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): 116
Location:
Bottom of page on the left and the right.
Original Text: Image: Red circles with "Coming in 2025" in the bottom left and right corners
Updated Text: Delete these images
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 117
Location:
mSkills Best Practices.
For teachers. First bullet.
Original Text: ■ Assign the Mindset Strategy lesson. Persevering and keeping a growth mindset on assessments will help students be more successful on the assessment.
Updated Text: Delete text entirely
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 117
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0137/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): 117
Location:
mSkills Best Practices.
For students. Fifth bullet, first sentence.
Original Text: Work with diligence and perseverance, keeping a growth mindset. If students are idle for more than 5 minutes on a question, they will be logged off and directed to the same question when they log back in. If they haven’t finished the mSkills assessment by the end of the class period, they can click the Save & Exit icon to log off and save their answers. They will be directed to where they left off on their next log in.
Updated Text: If students are idle for more than 5 minutes on a question, they will be logged off and directed to the same question when they log back in. If they haven’t finished the mSkills assessment by the end of the class period, they can click the Save & Exit icon to log of and save their answers. They will be directed to where they left off on their next log in.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 2, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=126
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply the properties of operations to generate equivalent expressions.
Updated Text: TEKS 4.4.D Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply up to a four- digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. ELPS
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 4, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Original Text: MATHEMATICAL THINKING Reason abstractly. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to multiply and divide rational numbers.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Updated Text: TEKS 5.3.G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 1, Standards column
Original Text: Mathematical Thinking Make use of structure. Model with mathematics. Grade-Level Content Connections The Number System Subtract within 1000 using strategies based on place value.
Updated Text: TEKS 1.5.C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 4, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=126
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent numbers and write expressions.
Updated Text: TEKS 4.5.A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 3, Standards column
Original Text: Mathematical Thinking Use repeated reasoning. Construct viable arguments. Grade-Level Content Connections The Number System Subtract within 1000 using strategies based on place value.
Updated Text: TEKS 3.4.A Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. TEKS 1.2.C ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 5, Standards column
Original Text: Mathematical Thinking Reason abstractly. Model with mathematics. Grade-Level Content Connections The Number System Solve word problems involving the four operations.
Updated Text: TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS 1.E, 2.B, 2.E, 2.F, 3.A, 3.B, 3.G
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS The Number System Extend previous understandings of addition and subtraction to represent subtraction on a number line.
Updated Text: TEKS 4.3.E Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply understanding of subtraction to rational numbers and represent subtraction on a number line.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Last sentence on the bottom on the page.
Original Text: At the end of each Block, teach the mSkills Strategy Lesson, assign the digital mSkills assessment, and have students complete the Mindset Strategy.
Updated Text: Delete text entirely
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables and expressions to solve problems.
Updated Text: TEKS 5.3.H Represent and solve addition subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 2, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve real-world and mathematical problems by writing and solving equations of the form px = q .
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Updated Text: TEKS 5.3.G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 3, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Original Text: MATHEMATICAL THINKING Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Construct simple equations and inequalities to solve problems by reasoning about the quantities.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Updated Text: TEKS 5.3.G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 3, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=126
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply the properties of operations to generate equivalent expressions.
Updated Text: TEKS 5.3.A Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division. TEKS 4.4.D ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 5, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Original Text: MATHEMATICAL THINKING Construct viable arguments. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS The Number System Students fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Updated Text: TEKS 5.3.E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 2, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Model with mathematics. Grade-Level Content Connections The Number System Subtract within 1000 using strategies based on place value.
Updated Text: TEKS 1.2.C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 5, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=126
Original Text: MATHEMATICAL THINKING Make use of structure. Use repeated reasoning. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent
Updated Text: TEKS 4.5.A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 4, Standards column
Original Text: Mathematical Thinking Make use of structure. Attend to precision. Grade-Level Content Connections The Number System Fluently subtract within 1000 using strategies based on place value.
Updated Text: TEKS 3.4.A Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Reason abstractly. | GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve real-world and mathematical problems involving addition of rational numbers.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve word problems leading to equations.
Updated Text: TEKS 4.3.D Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 1, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve real-world and mathematical problems by writing and solving equations of the form px = q .
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=126
Updated Text: TEKS 5.3.G Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 118
Location:
Lesson 1, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=126
Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS The Number System Multiply multi-digit decimals using the standard algorithm.
Updated Text: TEKS 4.4.D Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply up to a four- digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 119
Location:
Assign and Administer mSkills First Paragraph.
Original Text: Before administering the mSkills assessment, it is a good practice to have students complete the Mindset Strategy lesson in the student mSpace and reflect on their performance in the Block. Remember that there is also a downloadable Strategy Lesson teachers can use to review students on the Block content and problem-solving strategies.
Updated Text: Delete text entirely
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
Location:
Q5 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): 12
Location:
Q8 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): 12
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
Location:
Q3 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): 12
Location:
Q5 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): 12
Location:
Rationale, Q5
Original Text: (y2 – y1)/(x1 – x2)
Updated Text: (y^2 – y^1)/(x^2 – x^1)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q2. Fourth answer.
Original Text: "partial sum".
Updated Text: "partial sum."
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q5 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): 12
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): 12
Location:
Q4. 3rd option
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=12
Original Text: Ben: e = 25t + 75 Kara: e = 25t: Correct
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=12
Updated Text: Ben: e = 25t + 75, Kara: e = 25t: Correct
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
Location:
Q1, second answer
Original Text: South America was colder than North America, but warmer than Africa:
Incorrect. South America (–27°F) is warmer than North America (–81°F) and
Africa (–11°F). The student may not understand how to connect the position of the
point on the number line to the relative temperature (lower on the number line
equate to a lower temperature).
Incorrect. South America (–27°F) is warmer than North America (–81°F) and
Africa (–11°F). The student may not understand how to connect the position of the
point on the number line to the relative temperature (lower on the number line
equate to a lower temperature).
Updated Text: South America was colder than North America but warmer than Africa:
Incorrect. South America (–27°F) is warmer than North America (–81°F) and
Africa (–11°F). The student may not understand how to connect the position of the
point on the number line to the relative temperature (lower on the number line
equates to a lower temperature).
Incorrect. South America (–27°F) is warmer than North America (–81°F) and
Africa (–11°F). The student may not understand how to connect the position of the
point on the number line to the relative temperature (lower on the number line
equates to a lower temperature).
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q8
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=13
Original Text: Answer will vary.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=13
Updated Text: Answers will vary.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q2. Last sentence
Original Text: the trash processed
Updated Text: the pounds of trash processed
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
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): 12
Location:
Q4 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): 12
Location:
Q1, second answer
Original Text: 0.17: Incorrect. The student may have misread the fraction tried to combine "seven" and
"ten" into the same decimal value.
"ten" into the same decimal value.
Updated Text: 0.17: Incorrect. The student may have misread the fraction and tried to combine "seven" and
"ten" into the same decimal value.
"ten" into the same decimal value.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q6 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): 12
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): 12
Location:
Q1. Second answer.
Original Text: "6 × 5 :"
Updated Text: "6 × 5:"
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q4. Fourth answer.
Original Text: which
Updated Text: that
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
Location:
Q2 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): 12
Location:
Connect, last paragraph
Original Text: Today we’re going to use another strategy to help us fi nd sums.
This strategy will be useful when counting on from the greater
addend is more diffi cult to do mentally.
This strategy will be useful when counting on from the greater
addend is more diffi cult to do mentally.
Updated Text: Today we’re going to use another strategy to help us find sums. This strategy will be useful when counting on from the greater addend is more difficult to do in your head.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q8 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): 12
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): 12
Location:
Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Rationale, Q4, first answer
Original Text: After 6 months, Ken has 500 + 6 × 100 = $1,100, Erin has 300 + 6×150 = $1,200, so Erin’s total is $100 more.
Updated Text: After 6 months, Ken has 500 + 6 × 100 = $1,100, and Erin has 300 + 6×150 = $1,200, so Erin’s total is $100 more.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q2. Second answer.
Original Text: "partial sum".
Updated Text: "partial sum."
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q4 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): 12
Location:
Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q1, first answer
Original Text: Oceania was colder than both Africa and Greenland: Incorrect. Oceania was
warmer than both Africa and Greenland. The student may not understand how to
connect the position of the point on the number line to the relative temperature
(lower on the number line equate to a lower temperature).
warmer than both Africa and Greenland. The student may not understand how to
connect the position of the point on the number line to the relative temperature
(lower on the number line equate to a lower temperature).
Updated Text: Oceania was colder than both Africa and Greenland: Incorrect. Oceania was
warmer than both Africa and Greenland. The student may not understand how to
connect the position of the point on the number line to the relative temperature
(lower on the number line equates to a lower temperature).
warmer than both Africa and Greenland. The student may not understand how to
connect the position of the point on the number line to the relative temperature
(lower on the number line equates to a lower temperature).
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q4. 4th option
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=12
Original Text: Ben: e = 25t + 75 Kara: e = 75t: Incorrect
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_tx_plr_2025_paa_mskls_b3.pdf#/page=12
Updated Text: Ben: e = 25t + 75, Kara: e = 75t: Incorrect
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q8 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): 12
Location:
Q3 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): 12
Location:
Title
Original Text: Relaciones Proporcionales
y Lineales Serie
y Lineales Serie
Updated Text: Relaciones proporcionales
y lineales Serie
y lineales Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q1, third answer
Original Text: Greenland was colder than North America, but warmer than Antarctica:
Correct. Greenland (–87°F) is colder than North America (–81°F) and warmer
than Antarctica (–129°F).
Correct. Greenland (–87°F) is colder than North America (–81°F) and warmer
than Antarctica (–129°F).
Updated Text: Greenland was colder than North America but warmer than Antarctica:
Correct. Greenland (–87°F) is colder than North America (–81°F) and warmer
than Antarctica (–129°F).
Correct. Greenland (–87°F) is colder than North America (–81°F) and warmer
than Antarctica (–129°F).
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
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): 12
Location:
Q3. First answer.
Original Text: Since 1/2 (which equals 8/16) is greater than 5/16.
Updated Text: 1/2 (which equals 8/16) is greater than 5/16.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12
Location:
Q5 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): 12
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): 12
Location:
Worked Example, problem stem and Step 4 answer line.
Original Text: Problem Stem: Dr. Garza performs 6 pet surgeries. How many more surgeries does Dr. Garza need to perform to reach a total of 10 surgeries?
Answer line: Dr. Garza needs to do 4 more surgeries.
Answer line: Dr. Garza needs to do 4 more surgeries.
Updated Text: Problem Stem: Dr. Garza performs 6 pet checkups. How many more checkups does Dr. Garza need to perform to reach a total of 10 checkups?
Answer Line: Dr. Garza needs to perform 4 more checkups.
Answer Line: Dr. Garza needs to perform 4 more checkups.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 12 to 15
Location:
Question Rationale
Original Text: All variables are not italicized
Updated Text: Global: Italicize all variables
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING • Use repeated reasoning. Make use of structure. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 8.8.C Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 1, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Make use of structure. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Recognize and represent proportional relationships between quantities.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Updated Text: TEKS 6.5.A Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Make use of structure. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS Algebra Create and graph equations to represent relationships between quantities
Updated Text: TEKS 6.8.C Write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 3, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Decide whether 2 quantities are in a proportional relationship.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Updated Text: TEKS 6.5.A Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Functions Interpret linear functions, and give examples of nonlinear functions.
Updated Text: TEKS 6.7.A Generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 5, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Original Text: MATHEMATICAL THINKING Make use of structure. Construct viable arguments. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Geometry Solve problems and prove relationships in geometric figures.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Updated Text: TEKS 7.5.A Generalize the critical attributes of similarity, including ratios within and between similar shapes. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Model with mathematics. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Functions Interpret key features of graphs and tables, and sketch graphs.
Updated Text: TEKS 8.5.G Identify functions using sets of ordered pairs, tables, mappings, and graphs. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. • Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve problems leading to equations of the form px + q = r and p(x + q) = r.
Updated Text: TEKS 7.4.C Determine the constant of proportionality (k = y/x) within mathematical and real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 7.4.C Determine the constant of proportionality (k = y/x) within mathematical and real-world problems. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. • Make use of structure. • Use repeated reasoning. GRADE- LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships, and interpret unit rate as the slope.
Updated Text: TEKS 6.4.B Apply qualitative and quantitative reasoning to solve prediction and comparison of real- world problems involving ratios and rates. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 2, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Represent proportional relationships by equations.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Updated Text: TEKS 6.4.E Represent ratios and percents with concrete models, fractions, and decimals. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use square and cube root symbols to solve equations of the form x* = p and x* = p.
Updated Text: TEKS 4.4.C Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 4, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Original Text: MATHEMATICAL THINKING Attend to precision. Use repeated reasoning. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Decide whether 2 quantities are in a proportional relationship.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=128
Updated Text: TEKS 6.5.A Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Use tools strategically. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Algebra Solve quadratic equations, and write complex solutions as a + bi.
Updated Text: TEKS A1.7.A Graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x- intercept, y- intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 120
Location:
Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Reason abstractly. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Generate 1-variable equations with 1, many, or no solutions.
Updated Text: TEKS 8.8.C Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 121
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0141/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): 123
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0131/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/#page0131/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): 125
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0145/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): 126
Location:
Lesson 3 bottom part of Do Now
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL3/#page0147/
Original Text: How do you know which products are less than both factors?
I know which products are less than both factors because both factors are less than one.
I know which products are less than both factors because both factors are less than one.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL3/#page0147/
Updated Text: How do you know a fraction will increase or decrease another number when multiplied?
I know a fraction will increase a number when multiplied if it is greater than 1. It will decrease the number when multiplied if it is less than 1.
I know a fraction will increase a number when multiplied if it is greater than 1. It will decrease the number when multiplied if it is less than 1.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 126
Location:
Navigating the Reports Page Number 2.
Original Text: Filter options allow report data to be viewed for a specific class or individual students, for specific date ranges, and for other attributes specific to the report selected, such as the testing window for the Growth Report.
Updated Text: Filter options allow report data to be viewed for a specific class or individual students, for specific date ranges, and for other attributes specific to the report selected.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 127
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0135/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/#page0135/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): 127
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0147/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): 128
Location:
Under the Program Activity Report
Original Text: This report displays results from the Student Application, the MAP Growth, and the Mindset Scan. Use results from this report to monitor student performance.
Updated Text: This report displays results from the Student Application.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 129
Location:
Understandin g the Report. Number 2 – Class Overview
Original Text: The Key Performance Indicator (KPI) section highlights the class’s overall performance from completed Topics in one of the three performance levels (Not Yet, Developing, and On Track) shared in the Standards, Assessment, and Growth reports.
Updated Text: The Key Performance Indicator (KPI) section highlights the class’s overall performance from completed Topics in one of the three performance levels (Not Yet, Developing, and On Track) shared in the Standards and Assessment.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 129
Location:
Image at bottom of page.
Original Text: Image: Screen grabs of the Class Data and Student Data.
Updated Text: Image: Screen grabs of the Class Data and Student Data that will not contain “Mindset Scan”, “MAP Growth”, or “Growth Measure”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 129
Location:
Understandin g the Report. Number 3 –
Last 2 bullets
Original Text: ■ Mindset Scan: date submitted, time spent, and the students’ mindset: Fixed, Mostly Fixed, Mixed, Mostly Growth, and Growth ■ MAP Growth: a subset of the key MAP Growth data
Updated Text: Delete text entirely
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 129
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0149/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): 13
Location:
Exit ticket, problem stem and answer line
Original Text: Problem Stem: The veterinary clinic has 2 doses of antibiotics in stock. How many more doses will the clinic need to have a total of 10 doses?
Answer line: The clinic will need 8 more doses.
Answer line: The clinic will need 8 more doses.
Updated Text: Problem Stem: The veterinary clinic has 2 doses of antibiotics in stock. How many more doses does the clinic need to have a total of 10 doses?
Answer line: The clinic needs 8 more doses.
Answer line: The clinic needs 8 more doses.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Teach step 2
Original Text: Missing orange circle around 4 + 4 = 8, an arrow and the words " ten frame"
Updated Text: Added an orange circle around 4 + 4 = 8, with an arrow pointing to the circle and the words "doubles fact" above the arrow)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Teach step 4
Original Text: Missing orange circle around 4 + 4 = 8, an arrow and the words " ten frame"
Updated Text: Added an orange circle around 4 + 4 = 8, with an arrow pointing to the circle and the words "doubles fact" above the arrow)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q8. Third answer.
Original Text: one's
Updated Text: ones
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q4. Fourth answer.
Original Text: whole-number and quotient
Updated Text: whole-number quotient
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Title
Original Text: Funciones Lineales
y No Lineales Serie
y No Lineales Serie
Updated Text: Funciones lineales
y no lineales Serie
y no lineales Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q5, third answer
Original Text: –2 is greater than –1 4/5: Incorrect. –2 is less than –1 4/5 (–1.8). The student
may not understand that the number with greater magnitude is actually lesser.
may not understand that the number with greater magnitude is actually lesser.
Updated Text: –2 is greater than –1 4/5: Incorrect. –2 is less than –1 4/5 (–1.8). The student
may not understand that for negative numbers, the number with greater magnitude is actually the lesser in value.
may not understand that for negative numbers, the number with greater magnitude is actually the lesser in value.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Teach, Step 1
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=13
Original Text: 5 × 7.
Updated Text: 5 x 7
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Top of the page in the definition section.
Original Text: "Missing definition"
Updated Text: ten frame (n) a rectangular frame made up of ten boxes
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q6, third answer
Original Text: 6.94: Incorrect. The student may have regrouped incorrectly between the tenths
and one's place when adding partial products.
and one's place when adding partial products.
Updated Text: 6.94: Incorrect. The student may have regrouped incorrectly between the tenths
and ones place when adding partial products.
and ones place when adding partial products.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Teach step 3
Original Text: Missing orange circle around 4 + 4 = 8, an arrow and the words " ten frame"
Updated Text: Added an orange circle around 4 + 4 = 8, with an arrow pointing to the circle and the words "doubles fact" above the arrow)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Teach step 1
Original Text: Show 4 red counters in the first ten frame and 5 red
counters in the second ten frame as shown.
counters in the second ten frame as shown.
Updated Text: Display 4 red counters in the first ten frame and 5 red counters in the second ten frame as shown.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q7. Fourth answer.
Original Text: shirts in Jay designed
Updated Text: shirts Jay designed
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Q9. Third answer.
Original Text: broken out
Updated Text: broken-out
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 13
Location:
Question 26
Original Text: Which is the solution to this system of equations? y = 3x - 2 y = 2x + 6
Updated Text: Aaron and Tori are reading the same book. Aaron has started reading the book already.Write two equations to represent Aaron and Tori’s reading rates. Aaron: y = [blank]x + [blank] Tori: y = [blank]x
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 131
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0151/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): 131
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0139/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/#page0139/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): 133
Location:
Summarize & Assess
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): 133
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): 135
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0155/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): 137
Location:
Summarize & Assess
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): 138
Location:
Connect Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/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/#page0147/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): 138
Location:
Under Standards Report
Original Text: This report displays student results from the MAP Growth aligned to state standards.
Updated Text: This report displays student results aligned to state standards.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Title
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Original Text: Match Organs for Transplants
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Updated Text: Match Nurses to Hospitals
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Domain Performance by Standard
Original Text: Image: Domain Performance by Standard references CCSS
Updated Text: Image: Domain Performance by Standard will not reference CCSS
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Adminster
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Original Text: Every minute matters during an organ transplant.Remind students that to calculate the sums precisely, they will need to rename many of the fractions with common denominators.
To extend the activity, ask students to make and compare additional plans for transporting the organs. They may also research flight times toand from the local airport, and then revise the task to include these times.
Students may complete the Extend section at any time. An effective plan that uses only one airplane will begin in a donor city, then alternate recipient and donor cities in short flights across the country.
To extend the activity, ask students to make and compare additional plans for transporting the organs. They may also research flight times toand from the local airport, and then revise the task to include these times.
Students may complete the Extend section at any time. An effective plan that uses only one airplane will begin in a donor city, then alternate recipient and donor cities in short flights across the country.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Updated Text: Remind students that to calculate the sums precisely, they will need to rename many of the fractions with common denominators.
To extend the activity, ask students to make and compare additional plans for transporting the nurses. They may also research flight times to and from the local airport, and then revise the task to include these times.
Students may complete the Extend section at any time. An effective plan that uses only one airplane will begin in a current city, then alternate recipient and current cities in short flights across the country.
To extend the activity, ask students to make and compare additional plans for transporting the nurses. They may also research flight times to and from the local airport, and then revise the task to include these times.
Students may complete the Extend section at any time. An effective plan that uses only one airplane will begin in a current city, then alternate recipient and current cities in short flights across the country.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Top of page. CONNECT
Original Text: How could the medical team in the video use fractions? Give one example. (Possible response: They might add fractions of an hour when calculating delivery time from the donor location to the recipient.)
A 1 1_2-hour flight takes an additional 3_4 hour. How long is the flight now? (1 1_2 + 3_4 = 2 1_4 hours)
Why should members of a transplant team know how to add and compare fractions? (Fractions of an hour can mean the difference between life and death.)
A 1 1_2-hour flight takes an additional 3_4 hour. How long is the flight now? (1 1_2 + 3_4 = 2 1_4 hours)
Why should members of a transplant team know how to add and compare fractions? (Fractions of an hour can mean the difference between life and death.)
Updated Text: Doctors and nurses use fractions to measure and compare treatment options. Can you give an example of how the doctors used fractions in the video? (Possible response: If a patient's FFR was less than 4/5 but greater than 3/4, the doctors would recommend the patient get a stint put in to improve blood flow.)
One patient had an FFR of 5/6 and one patient had an FFR of 2/3. What is the difference between these FFR results? (5/6 – 2/3 = 1/6)
One patient had an FFR of 5/6 and one patient had an FFR of 2/3. What is the difference between these FFR results? (5/6 – 2/3 = 1/6)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Standards Report for All Students
Original Text: Image: Standards Report for All Students references CCSS
Updated Text: Image: Standards Report for All Students will not reference CCSS
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Set up
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Original Text: Discuss how the key helps explain the information in the map. Donor cities are shown in black andwith an airplane icon. Recipient cities are shown in orange. The fractions show the travel time in hours between an airport and hospital.
In the Apply section, students use the structureof the completed maps to calculate the total travel time for each set of organs.
In the Apply section, students use the structureof the completed maps to calculate the total travel time for each set of organs.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Updated Text: Discuss how the key helps explain the information on the map. The Current city of the nurses is shown in black and with an airplane icon. Recipient cities are shown in orange. The fractions show the travel time in hours between an airport and hospital.
In the Apply section, students use the structure of the completed maps to calculate the total travel time for each travel nurse.
In the Apply section, students use the structure of the completed maps to calculate the total travel time for each travel nurse.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 138
Location:
Domain Performance by Standard
Original Text: Image: Domain Performance by Standard references CCSS
Updated Text: Image: Domain Performance by Standard will not reference CCSS
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Bottom of page, footer
Original Text: PERFORMANCE TASK, MSKILLS, AND MINDSET STRATEGY
Updated Text: PERFORMANCE TASK AND MSKILLS
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
Updated Text: (remove section entirely)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Apply (In table 2, first row, under the “Travel time (hours)”)
Original Text: 6-May
Updated Text: 2 and 1/3
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
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): 139
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): 139
Location:
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): 139
Location:
Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
Updated Text: (remove section entirely)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Bottom right corner
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=147
Original Text: Mindset Scan box
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=147
Updated Text: Delete Image
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Rubric score 3 criteria
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Original Text: Students complete two plans to match donor organs with recipients, and they add fractions to find the total delivery time for each plan.Their answers in Part C demonstrate a thorough understanding of math concepts.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Updated Text: Students complete two detailed travel plans to match nurses with the hospitals that need them, and they correctly add fractions to find the total travel time for each plan. Their answers in Part C demonstrate a thorough understanding of the math concepts.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0159/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): 139
Location:
Bottom right of page
Original Text: Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
Updated Text: (remove section entirely)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Apply (In table 2, under the “To” column)
Original Text: New York
Updated Text: Atlanta
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
In table 2, under the “To” column
Original Text: New York
Updated Text: Atlanta
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
Location:
Found in the "Administer mSpace" note located toward the bottom of the page.
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=147
Original Text: Mindset Scan 2 (pages 138-139)” on Block 2, Block at a Glance page (before page 73).
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=147
Updated Text: Delete text
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
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): 139
Location:
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): 139
Location:
Analyze (reflect)
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Original Text: The plan in Table 2 is better. It transports three sets of organs in 3 hours or less.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0147/https://www.hmhco.com/rce/toc/
Updated Text: The plan in Table 2 is better. It transports three nurses in 3 hours or less.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 139
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): 139
Location:
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): 139
Location:
Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 104–105) to reflect on their performance in Block 2.
Updated Text: (remove section entirely)
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q6 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): 14
Location:
Q14, second answer
Original Text: The recorded temperature decreased by 15°F: Incorrect. The student may
have only accounted for the change from 0 to –15°F.
have only accounted for the change from 0 to –15°F.
Updated Text: The recorded temperature decreased by 15°F: Incorrect. The student may
have only accounted for the change from 0°F to –15°F.
have only accounted for the change from 0°F to –15°F.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
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): 14
Location:
Q11. Second answer.
Original Text: without remainder
Updated Text: without a remainder
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q14, correct answer and rationale
Original Text: Correct answer: Points at 0.08, 0.17, and 0.30 correctly located on the number line.
The numbers 0.08, 0.17, and 0.30 are located at the 8th, 17th, and 30th tick marks
respectively between 0 and 0.3.
The numbers 0.08, 0.17, and 0.30 are located at the 8th, 17th, and 30th tick marks
respectively between 0 and 0.3.
Updated Text: Correct answer: Points at 0.08, 0.17, and 0.30 are correctly located on the number line.
The numbers 0.08, 0.17, and 0.30 are located at the 8th, 17th, and 30th tick marks,
respectively, between 0 and 0.3.
The numbers 0.08, 0.17, and 0.30 are located at the 8th, 17th, and 30th tick marks,
respectively, between 0 and 0.3.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q6 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): 14
Location:
Q8 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): 14
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): 14
Location:
Q8 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): 14
Location:
Q3 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): 14
Location:
Q5 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): 14
Location:
Q14. Third option.
Original Text: 2.5 Correct.
Updated Text: 2.5: Correct.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Guided Practice step 1
Original Text: Then ask a student to show the counters in each ten
frame on screen.
frame on screen.
Updated Text: Then ask a student to display the counters in each ten frame on screen.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
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): 14
Location:
Q2 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): 14
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): 14
Location:
Q20
Original Text: Correct answer: 28T
Updated Text: Correct answer: $28 million
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q4 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): 14
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): 14
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): 14
Location:
Q8 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): 14
Location:
Q13, fourth answer
Original Text: 8.425 < 8.43, so Jayla rode her bike the greater distance: Correct. By comparing the
distances at the hundredth's place, Jayla rode the greater distance (8.43).
distances at the hundredth's place, Jayla rode the greater distance (8.43).
Updated Text: 8.425 < 8.43, so Jayla rode her bike the greater distance: Correct. By comparing the
distances at the hundredths place, we see that Jayla rode the greater distance (8.43).
distances at the hundredths place, we see that Jayla rode the greater distance (8.43).
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
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): 14
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): 14
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): 14
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): 14
Location:
Q5 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): 14
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): 14
Location:
Q2 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): 14
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): 14
Location:
Q4 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): 14
Location:
Q16. Third option.
Original Text: y =25x; Correct. fits the data
Updated Text: y = 25x: Correct: This fits the data
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
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): 14
Location:
Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q19. Option 1
Original Text: but rather and increase
Updated Text: but rather an increase
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q3 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): 14
Location:
GLOBAL: Q12
Original Text: lightbulbs
Updated Text: light bulbs
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q8 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): 14
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): 14
Location:
Title
Original Text: Funciones Lineales
y No Lineales Serie
y No Lineales Serie
Updated Text: Funciones lineales
y no lineales Serie
y no lineales Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q5 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): 14
Location:
Q14, first answer
Original Text: The recorded temperature increased by 15°F: Incorrect. The student may
have misinterpreted the temperature change direction and only accounted for the
change from 0 to –15°F.
have misinterpreted the temperature change direction and only accounted for the
change from 0 to –15°F.
Updated Text: The recorded temperature increased by 15°F: Incorrect. The student may
have misinterpreted the temperature change direction and only accounted for the
change from 0°F to –15°F.
have misinterpreted the temperature change direction and only accounted for the
change from 0°F to –15°F.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 14
Location:
Q5 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): 14
Location:
Q8 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): 140
Location:
Guided Learning 2 on right third of page
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL1/#page0161/
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL1/#page0161/
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 140
Location:
bottom left side of page under Introduce the Card Sort, second paragraph, first sentence
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=148
Original Text: There is no one way to group the cards, and all ways are correct.
Updated Text: There are many correct ways to group the cards.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 140
Location:
bottom left side of page under Introduce the Card Sort, second paragraph, first sentence
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_fr_2025_ptg_Fractions.pdf#page=148
Original Text: There is no one way to group the cards, and all ways are correct.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_fr_2025_ptg_Fractions.pdf#page=148
Updated Text: There are many correct ways to group the cards.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 140
Location:
Top right, Guided Learning 2
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0162/
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0162/
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?