Publisher Changes Report
Supplemental Mathematics (English)
Publisher: Houghton Mifflin Harcourt
Supplemental Math, Grade 4 (IMRA25)
Program:
Component: HMH Math 180 Texas Teacher Digital Subscription (ISBN: N/A)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 1, Learn Zone > Topic 1 > Interpret Products > Lesson Map > TRY Problem 2 > Step 2
Original URL:
Original Text: Step 2: Drag tiles to create 4 rows with 3 tiles in each row. Then enter the number of tiles in each row. There are __ tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Build an array. Build an array with 4 rows and 3 tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 3, Learn Zone > Topic 1 > Divide by Taking Out Equal Groups > Lesson Map > TRY Problem 2 > Step 1
Original URL:
Original Text: Step 1: Drag as many groups of 4 tiles as possible into each row. Then name the number of groups and the number of tiles in each group. There are __ groups. There are __ groups in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array. Build an array with rows of 4 tiles each. There are __ rows.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 1 > Describe Situations With Integers > Lesson Map > TRY Problem 2 > All steps
Original URL:
Original Text: On a day in April, Chicago had a temperature of 1°C below zero. Boston had a temperature of 5°C above zero. Portland had a temperature of 6°C below zero. Denver had a temperature of 4°C below zero. Step 1: Plot each temperature on the Number Line. Drag a tile to label each city’s temperature. Step 2: Drag tiles to complete the sentences. Compare the temperatures of the cities. __ was colder than Boston and warmer than Denver. __ was colder than Chicago and warmer than Portland. Step 3: List the cities in order from coldest to warmest. ___, ___, ___, ___
Updated URL: N/A
Updated Text: On a day in April, Chicago had a temperature of 1°C below zero. Boston had a temperature of 5°C above zero. Denver had a temperature of 4°C below zero. STEP 1: Represent the temperature of each city on the number line. STEP 2: Compare the temperatures of the cities. Boston was [warmer/colder] than Denver. Chicago was [warmer/colder] than Denver. STEP 3: List the integers in order from least to greatest. __ < __ < __
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 3, Learn Zone > Topic 1 > Interpret Remainders > Lesson Map > TRY Problem 2 > Step 1
Original URL:
Original Text: Step 1: Drag groups of 4 tiles into rows until there are not enough tiles to make a full row. Then enter the number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array. Build rows of 4 tiles until there are not enough tiles to make a full row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 1, Learn Zone > Topic 2 > Find Missing Factors > Lesson Map > TRY Problem 2 > Step 1
Original URL:
Original Text: Step 1: Drag tiles to create 5 rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array with 5 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: Image: Blue text on the image
Updated Text: Image: The blue text on the page, has a yellow highlight.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Middle Right
Original Text: Compare and Order - The image shows 3 tiles: "40/100", "1 4/100", "1.40"
Updated Text: Complete It - The image shows 4 answer statements. The first, "The initial value for beaker A's volume is 200mL." The second, "The rate of change for beaker A's volume is 5 mL per second." The third, "The initial value for beaker B's volume is 100 mL." The fourth, "The rate of change for beaker B's volume is 15 mL per second."
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Block 1, topic 1, lesson 2, title
Original Text: una decena
Updated Text: 10
Change Type: Editorial Change
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Updated:
Current Page Number(s): 1
Location:
Bottom left corner of page. Folio
Original Text: 1
Updated Text: We will delete the page number and there will not be a folio number
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
First bullet under Set Up
Original Text: How many students are in the park altogether? (15)
Updated Text: There are 15 students in the park altogether.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Bottom Middle
Original Text: Who's Right? - The image shows an answer selection for Thomas with a worked out problem.
Updated Text: Compare and Order - The image shows 4 tiles in this order, A < B < C < D. In tile A: an answer statement. In tile B: a graph. In tile C: a table. In tile D: an equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Engage
Original Text: Let’s begin by writing an addition equation that
starts with the larger addend, 8. Then let’s model 8
by drawing red counters on the first ten frame.
Write 8 + 5 = ? and draw 8 counters on the first ten
frame. Guide students to draw on the ten frames to add 5.
starts with the larger addend, 8. Then let’s model 8
by drawing red counters on the first ten frame.
Write 8 + 5 = ? and draw 8 counters on the first ten
frame. Guide students to draw on the ten frames to add 5.
Updated Text: Let’s begin by writing an addition equation that starts with the larger addend, 8. Then let’s model 8 by adding red counters in the first ten frame.
Write 8 + 5 = ? and add 8 counters in the first ten frame. Guide students to add 5 more counters in the ten frames.
Write 8 + 5 = ? and add 8 counters in the first ten frame. Guide students to add 5 more counters in the ten frames.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Title
Original Text: Addition, Subtraction,
and Place Value Serie
and Place Value Serie
Updated Text: Suma, resta y valor posicional Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top of page under Mathematical Thinking
Original Text: Make Use of Structure
Updated Text: Model With Mathematics
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
In image under Engage
Original Text: [Image of 3 circles each with 4 squares in them highlighted yellow]
Updated Text: [Image of 3 circles each with 4 counters in them highlighted yellow]
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top right portion of page.
Original Text: Image of Juli Dixon
Updated Text: Different Image of Juli Dixon
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Apply Properties to Multiply Multiples of 10, Set up Thumbnail image
Original Text: Anchor Video: “Social Climbers”
Updated Text: Anchor Video: “Painted Dreams”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Part A: Explore(to the right of 3 thorough)
Original Text: Map shows 5 lines that match each
donor city to a recipient city.
donor city to a recipient city.
Updated Text: Map shows 5 lines that match each
current city to a recipient city.
current city to a recipient city.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: The video “Against the Clock” shows how events were timed in the Summer Olympics, held in London 2012.
How are events timed? (High-definition cameras and clocks, lasers, and computers time events in milliseconds, which are one-thousandths of a second.)
How close was Michael Phelps’s score to the silver medalist’s in winning the gold medal in swimming? (one-hundredth of a second)
How has timing changed over the years? (from one-tenth of a second to one-hundredth to onethousandth of a second)
To find out who has the fastest time in a race, the judges need to know how to compare decimals, often decimals that are close in value.
How are events timed? (High-definition cameras and clocks, lasers, and computers time events in milliseconds, which are one-thousandths of a second.)
How close was Michael Phelps’s score to the silver medalist’s in winning the gold medal in swimming? (one-hundredth of a second)
How has timing changed over the years? (from one-tenth of a second to one-hundredth to onethousandth of a second)
To find out who has the fastest time in a race, the judges need to know how to compare decimals, often decimals that are close in value.
Updated Text: The video “Against the Clock” shows how a sports trainer trains an athletic swimmer for the Paralympic Games.
What technology does the sports trainer use to train Momo? (The trainer uses wearable technology and touchpads.)
How close was Momo best training time to the qualifying time for the para-nationals 100m freestyle event? (three and seventy-four hundredths of a second)
To find out who has the fastest time in a race, the judges need to know how to compare decimals,
often decimals that are close in value.
What technology does the sports trainer use to train Momo? (The trainer uses wearable technology and touchpads.)
How close was Momo best training time to the qualifying time for the para-nationals 100m freestyle event? (three and seventy-four hundredths of a second)
To find out who has the fastest time in a race, the judges need to know how to compare decimals,
often decimals that are close in value.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Center left of page, SET UP section, by first speech bubble.
Original Text: This video shows that faster is better for companies delivering products to their customers.
Guide students to make connections to speed.
- How fast can Amazon get orders to customers? (sometimes as fast as in 1 day)
- How quickly do product pickers have to pull items from shelves and scan them? (Product pickers have to pick as many as 110 items per hours.)
- How many items are boxed per hour? (about 140)
- What are Amazon's plans to make deliveries even faster? (Answers will vary.)
Guide students to make connections to speed.
- How fast can Amazon get orders to customers? (sometimes as fast as in 1 day)
- How quickly do product pickers have to pull items from shelves and scan them? (Product pickers have to pick as many as 110 items per hours.)
- How many items are boxed per hour? (about 140)
- What are Amazon's plans to make deliveries even faster? (Answers will vary.)
Updated Text: This video shows customers can receive their package within one day.
Guide students to make connections to speed.
- How fast did the package travel to the shipping facility? (25 miles per hour)
- After sorting, about how many hours did it take to fly the package from the shipping facility to the facility near the customer? (about 3 hours)
- How fast did the delivery truck travel to deliver the package to the customer? (5 miles per hour)
Guide students to make connections to speed.
- How fast did the package travel to the shipping facility? (25 miles per hour)
- After sorting, about how many hours did it take to fly the package from the shipping facility to the facility near the customer? (about 3 hours)
- How fast did the delivery truck travel to deliver the package to the customer? (5 miles per hour)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: Anchor Video: "1 in 5"
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Updated Text: Ancor Video: "Seeding Success"
New Image: A hand in a garden touching a plant in a flowerpot
New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Solve MultiStep Compare Problems, Set up Thumbnail Image
Original Text: Anchor Video: “Social Climbers”
Updated Text: Anchor Video: “Painted Dreams”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top Middle
Original Text: Match - The image shows 2 sets of tiles. First row has the tiles, 63/100 and 0.63. Second row has tiles, 0.36 and 36/100
Updated Text: What's Right? - The image shows 3 answer statements where the first and third statement are checked and highlighted in blue.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Center left of page. SET UP
Original Text: The video shows that it’s a race against time to get a heart to a transplant patient. Every fraction of a minute counts.
Help students relate fractions to precision.
■ How are fractions used to describe the race against the clock to get the heart to the hospital? (The doctors talk about the number of hours they had to get the heart from the donor to the patient.)
■ What are some other ways fractions are used in the video? (to describe how long a person might live after receiving a transplant)
To find out how much time there is left to deliver a heart to a patient, we need to use subtraction.
Help students relate fractions to precision.
■ How are fractions used to describe the race against the clock to get the heart to the hospital? (The doctors talk about the number of hours they had to get the heart from the donor to the patient.)
■ What are some other ways fractions are used in the video? (to describe how long a person might live after receiving a transplant)
To find out how much time there is left to deliver a heart to a patient, we need to use subtraction.
Updated Text: The video shows how doctors compare fractions to determine the treatment for patients.
Help students relate fractions to precision.
How are fractions used to decide if a patient has a narrowing in the coronary artery? (The doctors compare the widths of the normal artery and the narrowed artery to calculate the fraction representing the difference between the two widths.)
What are some other ways fractions are used in the video? (to determine what treatment the patient needs to help the narrowing)
To find the size of the narrowing, doctors must compare and then subtract to find the difference in the narrowing.
Help students relate fractions to precision.
How are fractions used to decide if a patient has a narrowing in the coronary artery? (The doctors compare the widths of the normal artery and the narrowed artery to calculate the fraction representing the difference between the two widths.)
What are some other ways fractions are used in the video? (to determine what treatment the patient needs to help the narrowing)
To find the size of the narrowing, doctors must compare and then subtract to find the difference in the narrowing.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Solve MultiStep Compare Problems, Engage (Teacher page)
Original Text: This problem asks us to compare the number of videos that Dana, Hayley, and Juan post online. The phrase “3 times as many” tells us that it is a compare problem.
Let’s draw 3 bars and use what we know to compare the 3 quantities. How many videos does Dana post? (7) How many equal parts are in the second and third bars? (3; 6, twice the size of the second bar)
The bar model shows us that Juan has 6 times as many videos as Dana. What is 6 × 7? (42) So, Juan posts 42 videos.
Let’s draw 3 bars and use what we know to compare the 3 quantities. How many videos does Dana post? (7) How many equal parts are in the second and third bars? (3; 6, twice the size of the second bar)
The bar model shows us that Juan has 6 times as many videos as Dana. What is 6 × 7? (42) So, Juan posts 42 videos.
Updated Text: This problem asks us to compare the number of books that Dana, Hayley, and Juan read. The phrase “3 times as many” tells us that it is a compare problem.
Let’s draw 3 bars and use what we know to compare the 3 quantities. How many books does Dana read? (7) How many equal parts are in the second and third bars? (3; 6, twice the size of the second bar)
The bar model shows us that Juan has read 6 times as many books as Dana. What is 6 × 7? (42) So, Juan reads 42 books.
Let’s draw 3 bars and use what we know to compare the 3 quantities. How many books does Dana read? (7) How many equal parts are in the second and third bars? (3; 6, twice the size of the second bar)
The bar model shows us that Juan has read 6 times as many books as Dana. What is 6 × 7? (42) So, Juan reads 42 books.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top of page in blue.
Original Text: Students use pictorial representations and bar models to determine unit rates and solve problems.
Updated Text: Students use concrete objects and bar models to determine unit rates and solve problems.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Middle Left
Original Text: Complete It - The image shows 6/20 = 30/100
Updated Text: Word Play - The image shows 3 answer statements. The first, "Function A models Blake's savings." The second, "Function B models Denise's savings." The third, "Aaron's savings are not modeled in the graph."
Change Type: Editorial Change
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Current Page Number(s): 1
Location:
Title
Original Text: Match Organs for Transplants
Updated Text: Match Nurses to Hospitals
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Third line under Set Up
Original Text: Draw the model on screen
Updated Text: Draw circles and place counters, buttons, or other concrete objects in them
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: Review the Anchor Video "1 in 5"
Malala created the Malala Fund to promote education for girls. This video shows how marketing can help people understand and support a cause.
Guide students to make connections to percent.
In many developing countries, only 1 in every 5 girls goes to school. How can you express 1 in every 5 symbolically? (1∶5; _ 1 5; 0.2; 20%
Malala created the Malala Fund to promote education for girls. This video shows how marketing can help people understand and support a cause.
Guide students to make connections to percent.
In many developing countries, only 1 in every 5 girls goes to school. How can you express 1 in every 5 symbolically? (1∶5; _ 1 5; 0.2; 20%
Updated Text: Review the Anchor Video "Seeding Success"
Susan helps Edible Education Experience manage the funds for the organization. This video shows how the nonprofit earns the money it makes.
Guide students to make connections to percent.
Edible Education Experience receives funding from four key sources, with donations accounting for the largest percent at 33%. How can you express 33% in different ways? ( 1 _ 3 ; 0.33)
Susan helps Edible Education Experience manage the funds for the organization. This video shows how the nonprofit earns the money it makes.
Guide students to make connections to percent.
Edible Education Experience receives funding from four key sources, with donations accounting for the largest percent at 33%. How can you express 33% in different ways? ( 1 _ 3 ; 0.33)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Teach word problem
Original Text: Five people donated blood. They gave 3/10 pint, 5/4 pint, 3/8 pint, 11/16 pint, and 9/16 pint. Put the amounts in order from least to greatest.
Updated Text: Five school nurses gave out healthy snack packs during field day. They handed out 3/10, 5/4, 3/8, 11/16, and 9/16 of a box of snacks. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
In image under Set Up
Original Text: [Image of 3 circles each with 5 squares in them highlighted yellow]
Updated Text: [Image of 3 circles each with 5 counters in them highlighted yellow]
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Engage
Original Text: Image: Blue text on the image
Updated Text: Image: The blue text on the page, has a yellow highlight.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Bottom Left
Original Text: Compare and Order - The image shows 3 tiles: "0.18", "118/100", "1.80"
Updated Text: Complete It - The image shows 2 answer statements. The first, "Fred's band's pay can be modeled by the equation f = 2 t + 100." The second, "Hakim's band's pay can be modeled by the equation h = 4 t + 0."
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Block 1, topic 2, title
Original Text: decenas
Updated Text: 10
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top right portion of page.
Original Text: Julie Dixon
Updated Text: Juli Dixon
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Third bullet under Set Up
Original Text: Let’s draw one square at a time, to represent the students in each group. We will put one square in each group first. Then, we’ll put a second. How many squares are in each circle after we place all 15 equally into groups? (5)
Updated Text: Let’s place one counter at a time, to represent the students in each group. We will put one counter in each group first. Then, we’ll put a second. How many counters are in each circle after we place all 15 equally into groups? (5)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Bottom Right
Original Text: Who's Right? - The image shows an answer selection for Keesha with a worked out problem.
Updated Text: Compare and Order - The image shows 4 tiles in this order, A < B < C < D. In tile A: an equation. In tile B: a table. In tile C: a graph. In tile D: an answer statement.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Teach word problem
Original Text: Emergency responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Updated Text: First responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Bottom of page, next-to-last paragraph.
Original Text: Let’s draw squares
Updated Text: Let’s place counters
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Apply Properties to Multiply Multiples of 10, Set up Blue ribbon
Original Text: Review the Anchor Video “Social Climbers”
Updated Text: Review the Anchor Video “Painted Dreams”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Title
Original Text: Match Organs for Transplants
Updated Text: Match Nurses to Hospitals
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Engage
Original Text: How can we represent the 6 tens on the hundred
frame? (shade 6 rows) How can we represent the 8 ones on the hundred
frame? (shade 8 squares in the row after the last one)
Have a student write 6 and 8 in the blanks and then
shade 6 rows from the top and 8 squares in the next
row, starting from the left and moving to the right.
frame? (shade 6 rows) How can we represent the 8 ones on the hundred
frame? (shade 8 squares in the row after the last one)
Have a student write 6 and 8 in the blanks and then
shade 6 rows from the top and 8 squares in the next
row, starting from the left and moving to the right.
Updated Text: How can we represent the 6 tens on the hundred frame? (click on the 6th row) How can we represent the 8 ones on the hundred frame? (count 8 squares in the row after the last one and click the last square)
Have a student write 6 and 8 in the blanks and then click 6 rows from the top and 8 squares in the next row, starting from the left and moving to the right.
Have a student write 6 and 8 in the blanks and then click 6 rows from the top and 8 squares in the next row, starting from the left and moving to the right.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Center left of page, SET UP section, by first speech bubble.
Original Text: This video shows online retailer Amazon Delivering goods more and more quickly.
Guide students to make connections to rates and costs.
- What types of costs do you think Amazon has? (cost of items; shipping costs; cost of equipment)
- How could shipping costs be represented visually? (by labeling the cost and weight on a graph or table)
Guide students to make connections to rates and costs.
- What types of costs do you think Amazon has? (cost of items; shipping costs; cost of equipment)
- How could shipping costs be represented visually? (by labeling the cost and weight on a graph or table)
Updated Text: This video shows the journey of a package from an online order to a customer within 1 day.
Guide students to make connections to rates and costs.
- What types of costs do you think the logistics warehouse has? (cost of items; shipping costs; cost of equipment)
- How could shipping costs be represented visually? (by labeling the cost and weight on a graph or in a table)
Guide students to make connections to rates and costs.
- What types of costs do you think the logistics warehouse has? (cost of items; shipping costs; cost of equipment)
- How could shipping costs be represented visually? (by labeling the cost and weight on a graph or in a table)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Apply Properties to Multiply Multiples of 10, Set up (Teacher Page)
Original Text: Replay the Anchor Video “Social Climbers.”
This video shows how young entrepreneurs developed web-based companies that went viral.
■ How did these ideas go viral? (Answers may vary.)
The websites went viral, which multiplied the amount of visitors to the sites, as well as the money invested.
This video shows how young entrepreneurs developed web-based companies that went viral.
■ How did these ideas go viral? (Answers may vary.)
The websites went viral, which multiplied the amount of visitors to the sites, as well as the money invested.
Updated Text: Replay the Anchor Video “Painted Dreams.”
This video shows how young entrepreneurs develop web-based companies.
The websites reached a broader audience, which multiplied the number of visitors to the sites, as well as the money invested.
This video shows how young entrepreneurs develop web-based companies.
The websites reached a broader audience, which multiplied the number of visitors to the sites, as well as the money invested.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Part A: Explore(to the right of 2 thorough)
Original Text: Map shows 5 lines that match cities,
but some lines may match two donor
cities or two recipient cities.
but some lines may match two donor
cities or two recipient cities.
Updated Text: Map shows 5 lines that match cities,
but some lines may match two current
cities or two recipient cities.
but some lines may match two current
cities or two recipient cities.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Engage
Original Text: Image: Next to the Decimal line, we have 60/100 = 60%
Updated Text: Image: Next to the Decimal line, we have 60-100 = 0.60
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Top Left
Original Text: Match - The image shows 2 sets of tiles. First row has the tiles, 7/100 and 0.07. Second row has tiles, 7/10 and 0.7
Updated Text: What's Right? - The image shows a table
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: The video shows how technology helps us to measure athletes’ times up to milliseconds in close races.
Guide students to connect measuring decimals to distance and speed.
What is a millisecond? (a thousandth of a second)
How much more precise are the Olympic clocks than a stop watch? (100 times more precise)
Guide students to connect measuring decimals to distance and speed.
What is a millisecond? (a thousandth of a second)
How much more precise are the Olympic clocks than a stop watch? (100 times more precise)
Updated Text: The video shows how technology helps us to measure athletes’ times up to milliseconds when qualifying for events.
Guide students to connect measuring decimals to distance and speed.
What is a millisecond? (a thousandth of a second)
How do you compare decimals? (To compare decimals, you can look at the place value of each digit and compre from left to right.)
Guide students to connect measuring decimals to distance and speed.
What is a millisecond? (a thousandth of a second)
How do you compare decimals? (To compare decimals, you can look at the place value of each digit and compre from left to right.)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Set up
Original Text: Anchor Video: "1 in 5"
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Updated Text: Ancor Video: "Seeding Success"
New Image: A hand in a garden touching a plant in a flowerpot
New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 1
Location:
Solve MultiStep Compare Problems, Set up (Teacher page)
Original Text: Review the Anchor Video “Social Climbers”
■ How did these ideas go viral? (People donated money, then their friends donated money...and so on.)
■ How did these ideas go viral? (People donated money, then their friends donated money...and so on.)
Updated Text: Review the Anchor Video “Painted Dreams”
■ How did they reach a broader audience? (People donated money, then their friends donated money...and so on.)
■ How did they reach a broader audience? (People donated money, then their friends donated money...and so on.)
Change Type: Editorial Change
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Current Page Number(s): 1
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Top Right
Original Text: Complete It - The image shows 10/25 = 40/100
Updated Text: Word Play - The image shows an answer statement " After 2 minutes, the two containers have the same volume of water, 1.2 liters."
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Current Page Number(s): 1
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Center left of page. SET UP
Original Text: The video shows how a medical team is in a race against time to get their patient a new heart.
Guide students to make connections to adding and subtracting fractions.
■ Why was the team in a rush to get the human heart back to the hospital? (because the heart can only survive for 4 hours outside a human body)
■ How many heart transplants take place every year?
Guide students to make connections to adding and subtracting fractions.
■ Why was the team in a rush to get the human heart back to the hospital? (because the heart can only survive for 4 hours outside a human body)
■ How many heart transplants take place every year?
Updated Text: The video shows how doctors compare fractions to determine treatments for patients.
Guide students to make connections to adding and subtracting fractions.
How do doctors determine the fractional distance of artery narrowing? (They compare the sizes of the normal and narrowed arteries and calculate the fractional difference between them.)
Guide students to make connections to adding and subtracting fractions.
How do doctors determine the fractional distance of artery narrowing? (They compare the sizes of the normal and narrowed arteries and calculate the fractional difference between them.)
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Current Page Number(s): 1
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Solve MultiStep Compare Problems, Set up Blue ribbon
Original Text: Review the Anchor Video “Social Climbers”
Updated Text: Review the Anchor Video “Painted Dreams”
Change Type: Editorial Change
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Current Page Number(s): 1
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Solve MultiStep Compare Problems, Engage (Teacher page) Thumbnail image
Original Text: Dana posts 7 videos online. Hayley posts 3 times as many videos as Dana. Juan posts 2 times as many videos as Hayley. How many videos does Juan post?
Juan posts ______ videos.
Juan posts ______ videos.
Updated Text: Dana reads 7 books during the summer. Hayley reads 3 times as many books as Dana. Juan reads 2 times as many books as Hayley. How many books does Juan read?
Juan reads ______ books.
Juan reads ______ books.
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Current Page Number(s): 1
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Under MATHEMATICAL THINKING next to Model with Mathematics
Original Text: Using bar models helps students to visualize the relationships between quantities in a problem.
Updated Text: Using concrete objects and bar models helps students to visualize the relationships between quantities in a problem.
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Current Page Number(s): 1
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Set up
Original Text: Review the Anchor Video "1 in 5"
Replay the Anchor Video “1 in 5.”
This video is about a young Pakistani girl who spoke out about educating girls. Her story led to an international campaign to help girls get an education.
Guide students to make connections between fractions and ratios.
In some countries, only 1 in 5 girls gets the chance to go to school.
We know a fraction compares a part to a whole. How can we write 1 in 5 as a fraction? ( _1 5)
A ratio compares two quantities. How can we write 1 in 5 as a part-whole ratio? (1∶5)
How is this ratio like a fraction? (Both compare a part to a whole.) This is one way to write a ratio. Now, let’s look at other ways to express ratios.
Replay the Anchor Video “1 in 5.”
This video is about a young Pakistani girl who spoke out about educating girls. Her story led to an international campaign to help girls get an education.
Guide students to make connections between fractions and ratios.
In some countries, only 1 in 5 girls gets the chance to go to school.
We know a fraction compares a part to a whole. How can we write 1 in 5 as a fraction? ( _1 5)
A ratio compares two quantities. How can we write 1 in 5 as a part-whole ratio? (1∶5)
How is this ratio like a fraction? (Both compare a part to a whole.) This is one way to write a ratio. Now, let’s look at other ways to express ratios.
Updated Text: Review the Anchor Video "Seeding Success"
Replay the Anchor Video “Seeding Success”
This video is about an organization that is helping educate children about the food they eat.
Guide students to make connections between fractions and ratios.
Edible Education Experience receives 1/4 of their funding from class fees.
How can we write 1/4 as a ratio? (1∶4)
How is this ratio like a fraction? (Both compare a part to a whole.)
This is one way to write a ratio. Now, let’s look at other ways to express ratios.
Replay the Anchor Video “Seeding Success”
This video is about an organization that is helping educate children about the food they eat.
Guide students to make connections between fractions and ratios.
Edible Education Experience receives 1/4 of their funding from class fees.
How can we write 1/4 as a ratio? (1∶4)
How is this ratio like a fraction? (Both compare a part to a whole.)
This is one way to write a ratio. Now, let’s look at other ways to express ratios.
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Center
Original Text: Word Play - The image shows "1.95 seconds = 1 95/100 seconds" and "1.95 seconds = 195/100 seconds"
Updated Text: Wild Card - The image shows 4 answer statements. The first, "Medicine A starts off with the highest stock level." The second, "Medicine B and medicine C have the same stock level after 5 days." The third, "The stock level of medicine B has the slowest rate of decrease." The fourth, "After 7 days, medicine D has the lowest stock level."
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Engage
Original Text: Now, let’s draw on a ten frame to help us find two
numbers that make 10.
MATHEMATICAL THINKING Model With Mathematics
Guide students to draw on the ten frame to represent
the starting number.
■ How many red counters should we draw? (4)
■ How many yellow counters should we draw to fill
up the ten frame? (6)
■ So, what number can we add to 4 to make 10? (6)
numbers that make 10.
MATHEMATICAL THINKING Model With Mathematics
Guide students to draw on the ten frame to represent
the starting number.
■ How many red counters should we draw? (4)
■ How many yellow counters should we draw to fill
up the ten frame? (6)
■ So, what number can we add to 4 to make 10? (6)
Updated Text: Now, let’s add counters to a ten frame to help us find two numbers that make 10.
Mathematical Thinking Model With Mathematics
Guide students to add counters on the ten frame to represent the starting number.
How many red counters should we add? (4)
How many yellow counters should we add to fill up the ten frame? (6)
So, what number can we add to 4 to make 10? (6)
Mathematical Thinking Model With Mathematics
Guide students to add counters on the ten frame to represent the starting number.
How many red counters should we add? (4)
How many yellow counters should we add to fill up the ten frame? (6)
So, what number can we add to 4 to make 10? (6)
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Math 180 Progress Update
Addition, Subtraction, and Place Value Series
Original URL: https://hmhco.box.com/s/j5huwz6fu78zq6n6cmrgod3gtm3yqw7i
Original Text: N/A
Updated URL: N/A
Updated Text: In addition, the new Family Letter mentions a Progress Update resource. These too will be available as separate resources on the HMH Ed platform, but for ease of IMRA review, the publisher has combined all.
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Original URL: https://hmhco.box.com/s/y7kixikuis67l1u9b5tik3jn3ldh8sh5
Original Text: New Content
Updated URL: N/A
Updated Text: We created a progress monitoring document for Math180’s Rates and Ratios series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Original Text: New Content
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Updated Text: We created a progress monitoring document for Math180’s Linear and nonlinear Relationships series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Original URL: https://hmhco.box.com/s/92tbn6xlt8la9ftiawuzzys74k95k94q
Original Text: New Content
Updated URL: N/A
Updated Text: We created a progress monitoring document for Math180’s Decimals and Integers series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Original URL: https://hmhco.box.com/s/q0ddxvb3w705trawcxif5395mzwvvime
Original Text: New Content
Updated URL: N/A
Updated Text: We created a progress monitoring document for Math180’s Proportional and Linear Relationships series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Original Text: New Content
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Updated Text: We created a progress monitoring document for Math180’s Addition, Subtraction & Place Value series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Original URL: https://hmhco.box.com/s/bcv0ctfos6e47a7ejcqlcgm0pfwab4y4
Original Text: New Content
Updated URL: N/A
Updated Text: We created a progress monitoring document for Math180’s Fraction series. This report is designed to give students the opportunity to track their proficiency Fractions om the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Updated Text: We created a progress monitoring document for Math180’s Mulitplication and Division series. This report is designed to give students the opportunity to track their proficiency from the block level down to the lesson level. Students monitor their progress through the Learn Zone, Success Zone Board, and mSkills assessments.
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Updated Text: 3.A, 3.F
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Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Guided Practice step 2
Original Text: Have students count on aloud as you show 7 yellow
counters to complete the ten frame: 4, 5, 6, 7, 8, 9, 10.
counters to complete the ten frame: 4, 5, 6, 7, 8, 9, 10.
Updated Text: Have students count on aloud as you display 7 yellow counters to complete the ten frame: 4, 5, 6, 7, 8, 9, 10.
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Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Question 20
Original Text: Lana and Omar buy ads on a website. Lana buys 3 ads. Omar buys 5 times as many ads. In which bar model does n represent the difference?
Updated Text: Lana and Omar buy character pencils. Lana buys 3 pencils. Omar buys 5 times as many pencils. In which bar model does n represent the difference?
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
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Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Guided Practice step 1
Original Text: Show three counters in the ten frame as shown.
Updated Text: Display three counters in the ten frame as shown.
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Current Page Number(s): 10
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Top left of page, ANCHOR VIDEO CONNECTION
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL2/#page0027/https://www.hmhco.com/rce/toc/
Original Text: As the Anchor Video shows, efficiency and customer satisfaction are key to running a successful business.
Updated Text: As the Anchor Video shows, logistic companies use different modes of transportation to deliver packages to their customers as fast as they can.
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Title
Original Text: Tasas y Razones Serie
Updated Text: Tasas y razones Serie
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 100 to
107
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Entire page
Original Text: Entire page
Updated Text: Remove pages entirely. Pages will be repaginated.
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Current Page Number(s): 100 to 101
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Entire spread
Original Text: (remove entire spread and repaginate activity)
Updated Text: (remove entire spread and repaginate activity)
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Current Page Number(s): 100 to 101
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Entire spread
Original Text: (remove entire spread and repaginate activity)
Updated Text: (remove entire spread and repaginate activity)
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Current Page Number(s): 100 to 101
Location:
Entire spread
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL1/#page0119/https://www.hmhco.com/rce/toc/
Original Text: (remove entire spread and repaginate activity)
Updated URL: N/A
Updated Text: (remove entire spread and repaginate activity)
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Current Page Number(s): 101
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Practice 3
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0119/https://www.hmhco.com/rce/toc/
Original Text: BLOOD DONOR TECHNICIAN At a clinic, 7/16 of the blood donations areType O,3/8 are Type A,and 1/8 are Type B.The remaining donations are type AB. What part of the blood donations are type AB?
Updated Text: MEDICAL LAB TECHNICIAN At a clinic, 7/16 of the samples are from pigs, 3/8 are from goats, and 1/8 are from hens. The remaining samples are from cows. What part of the samples are from cows?
Change Type: Editorial Change
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Current Page Number(s): 101
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Practice 4
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0119/https://www.hmhco.com/rce/toc/
Original Text: Original Image: X-ray image of a spine
Updated Text: New image: An athletic trainer, training people on how to stretch
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Current Page Number(s): 101
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0109/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0109/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 101
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Practice 4
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0119/https://www.hmhco.com/rce/toc/
Original Text: ORTHROPEDIC SURGEON
1/3 of an orthopedic surgeon's operations are hip surgeries,1/4 are foot surgeries,1/6 are arm surgeries,and the rest are knee surgeries.What part are knee surgeries?
1/3 of an orthopedic surgeon's operations are hip surgeries,1/4 are foot surgeries,1/6 are arm surgeries,and the rest are knee surgeries.What part are knee surgeries?
Updated Text: SPORTS TRAINER
1/3 of the trainer’s time is spent on warm-up activities, 1/4 on stretching, 1/6 on balance drills, and the rest on agility drills. What part of the trainer’s time is spent on agility drills?
1/3 of the trainer’s time is spent on warm-up activities, 1/4 on stretching, 1/6 on balance drills, and the rest on agility drills. What part of the trainer’s time is spent on agility drills?
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Current Page Number(s): 101
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Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0119/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 102
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Explore
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Draw lines on the map to connect the donor and recipient cities.Label each line with the flight time from the table. Remember, every minute counts!
Updated Text: Draw lines on the map to connect the nurses’ current cities to the hospitals where they will work. Label each line with the flight time from the table. Remember, every hour counts for getting nurses where they are needed.
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Current Page Number(s): 102
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Explore (Key)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Key
Seattle Donor city
Chicago Recipient city
Travel time in hours between airport and hospital
Seattle Donor city
Chicago Recipient city
Travel time in hours between airport and hospital
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Key
Seattle Nurse current city
Chicago Hospital city
Travel time in hours between airport and hospital
Seattle Nurse current city
Chicago Hospital city
Travel time in hours between airport and hospital
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Current Page Number(s): 102
Location:
Center left of page. Anchor Video Connection
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL2/#page0121/
Original Text: As the Anchor Video shows, every minute counts when a heart is transplanted.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL2/#page0121/
Updated Text: As the Anchor Video shows, understanding fractions can help doctors determine treatments for patients.
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Current Page Number(s): 102
Location:
Anchor Video Connection
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 102
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Title
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Match Organs for Transplants
Updated Text: Match Nurses to Hospitals
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Current Page Number(s): 102
Location:
Paragraph under title
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Five sets of organs are now available at hospitals around the United States. As part of the transplant team, you need tomatch the organs to 5 other hospitals that need them.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Five travel nurses are ready to begin work at hospitals around the United States. As part of the nurse placement team, you need to match the nurses to 5 hospitals where they are most needed.
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Current Page Number(s): 102
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Your Job
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Transplant Coordinator
Updated Text: Travel Nurse Coordinator
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Current Page Number(s): 102
Location:
Your Task
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Match donor organs with recipients so travel times are as short as possible.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Match travel nurses with hospitals so travel times are as short as possible.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Your Task
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Match donor organs with recipients so travel times are as short as possible.
Updated Text: Match travel nurses with hospitals so travel times are as short as possible.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Explore
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Draw lines on the map to connect the donor and recipient cities.Label each line with the flight time from the table. Remember, every minute counts!
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Draw lines on the map to connect the nurses’ current cities to the hospitals where they will work. Label each line with the flight time from the table. Remember, every hour counts for getting nurses where they are needed.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Explore (Key)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Key
Seattle Donor city
Chicago Recipient city
Travel time in hours between airport and hospital
Seattle Donor city
Chicago Recipient city
Travel time in hours between airport and hospital
Updated Text: Key
Seattle Nurse current city
Chicago Hospital city
Travel time in hours between airport and hospital
Seattle Nurse current city
Chicago Hospital city
Travel time in hours between airport and hospital
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Center left of page. Anchor Video Connection
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: As the Anchor Video shows, every minute counts when a heart is transplanted.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: As the Anchor Video shows, understanding fractions can help doctors determine treatments for patients.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Anchor Video Connection
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Title
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Match Organs for Transplants
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Match Nurses to Hospitals
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Paragraph under title
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Five sets of organs are now available at hospitals around the United States. As part of the transplant team, you need tomatch the organs to 5 other hospitals that need them.
Updated Text: Five travel nurses are ready to begin work at hospitals around the United States. As part of the nurse placement team, you need to match the nurses to 5 hospitals where they are most needed.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 102
Location:
Your Job
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Transplant Coordinator
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Travel Nurse Coordinator
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, fifth row, under the “Travel time (hours)”)
Original Text: 1 and 1/2
Updated Text: 1
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Use the map from Part A to complete Table 1. Find the total travel time for each set of organs. Try another set of city pairs in Table 2.
Updated Text: Using the map from Part A, complete Table 1 with the total travel time for each nurse. Then try another set of nurse/hospital pairings in Table 2.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Analyze (Interpret)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Could each donor city be matched to its closest recipient city? Why or why not?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Could each nurse be matched to the closest hospital? Why or why not?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Analyze (reflect)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Compare your two plans for transporting the organs. Which plan is better? Explain why.
Updated Text: Compare your two plans for sending nurses. Which plan is better? Explain why.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Evaluate (A)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Matched donor cities with recipient cities.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Matched current cities with recipient cities.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Evaluate (B)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Calculated the total time to transport donor organs.
Updated Text: Calculated the total time to transport travel nurse.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Extend
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: What if only one airplane was used to transport all of the organs? Describe a route it could fly,and calculate the total flight time. Use extra paper for your work.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: What if only one airplane was used to transport all the nurses? Describe a route it could fly to drop each nurse at their assigned hospital and calculate the total flight time. Use extra paper for your work.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, first row, under the “To” column)
Original Text: New York
Updated Text: Atlanta
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, first row, under the “Travel time (hours)”)
Original Text: 5/6
Updated Text: 2 and 1/3
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, fifth row, under the “Total (Hours)”)
Original Text: 2 and 5/6
Updated Text: 2 and 1/3
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Use the map from Part A to complete Table 1. Find the total travel time for each set of organs. Try another set of city pairs in Table 2.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Using the map from Part A, complete Table 1 with the total travel time for each nurse. Then try another set of nurse/hospital pairings in Table 2.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Analyze (Interpret)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Could each donor city be matched to its closest recipient city? Why or why not?
Updated Text: Could each nurse be matched to the closest hospital? Why or why not?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Analyze (Reflect)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Compare your two plans for transporting the organs. Which plan is better? Explain why.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Compare your two plans for sending nurses. Which plan is better? Explain why.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Evaluate (A)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: Matched donor cities with recipient cities.
Updated Text: Matched current cities with recipient cities.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Evaluate (B)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Original Text: Calculated the total time to transport donor organs.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/FRB2_PrfrmncTsk_student_pages.pdf
Updated Text: Calculated the total time to transport travel nurse.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Extend
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0121/https://www.hmhco.com/rce/toc/
Original Text: What if only one airplane was used to transport all of the organs? Describe a route it could fly,and calculate the total flight time. Use extra paper for your work.
Updated Text: What if only one airplane was used to transport all the nurses? Describe a route it could fly to drop each nurse at their assigned hospital and calculate the total flight time. Use extra paper for your work.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, fifth row, under the “To” column)
Original Text: Atlanta
Updated Text: New York
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 103
Location:
Apply (In table 2, first row, under the “Total (Hours))
Original Text: 1 and 1/3
Updated Text: 3 and 1/6
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 104 to 105
Location:
Entire spread
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/di_mSpace_Anno_BL1/#page0123
Original Text: (remove entire spread and repaginate activity)
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/di_mSpace_Anno_BL1/#page0123
Updated Text: (remove entire spread and repaginate activity)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 104 to 105
Location:
Entire spread
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0123
Original Text: (remove entire spread and repaginate activity)
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0123
Updated Text: (remove entire spread and repaginate activity)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 104 to 105
Location:
Entire spread
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0123
Original Text: (remove entire spread and repaginate activity)
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0123
Updated Text: (remove entire spread and repaginate activity)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 104 to 105
Location:
Entire spread
Original Text: (remove entire spread and repaginate activity)
Updated Text: (remove entire spread and repaginate activity)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 105
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0113/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0113/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 108
Location:
Lesson 1 under the image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0129/https://www.hmhco.com/rce/toc/
Original Text: Give an example of a careerthat uses math in sales and marketing.
Updated Text: Give an example of a career that uses math in sales, marketing, and finance.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 108
Location:
Forming Small Groups
Original Text: Use the RIT data in the Math 180 MAP Growth to group students with similar math ability for targeted instruction.
Updated Text: Use the RIT data to group students with similar math ability for targeted instruction.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 108
Location:
First paragraph. Second sentence.
Original Text: Use the chart below when considering placement in the Student Application based on MAP Growth data.
Updated Text: Use the chart below when considering placement in the Student Application.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 108
Location:
Lesson 1
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0130/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 108
Location:
Forming Small Groups. #4
Original Text: Continue to review data from the Student Application, curriculum-embedded assessments, and additional MAP Growth results to adjust groups throughout the year.
Updated Text: Continue to review data from the Student Application, curriculum- embedded assessments to adjust groups throughout the year.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 109
Location:
Entire page
Original Text: Entire page
Updated Text: Remove page entirely. Pages will be repaginated.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 109
Location:
Enhancing the Discussion
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0129/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 109
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0117/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0117/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Top of page. Title
Original Text: Multiplication and Division
Updated Text: Fractions
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q17 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q17 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q17 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Question 21
Original Text: Solve for x. 3x – 8 = 28
Updated Text: A new cell phone model is 86% of the length of the old model. Which equation can be used to find the length of the new model, n, in terms of the old model, l? 〇𝑙 = 𝑛 + 0.86〇𝑙 = 0.86𝑛 〇𝑛 = 𝑙 + 0.86 〇𝑛 = 0.86𝑙
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q13 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q11 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q15 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q15 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q11 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q19 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q13 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q13 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q19 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q17 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q11 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q11 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q17 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q15 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q19 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q19 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q19 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 11
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H