Feedback Report
Mathematics (English)
Publisher: Houghton Mifflin Harcourt
Supplemental Math, Grade 6 (IMRA25)
Program: HMH Math 180 Flex Texas, 6
Component: N/A (ISBN: N/A)
In ALL of the English language Family Letters there is an unnecessary line break in the second paragraph. Move 'skill-building' up a line.
"Math 180 is a proven, research-based program designed to enhance student math
achievement. Through the use of cutting-edge technology, Math 180 offers personalized math
instruction and
skill-building activities. It inspires students to gain confidence and fluency in mathematics."
Every Family Letter in English. Second paragraph.
As part of Quality Rubric Appeals process, the publisher will replace all original family letters with the ones shown at this link.
https://hmhco.box.com/s/mc0rh6y730o9qqhbu4m796tqfsp343ss
These are all combined into a single PDF but will become individual resources when placed in the HMH Ed platform.
In the 2nd paragraph, there is a hard return in the wrong place.
Proportional and Linear Relationships Family Letter
As part of Quality Rubric Appeals process, the publisher will replace all original family letters with the ones shown at this link.
https://hmhco.box.com/s/mc0rh6y730o9qqhbu4m796tqfsp343ss
These are all combined into a single PDF but will become individual resources when placed in the HMH Ed platform.
This sentence could be more direct "The certificates included in this resource offer a wide range of milestones to recognize to make it easy
to adapt to student and classroom needs."
It could read "The certificates included in this resource offer a wide range of milestones for student recognition and can be adapted
for student and classroom needs."
HMH Resources. Math 180 certificates.
Publisher will change the text.
Original Text: The certificates included in this resource offer a wide range of milestones to recognize to make it easy
to adapt to student and classroom needs.
New Text: The certificates included in this resource offer a wide range of milestones for student recognition and can be adapted for student and classroom needs.
On page 3, the periods in the bullet sections are inconsistent
Using NWEA Map Growth for Eligibility and Placement Guide
This error is related to Error/Feedback ID 13994731 and
14484166.
This page will be removed from the document, as it pertains to NWEA content, which is not included in the materials being sold to Texas.
Unnecessary line break in the Family Letter:
"Math 180 is a proven, research-based program designed to enhance student math
achievement. Through the use of cutting-edge technology, Math 180 offers personalized math
instruction and
skill-building activities. It inspires students to gain confidence and fluency in mathematics."
Move skill-building up a line.
In the proportional and linear relationship family letter.
As part of Quality Rubric Appeals process, the publisher will replace all original family letters with the ones shown at this link.
https://hmhco.box.com/s/mc0rh6y730o9qqhbu4m796tqfsp343ss
These are all combined into a single PDF but will become individual resources when placed in the HMH Ed platform.
This data is more than 10 years old. Is there more current data that can be used. With technology addressing and changing to specifically address the learning gaps post covid admin would be more receptive to current success data as it pertains to adapting new curriculum.
*Based on a 2013-2014 Early Outcomes Study in two large urban and two suburban districts across the United States. Developed
by MetaMetrics®, the Quantile® Framework is a scale that describes a student’s mathematical achievement and the difficulty of
specific mathematical skills and concepts. Tier 3 students represent students with an initial Quantile® measure of 200-400Q. See
more at:
www.hmhco.com/products/math-180/research-results/math-intervention-vali…
Citation Footnote on the bottom of page.
The publisher will update the data on the Program Guide and Flex Program Guide pages 10 and 11 with the content at the link below.
First bullet point reads "What Students Do Engagment in simulations to connect mathematics to careers, cultural events, and their lives"
Engagement is spelled wrong. But the word that should be there is ENGAGE.
It should read "Engage* in simulations to connect mathematics to careers, cultural events, and their lives"
Explore Zone
Publisher will change the text.
This error is related to Error/Feedback ID 13987966.
Original text: Engagment in simulations to connect mathematics to careers, cultural events, and their lives
New Text: Engage in simulations to connect mathematics to careers, cultural events, and their lives
There's an unnecessary line break in the last sentence after the word 'day'.
■ Allow students to resume testing the following
day
if they have reached a level of fatigue or anxiety
that would prevent them from performing well.
5th bullet point
The publisher will remove the hard returns to format the text as a continuous paragraph.
Appears to be an incorrect spacing error after the second line of that bullet.
Last bullet point
The publisher will remove the hard returns to format the text as a continuous paragraph.
There is a weird font change in the word "sufficient".
In the 3rd bullet under What Do the Levels Mean?
Publisher will change the word "sufficient" to the correct font to match the rest of the page.
There is an unnecessary line break after the word detailed.
"MAP Growth Test Details. The bottom section of the report displays a range of
detailed
MAP Growth metrics for students, based on the filters selected at the top of the
report. Click column headings in the table to sort results by specific data points."
#5 at the bottom of the page.
The publisher will remove the hard returns to format the text as a continuous paragraph.
Delete the word 'and' before 'game levels appropriately.'
Conferring with students about the Brain Arcade allows you to check in on their progress and ensure they are selecting AND game levels appropriately.
Under the heading 'Brain Arcade'
Publisher will change the text.
Original Text: Conferring with students about the Brain Arcade allows you to check in on their progress and ensure they are selecting and game levels appropriately.
New Text: Conferring with students about the Brain Arcade allows you to check in on their progress and ensure they are selecting game levels appropriately.
Sentence is missing the word 'students'.
"For example, STUDENTS may be successful with the Learn Zone practice problems but need support transferring the strategies they practice into the Success Zone."
Under the heading 'Accelerating Student Progress in Math 180'. First paragraph.
Publisher will change the text.
Original Text: For example, may be successful with the Learn Zone practice problems but need support transferring the strategies they practice into the Success Zone.
New Text: For example, students may be successful with the Learn Zone practice problems but need support transferring the strategies they practice into the Success Zone.
This sentence can be more clear if instead of using FORMAL and FORMATIVE, the words SUMMATIVE and FORMATIVE are used.
"HMH recommends using multiple formal and formative measures to help determine a student’s readiness to exit Math 180 and move into grade-level or Tier 1 instruction."
Under heading for 'Establishing Exit Criteria"
Publisher will change the text.
Original Text: HMH recommends using multiple formal and formative measures to help determine a student’s readiness to exit Math 180 and move into grade-level or Tier 1 instruction.
New Text: HMH recommends using multiple summative and formative measures to help determine a student’s readiness to exit Math 180 and move into grade-level or Tier 1 instruction.
When a line is returned or wrapped, it is being indented. This makes the page look very choppy. I would suggest starting all text as the margin.
Throughout the pages
Publisher will fix the alignment issue by making the text flush.
On page 3 of 5, Using Growth Measure for Fall Placement, some of the content overview contains punctuation while other descriptors don't.
For example the third block down for 5.0-5.8 Block 1 and Block 2 end with a period. Block 3 doesn't.
• Block 1: Represent motion and compare rates using graphs and tables.
• Block 2: Find rates and make connections between rates and ratios.
• Block 3: Represent and apply ratios to compare quantities and use models to
understand precents
In GLE 6.0 – 6.8 all descriptors have periods. In 7.0-7.8 none of the descriptors have periods.
On page 3 of 5, content overview.
Publisher will change the text.
This error is related to Error/Feedback ID 14452526 and
14484166.
This page will be removed from the document, as it pertains to NWEA content, which is not included in the materials being sold to Texas.
The scenario in this video involves comparing the number of students from one school to another that have head lice. In my opinion, this is a topic that could and would likely provoke emotion to any child that has experienced head lice. While I'm aware that head lice is not a public health threat, the embarrassment of having head lice is a lot for children to deal with. Once hearing the scenario of head lice, I was unable to focus on the math being taught as I started reliving my own awful experiences with lice with my daughters, and lice issues in my classroom and how kids would come in after having their head shaved due to lice and the embarrassment they felt. After mentioning this scenario to my group mates, they all immediately had the same reaction I did. There are MANY situations that allow for using equivalence to compare fractions...I highly suggest this scenario be replaced with a different scenario as this will be sensitive topic for many kids.
Problem scenario at the beginning of the video
Thank you for your feedback. The publisher will replace the existing context of the video (head lice) with a vision screenings context.
The bullet listed first (Adaptive Technology) seems very awkward in this location. Does it go with that section or the previous section?
1st bullet by Learn Zone screen shot (orange bar)
The publisher will move the bullet point to the correct location, which is with the previous section.
I first noticed that “Series” is capitalized. When I started looking a little deeper, “Series” is capitalized and used throughout the book. The first time this is mentioned is page 4, but it appears not to be identified what a “Series” is until page 5. In addition, then listing “Series”, it might be beneficial to list what series for clarification. For example, instead of just “Series” maybe “Addition Series”.
Throughout the book
The publisher will update all instances of the word 'Series' to lowercase 'series', except when it appears at the beginning of a sentence.
While students don't have to know what a polyp is in order to do the math, students may (and will likely based on experience) focus on their lack of background knowledge about polyps which will distract them from the math. I foresee several hands being raised to ask about a polyp, therefore leaving the teacher to feel he/she needs to explain polyps in order for the student to proceed to doing the math. Is there a different scenario that can be used to practice this math skill?
600 Wild Card Question
Publisher will change the problem.
Original Problem:
A polyp is a lump of tissue inside a body part, like the large intestine. Tamara has to measure a patient's polyps. Then she puts them in categories.
c1 polyps are less than ½ cm long. C2 polyps are between ½ cm and 1 cm long.
C3 polyps are more than 1cm long. Put Tamara's measurements into the correct categories.
Polyp measurements in cm: 6/5,3/10,3/5,7,10,2/5,11/10
C1 polyps: [3/10] cm and [2/5] cm.
C2 polyps: [3/5] cm and [7/10] cm.
C3 polyps: [6/5] cm and [11/10] cm.
New Problem:
Tamara is a carpenter who organizes her bolts into bins based on their widths. She separates them in three categories:
under ½ cm wide
between ½ cm and 1 cm wide
over 1 cm wide
Tamara has bolts in the following lengths in centimeters: 6/5,3/10,3/5,7,10,2/5,11/10
Less than ½ cm wide: [3/10] cm and [2/5] cm.
Between ½ cm to 1 cm wide: [3/5] cm and [7/10] cm.
Over than 1 cm wide: [6/5] cm and [11/10] cm
Component: HMH Math 180 Flex Texas Teacher Digital Subscription (ISBN: N/A)
This problem is a stretch to meeting the requirements and rigor of the TEK. It's hard to determine if all steps are necessary to meet the requirements of determining if each statement is True or false.
Screen capture of Master, Problem 5 provided via link. To view in Math 180 interactive software, navigate to Series Proportional and Linear Relationships; Block 1, Topic 1, Find the Percent, ''Lesson Map''; Master, Problem 5
In the Student Software, Learn Zone, Rates and Ratios series, Block 3, Topic 3, Lesson 1, Express Parts per Hundred, Practice 5, the publisher will make the following changes.
Old problem stem: A company considers opening a movie theater in a neighborhood. Data from a marketing firm show that 15 out of every 100 people in the neighborhood are teenagers.
New problem stem: A company considers opening a movie theater in a neighborhood. Data from a marketing firm show that 15 out of every 100 dollars spent in the neighborhood comes from teenagers.
Old Step 1 problem sentence:
[Select] % of people in the neighborhood are teenagers.
New Step 1 problem sentence:
[Select] % of people spent in the neighborhood comes from teenagers.
It may be beneficial to introduce this concept using proportional reasoning, as this approach is commonly employed by 7th grade mathematics educators, given that proportions are frequently emphasized within the 7th grade curriculum.
Additionally, we recommend providing further guidance on the use of multiplication to transition from step 3 to step 4.
Screen capture of Practice, Problem 6 provided via link. To view in Math 180 interactive software, navigate to Series Rates and Ratios; Block 2, Topic 1, Determine Rates, ''Lesson Map''; Practice, Problem 6
As a supplemental product that addresses gaps in foundational skills for students enrolled in many grade levels, Math 180 is structured by content need versus by grade level.
Although there is not explicit guidance breaking down the transition from Step 3 to Step 4, the Think Video shows the use of multiplication required for Step 4 beginning at timestamp 2:58. The student is encouraged to work through productive struggle but can click Video at the top of their screen to access this particular video at any time.
https://www.hmhco.com/content/sis/m180/g3_8/html/video_player/index.htm…
I had to read this problem multiple times to understand based on the wording. I think it would read better as 2 bags of compost to 3 bags of dirt.
Screen capture of Try 1, Example Problem provided via link. To view in Math 180 interactive software, navigate to Series Rates and Ratios; Block 2, Topic 3, Identify Equivalent Ratios, ''Lesson Map''; Try 1, Example Problem
The publisher will make the following change in the Student Software, Learn Zone, Rates and Ratios series; Block 2, Topic 3, Identify Equivalent Ratios; Try 1, Example Problem.
Old text: "A mixture for planting soil requires a ratio of 2 to 3 bags of compost to bags of dirt."
New text: "A mixture for planting soil requires a ratio of 2 bags of compost to 3 bags of dirt."