player to shade three squares wins." not as "Students generate a number and connect two dots that are adjacent to the number. If that line closes a square, they capture it and shade it using their color. The player to shade three squares." To clarify the sentence structure, correcting the end condition and the verb tense consistency.

Print Only 657A, The question after the title: A "comma" needs to added after the word, "describe" for correct punctuation in a list of three or more items. In the following question: "How can you use the positions of the hour and minute hands to tell time to the hour and half hour?" the word "the" needs to be added before "hour" and as well adding a "hyphenated" for consistency. It should be re written as “How can you use the positions of the hour and minute hands to tell time to the hour and the half‑hour?”

Print Only Page 69, At the second sentence changed "game is over" to "game ends" for clarity and brevity. As well as "partner" before "runs out" should be corrected for "player", for consistency instead of mixing “partner” and “partner.” "Over" is not that necessary in the sentence, so it can be removed.

Print Only Page 39, After the title question: Can You Draw It? The paragraph sentence should be corrected as "Students describe and draw two-dimensional shapes. One partner describes a shape; the other draws it based on the description." instead of "Students describe and draw two-dimensional shapes. One partner describes a shape. The other partner draws the shape based on the description." to show the direct relanshionship between describing and drawing, as well to make the structure parallel and consice.

The headline of the subtitled should be capitalized as, "A Structure Approach to Problem-Based Learning" as well as the other subtitle in the same page should be capitalized as, "Access to Grade-Level Math for Every Student, Every Day" for better smoother and reading the headlines of the book.

The subtitle should be capitalized as, Students' Thinking is Valuable and Can Be Made Evident" as well as the other subtitle of the same page, should be capitalized as "Math That Motivates Students" for better smoothly tone and reading the headlines of the book.

Print Only xxv, In the first paragraph after the title, in the third sentence a "comma" should added after "Then" which it would improve readability and pacing. At the last sentence of the pargraph, Italicized the book of the tiltle of "5 Practices for Orchestrating Productive Mathematics Discussions," as per standard formatting for published works.

The graphs need to be consistent throughout the titles and across grades. Questions to consider:
1. Capitalize all titles of graphs. Sometimes they are not.
2. Choose whether to capitalize labels. Some are; some aren't.
3. Be consistent in title. Some say "Favorite Fruit" (pg 21) Others say "Favorite Sea Animals." (pg 20) Stay consistent with singular or plural. Also, some say "Favorite Sea Animals" (pg 20) while others say "What is Your Favorite Fruit?" (pg 13) and one more says "Butter Sculpture Votes." (pg 75)

Consider lower casing the first word of the "I can" statements as they are not complete sentences on their own. This error is common throughout all titles across grades and should be added to a style guide.

Consider adding (DOK) after depth of knowledge as it is later used as an acronym.

Remove extra space before and after / for English/Spanish cognate to be consistent throughout.

"Speak" should not be capitalized.

Consider deleting the period at the end of each expectation (even though it is the chart produced by TEA.)