Feedback Report
Mathematics
Publisher: Curriculum Associates, LLC
Supplemental Math, Grade 6 (IMRA25)
Program: Ready Texas Mathematics, Grade 6
Component: N/A (ISBN: N/A)
Texas has set IM"s with Texas values and rich culture as a priority; the word problems could be easily modified to reflect a TX richness.
in 6th grade we have many reading delayed students, because of the imbalance of reading problems to numerical work sheets, it disadvantages a poor reader, who could in fact be great at math. please balance.
many grammar errors, please review for corrections.
We agree that modifying problems and using the program's embedded language routines are great strategies to use with reading delayed students. Our offering includes editable formats of instructional presentation slides that teachers may modify as needed for their students. We are not aware of any errors and grammar and spelling that have not been corrected.
"Find Out More" mentions "Benchmark % is similar to using benchmark fractions" insinuating that students should know what benchmark fractions are. Maybe mention benchmark fractions earlier on.
Under "Find Out More": Third paragraph (first paragraph under number line).
Thank you for this feedback. Benchmark fractions are addressed in Grade 4, Lesson 9, and Grade 5, Lesson 12. We will consider whether an additional reference would be helpful in Grade 6 in a future iteration of the product.
#6 reads "Problem 5". It might be less confusing if it says something like "number five above" or "Connect It #5" or something like that.
#6
Thank you for this feedback. We reference problems this way throughout the program and believe students will be able to identify the reference. We will consider updating this in a future version of the product.
Confusing as to what is being asked of the student.
Is this supposed to read- What numbers do you need to complete the table?
3rd bullet under Explore IT. 2nd Sentence- What numbers do you need to do to complete the table?
Thank you for the feedback. We will reword to "How can you use the way 25 is related to 50, 75, and 100 to find the numbers which will complete the table?"
Reciprocal - "You also learned that dividing a number by a fraction is the same as multiplying the number by the reciprocal of the fraction."
- Maybe remind students what reciprocal means before this section. This may be covered in the Teacher Guide (I can't recal).
Second paragraph, directly under first number line.
Thank you for this feedback. Guidance on the meaning of reciprocal is included in the Teacher's Guide. See page 76, Step by Step, 4th bullet.
"2/5 of the total amount of water equals 3."
Three what? Be sure to include the units.
Immediately under "Model It".
Thank you for the feedback. We will change "2/5 of the total amount of water equals 3." to "2/5 of the total amount of water equals 3 cups."
Make the lines match all the other problems.
Last problem on the page (#6)
Thank you for this feedback. The space at the right was left to allow students room to draw a model to represent the problem.