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
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Current Page Number(s): 172
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=186
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Compute unit rates associated with ratios of fractions.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=186
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
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Current Page Number(s): 172
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Model with mathematics. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Functions Graph functions expressed symbolically, and show key features of the graph.
Updated Text: TEKS 8.9 Identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 172
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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=186
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Construct viable arguments. 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=186
Updated Text: TEKS 6.4.C Give examples of ratios as multiplicative comparisons of two quantities describing the same attribute. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 172
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Construct viable arguments. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Explain why the slope m is the same between any 2 points on a non-vertical line.
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
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Current Page Number(s): 172
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems.Use tools strategically. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Functions Interpret the parameters in a linear or exponential function from a context.
Updated Text: TEKS 8.4.B Graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 172
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Model with mathematics. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients.
Updated Text: TEKS 7.11.A Model and solve one-variable, two-step equations and inequalities. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 177
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0187/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0187/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 178
Location:
Do now
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL3/#page0189/https://www.hmhco.com/rce/toc/
Original Text: Which of these expressions have a fraction that is greater than 1?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL3/#page0189/https://www.hmhco.com/rce/toc/
Updated Text: If you multiply a number by a number less than 1, what do you know about the product?
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Updated Text: 3.A, 3.F
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Updated Text: 3.A, 3.F
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Updated Text: 3.A
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Updated Text: 3.A, 3.F
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Updated Text: 3.A, 3.F
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Updated Text: 3.A
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Updated Text: 3.A, 3.F
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Updated Text: 3.A, 3.F
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Updated Text: 3.A
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Current Page Number(s): 181
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0191/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0191/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 185
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0195/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0195/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 186
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Bottom left and bottom right of page.
Original Text: Watermarks with text "Coming in 2025"
Updated Text: Watermarks removed
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Current Page Number(s): 187
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Row 8
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Original Text: p. 108 I :© Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.108 I :© Lauren Williams/HMHCO
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Current Page Number(s): 187
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Row 9
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Original Text: p. 111 br :Ken Karp © Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.111 br :© Lauren Williams/HMHCO
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Current Page Number(s): 187
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Row 14
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Original Text: p. 148 I :© Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.148 I :© Lauren Williams/HMHCO
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Current Page Number(s): 187
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Row 6
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Original Text: p. 106 © Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.106 © Lauren Williams/HMHCO
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Current Page Number(s): 187
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Row 8
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Original Text: p. 110 I :© Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.110 I :© Lauren Williams/HMHCO
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Current Page Number(s): 187
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Row 13
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Original Text: p. 146 I :© Scholastic Inc.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_mSpace_Anno_BL3/#page0209/more/
Updated Text: p.146 I :© Lauren Williams/HMHCO
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Current Page Number(s): 188
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Lesson 2, Standards column
Original Text: Mathematical Thinking Reason abstractly. Attend to precision. Grade-Level Content Connections The Number System Fluently add multi-digit whole numbers using the standard algorithm.
Updated Text: TEKS 2.4.C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 188
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Lesson 4, Standards column
Original Text: Mathematical Thinking Make use of structure. Preserve and solve problems. Grade-Level Content Connections The Number System Fluently subtract multi-digit whole numbers using the standard algorithm.
Updated Text: TEKS 2.4.C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 188
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Lesson 3, Standards column
Original Text: Mathematical Thinking Model use of structure. Attend to precision. Grade-Level Content Connections The Number System Use place value understanding and the property of addition to perform multi-digit arithmetic.
Updated Text: TEKS 2.4.C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 188
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Lesson 5, Standards column
Original Text: Mathematical Thinking Construct viable problems. Persevere and solve problems. Grade-Level Content Connections The Number System Use place value understanding and properties of operations to perform multi-digit arithmetic.
Updated Text: TEKS 2.4.C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 188
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Lesson 1, Standards column
Original Text: Mathematical Thinking Model use of structure. Use tools strategically. Grade-Level Content Connections The Number System Use place value understanding and properties of operations to perform multi-digit arithmetic.
Updated Text: TEKS 2.4.C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 189
Location:
This row of text.
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/student/epub/frc_mSpace/#page0210/more/
Original Text: p.99 br:© Top Photo Corporation/Thinkstock
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/student/epub/frc_mSpace/#page0210/more/
Updated Text: p.99 :©Kay A/peopleimages/Adobe Stock
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Current Page Number(s): 189
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0199/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0199/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 19
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Under "Responsive Teaching," under subheading "Making Learning Contextual"
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/MA_M180_2021_Prgrm_Gd.pdf#page=19
Original Text: Tie mathematical concepts to the student diversity in each classroom by introducing new careers in each Block, ensuring relevance to key math concepts with carefully selected career clusters.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/pdf/MA_M180_2021_Prgrm_Gd.pdf#page=19
Updated Text: Strengthen connections between mathematical concepts and real-world applications by introducing new careers in each Block.
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Current Page Number(s): 19
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Career Exploration, Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0035/https://www.hmhco.com/rce/toc/
Original Text: Old Image: Includes common social media icons, such as Twitter bird, SMS.
Updated Text: Individual sitting at a desk with a digital interface that includes icons and graphics related to digital marketing.
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Current Page Number(s): 19
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Behavioral Support. Under the Mathematics Learning Environment. First bullet.
Original Text: Empower students by building a growth mindset, developing a classroom community and shifting their attitudes toward learning math.
Updated Text: Empower students by developing a classroom community and shifting their attitudes toward learning math.
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Current Page Number(s): 19
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Career Exploration, Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0035/https://www.hmhco.com/rce/toc/
Original Text: Bloggers hope to reach as many people as possible on their sites.
How might a blog post go viral, or multiply, across all forms of social media?
How might a blog post go viral, or multiply, across all forms of social media?
Updated Text: Advertisers hope to reach as many consumers as possible with their campaigns.
How might an advertisement gain widespread attention?
How might an advertisement gain widespread attention?
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Current Page Number(s): 19
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Teach step 2
Original Text: I’ll use ten frames to model this addition equation.
Display the two ten frames.
I’ll add 4 red counters to represent the first number.
Show 4 red counters.
Display the two ten frames.
I’ll add 4 red counters to represent the first number.
Show 4 red counters.
Updated Text: I’ll use ten frames to model this addition equation, and 4 red counters to represent the first number.
Display the Ten Frames mTool with 4 red counters displayed.
Display the Ten Frames mTool with 4 red counters displayed.
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Current Page Number(s): 190
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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=200
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply and extend previous understandings of operations with fractions to subtract 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=200
Updated Text: TEKS 6.3.C Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 190
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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=200
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent quantities in a problem, and construct simple equations and inequalities to solve problems by reasoning about quantities.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=200
Updated Text: TEKS 6.9.A Write one-variable, one-step and inequalities to represent constraints or conditions within problems. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 190
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve problems posed with rational numbers in any form (whole number, fraction, decimal).
Updated Text: TEKS 5.3.J Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 190
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve real-world and mathematical problems involving the four operations with rational numbers.
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
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Current Page Number(s): 190
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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=200
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Fluidly divide multi-digit numbers using the standard algorithm.
Updated Text: TEKS 5.3.C Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Use tools strategically.' GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to multiply and divide rational numbers.
Updated Text: TEKS 5.3.C Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Make use of structure. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply and extend previous understanding of models and variables to represent unknowns.
Updated Text: TEKS 3.5.D Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply and extend previous understandings of operations with fractions to add 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=200
Updated Text: TEKS 6.3.C Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand subtraction of rational numbers as adding the additive inverse.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=200
Updated Text: TEKS 6.3.C Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve problems with positive and negative rational numbers in any form.
Updated Text: TEKS 5.3.J Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Equations & Expressions Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Updated Text: TEKS 6.2.E Extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Analyze the relationship between dependent and independent variables using a table and name the relationship as an equation.
Updated Text: TEKS 5.3.I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 190
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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=200
Original Text: MATHEMATICAL THINKING Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to multiply and divide rational numbers.
Updated Text: TEKS 5.3.C Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Attend to precision. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS The Number System Fluently divide multi-digit decimals using the standard algorithm.
Updated Text: TEKS 4.4.F Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=200
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve multi-step problems posed with positive and negative rational numbers in any form.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=200
Updated Text: TEKS 6.3.C Represent integer operations with concrete models and connect the actions with the models to standardized algorithms. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0202/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0202/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 194
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients.
Updated Text: TEKS A1.3.C Graph linear functions on the graph linear functions on the coordinate plane and identify key features, including x- intercept, y- intercept, zeros, and slope, in mathematical and real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Algebra Create 1-variable equations and inequalities to solve problems.
Updated Text: TEKS 7.7 Represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Algebra Generate an equivalent system for a system of two 2-variable equations.
Updated Text: TEKS A1.3.G Estimate graphically the solutions to systems of two linear equations with two variables in real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=208
Original Text: MATHEMATICAL THINKING Reason abstractly. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=208
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Use tools strategically. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Algebra Solve a 2-variable linear-quadratic system algebraically and graphically.
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, 4.C, 4.F
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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=208
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=208
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Reason abstractly. Construct viable arguments. GRADE- LEVEL CONTENT CONNECTIONS Expressions & Equations Explain why the slope m is the same between any 2 points on a non-vertical line.
Updated Text: TEKS A1.3.C Graph linear functions on the graph linear functions on the coordinate plane and identify key features, including x- intercept, y- intercept, zeros, and slope, in mathematical and real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Model with mathematics. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients.
Updated Text: TEKS 7.11.A Model and solve one-variable, two-step equations and inequalities. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Algebra Create and graph equations to represent relationships between quantities.
Updated Text: TEKS 7.10.C Write a corresponding real- world problem given a one-variable, two-step equation or inequality. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=208
Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=208
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
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Current Page Number(s): 194
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Persevere and solve problems. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Algebra Solve systems of linear equations focusing on pairs of 2-variable equations.
Updated Text: TEKS A1.3.F Graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 194
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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=208
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=208
Updated Text: TEKS 6.5.C Use equivalent fractions, decimals, and percents to show equal parts of the same whole. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS Functions Distinguish between linear and exponential
Updated Text: TEKS A1.3.B Calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 194
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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=208
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=208
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 194
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. " Persevere and solve problems. Attend to precision. 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 A1.3.C Graph linear functions on the graph linear functions on the coordinate plane and identify key features, including x- intercept, y- intercept, zeros, and slope, in mathematical and real-world problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 195
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Elicit Student Thinking
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0205/https://www.hmhco.com/rce/toc/
Original Text: How do you know the quotient of 5÷11/12 will be less than 5?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0205/https://www.hmhco.com/rce/toc/
Updated Text: How do you know the quotient of 5÷11/12 will be greater than 5?
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Current Page Number(s): 199
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0209/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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0209/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
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Current Page Number(s): 2
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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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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS The Number System Convert rational numbers to decimals with division, and know that any number in decimal form ends in 0s.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=8
Updated Text: TEKS 4.2.G Relate decimals to fractions that name tenths and hundredths. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 2
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 2
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Lesson 2, Standards column
Original Text: Mathematical Thinking Reason abstractly. Persevere and solve problems. Grade-Level Content Connections The Number System Fluently add and subtract within 100.
Updated Text: TEKS 1.3.D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. TEKS 1.3.F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20. TEKS 1.3.B, TEKS 1.3.C ELPS 1.E, 2.A, 2.B, 2.F, 3.F, 3.G, 4.F
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Current Page Number(s): 2
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Make use of structure. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply properties of operations to write equivalent expressions.
Updated Text: TEKS 3.3.C Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 2
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Explore
Original Text: Have a student fill in 3 and 4 as shown.
■ How can we represent 3 tens and 4 ones
on a hundred frame? (Shade 3 rows of ten
squares, starting from the top, moving down.
Then shade the next 4 squares in the row after
the last row is shaded.)
Have a student shade the ten frame as shown.
Check Understanding
Point out to students that they used their
knowledge of place value to model the number
on the hundred frame.
MODEL REASONING The problem asked us to
represent the quantity in the problem. That
quantity was 34 T-shirts.
Point to 34 in the word problem.
How did we know to shade 3 rows in the hundred
frame? (The number 34 is made up of 3 tens and
4 ones. Each row has 10 squares in it. So, each row
represents 1 ten. We shaded 3 rows to show 3 tens.)
How did we know to shade 4 more squares in
the hundred frame? (The number 34 is made up
of 3 tens and 4 ones. Each square represents a one,
so by shading 4 squares after the 3 rows of ten, we
represented 4 ones.)
■ How can we represent 3 tens and 4 ones
on a hundred frame? (Shade 3 rows of ten
squares, starting from the top, moving down.
Then shade the next 4 squares in the row after
the last row is shaded.)
Have a student shade the ten frame as shown.
Check Understanding
Point out to students that they used their
knowledge of place value to model the number
on the hundred frame.
MODEL REASONING The problem asked us to
represent the quantity in the problem. That
quantity was 34 T-shirts.
Point to 34 in the word problem.
How did we know to shade 3 rows in the hundred
frame? (The number 34 is made up of 3 tens and
4 ones. Each row has 10 squares in it. So, each row
represents 1 ten. We shaded 3 rows to show 3 tens.)
How did we know to shade 4 more squares in
the hundred frame? (The number 34 is made up
of 3 tens and 4 ones. Each square represents a one,
so by shading 4 squares after the 3 rows of ten, we
represented 4 ones.)
Updated Text: We can model this number by using a hundred frame. We want to model the number 34. Let’s break apart the number by place value into tens and ones.
Which digit is in the tens place? (3)
Which digit is in the ones place? (4)
Have a student fill in 3 and 4 as shown.
How can we represent 3 tens and 4 ones on a hundred frame? (Count 3 rows of ten squares, starting from the top, moving down. Then count the next 4 squares in the row after the last row and click the last square.)
Have a student move through the ten frame as shown.
Check Understanding
Point out to students that they used their knowledge of place value to model the number on the hundred frame.
MODEL REASONING The problem asked us to represent the quantity in the problem. That quantity was 34 T-shirts.
Point to 34 in the word problem.
How did we know to count 3 rows in the hundred frame? (The number 34 is made up of 3 tens and 4 ones. Each row has 10 squares in it. So, 3 rows represents 3 tens.)
How did we know to count 4 more squares in the hundred frame? (The number 34 is made up of 3 tens and 4 ones. Each square represents a one, so by shading 4 squares after the 3 rows of ten, we represented 4 ones.)
Which digit is in the tens place? (3)
Which digit is in the ones place? (4)
Have a student fill in 3 and 4 as shown.
How can we represent 3 tens and 4 ones on a hundred frame? (Count 3 rows of ten squares, starting from the top, moving down. Then count the next 4 squares in the row after the last row and click the last square.)
Have a student move through the ten frame as shown.
Check Understanding
Point out to students that they used their knowledge of place value to model the number on the hundred frame.
MODEL REASONING The problem asked us to represent the quantity in the problem. That quantity was 34 T-shirts.
Point to 34 in the word problem.
How did we know to count 3 rows in the hundred frame? (The number 34 is made up of 3 tens and 4 ones. Each row has 10 squares in it. So, 3 rows represents 3 tens.)
How did we know to count 4 more squares in the hundred frame? (The number 34 is made up of 3 tens and 4 ones. Each square represents a one, so by shading 4 squares after the 3 rows of ten, we represented 4 ones.)
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Current Page Number(s): 2
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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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Current Page Number(s): 2
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Identify Patterns in Multiples of 10, Explore (Teacher page)
Original Text: We can use the factors of multiples of 10 and an area model to find the total number of visits to a site.
Updated Text: We can use the factors of multiples of 10 and an area model to find the total number of cars that pass through the toll booth.
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Current Page Number(s): 2
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Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
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Question 3
Original Text: Bob sells 3 brownies for a total of $1.25. How much do 9 brownies cost?
Updated Text: Linda bikes 9 miles in 1 hour. Georgi bikes 16 miles in 2 hours. How much further does Linda bike than Georgi in 3 hours? Linda bikes __miles in 3 hours. Georgi bikes ___ miles in 3 hours. Linda bikes ___miles further than Georgi in 3 miles.
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Explore
Original Text: Image: Blue text on the image
Updated Text: Image: The blue text on the page, has a yellow highlight.
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Apply Properties to Multiply Multiples of 10, Explore (Teacher Page)
Original Text: A social media website averages 60 hits per hour for 40 hours. How many total hits does the website get?
Updated Text: A website averages 60 hits per hour for 40 hours. How many total hits does the website get?
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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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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.
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Lesson 4, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Attend to precision. Grade-Level Content Connections The Number System Fluently add and subtract within 100.
Updated Text: TEKS 1.3.E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Explore (image)
Original Text: Sara donates 7/8 pint of blood, and Dylan donates 7/6 pints
of blood. Who donates more blood?
Dylan donates more blood.
of blood. Who donates more blood?
Dylan donates more blood.
Updated Text: Sara drinks 7/8 cup of water, and Dylan drinks 7/6 cup
of water. Who drinks more water?
Dylan drinks more water.
of water. Who drinks more water?
Dylan drinks more water.
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Ratios and Proportional Relationships Compute unit rates associated with ratios of fractions measured in like or unlike units.
Updated Text: TEKS 3.3.C Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Question 3
Original Text: Jin writes for a blog. His blog earns money each time an ad is clicked. Jin’s blog gets 4 ad clicks each hour. How many ad clicks does Jin’s blog get in 9 hours?
13 ad clicks 36 ad clicks
32 ad clicks 45 ad clicks
13 ad clicks 36 ad clicks
32 ad clicks 45 ad clicks
Updated Text: Jin teaches strength training at the local gym. He can only train 4 people an hour. How many people does Jin train in 9 hours?
13 people 36 people
32 people 45 people
13 people 36 people
32 people 45 people
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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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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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In image under Explore
Original Text: [Image of six circles each with 3 squares in them highlighted yellow]
Updated Text: [Image of six circles each with 3 counters in them highlighted yellow]
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Make use of structure. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve problems involving the 4 operations with rational numbers.
Updated Text: TEKS 6.11 Graph points in all four quadrants using ordered pairs of rational numbers. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Represent Multiplication with Expressions, Explore (Teacher page)
Image thumbnail
Original Text: Lani makes money from her blog every time someone clicks on an ad. Her blog gets 3 ad clicks each hour for 4 hours. How many total ad clicks does Lani’s blog get during that time?
Updated Text: Lani earns money whenever someone visits her art gallery and picks up a brochure. Her gallery hands out 3 brochures each hour for 4 hours. How many brochures are handed out in total during that time?
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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=8
Original Text: MATHEMATICAL THINKING Model with mathematics. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve real-world and mathematical problems involving the four operations with rational numbers.
Updated Text: TEKS 3.4.E Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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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=8
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent 2 quantities that change in relation to one another.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=8
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
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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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Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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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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Left column, 6th paragraph under Explore
Original Text: Invite a student to draw squares on screen, one at a time, until 18 is distributed equally.
Updated Text: Invite a student to place counters on screen, one at a time, until 18 is distributed equally.
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Use tools strategically. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients.
Updated Text: TEKS 6.3.E Multiply and divide positive rational numbers fluently. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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.
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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=8
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply operations to multiply rational numbers.
Updated Text: TEKS 3.4.E Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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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=8
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Functions Describe the functional relationship between 2 quantities using a graph.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=8
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.F
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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=8
Original Text: MATHEMATICAL THINKING Attend to precision. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand informally that every number has a decimal expansion.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=8
Updated Text: TEKS 4.2.E Represent decimals, including tenths and hundredths, using concrete and visual models and money. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 4.C, 4.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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Explore
Original Text: We can draw on a ten frame to model the number
of bats.
■ What addition equation can we write?
(3 + ? = 10)
■ How many red counters should we draw?
(3) How many yellow counters do we need
to add to make 10? (7)
■ So, how many more bats does Barret
have left to paint? (7)
Have a student complete the problem on
screen.
Check Understanding
Point out to students that they drew counters in
a ten frame to understand and solve the problem.
MODEL REASONING We were able to represent the
situation in different ways. We drew a model,
and we wrote an addition equation.
of bats.
■ What addition equation can we write?
(3 + ? = 10)
■ How many red counters should we draw?
(3) How many yellow counters do we need
to add to make 10? (7)
■ So, how many more bats does Barret
have left to paint? (7)
Have a student complete the problem on
screen.
Check Understanding
Point out to students that they drew counters in
a ten frame to understand and solve the problem.
MODEL REASONING We were able to represent the
situation in different ways. We drew a model,
and we wrote an addition equation.
Updated Text: We can add counters on a ten frame to model the number of bats.
What addition equation can we write?
(3 + ? = 10)
How many red counters should we add? (3) How many yellow counters do we need to add to make 10? (7)
So, how many more bats does Barret have left to paint? (7)
Have a student complete the problem on screen.
Check Understanding
Point out to students that they added counters to a ten frame to understand and solve the problem.
MODEL REASONING We were able to represent the situation in different ways. We created a model, and we wrote an addition equation.
What addition equation can we write?
(3 + ? = 10)
How many red counters should we add? (3) How many yellow counters do we need to add to make 10? (7)
So, how many more bats does Barret have left to paint? (7)
Have a student complete the problem on screen.
Check Understanding
Point out to students that they added counters to a ten frame to understand and solve the problem.
MODEL REASONING We were able to represent the situation in different ways. We created a model, and we wrote an addition equation.
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Solve MultiStep Compare Problems, Explore (Teacher page) Thumbnail image
Original Text: Kim has 4 times as many apps as Lee. She has 10 fewer apps than Sarah. Kim, Lee, and Sarah have 55 apps altogether. How many apps does Lee have?
Lee has ______ apps.
Lee has ______ apps.
Updated Text: Kim has 4 times as many stickers as Lee. She has 10 fewer stickers than Sarah. Kim, Lee, and Sarah have 55 stickers altogether. How many stickers does Lee have?
Lee has ______ stickers.
Lee has ______ stickers.
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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=8
Original Text: MATHEMATICAL THINKING Attend to precision. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Functions Understand that a function is a rule that assigns to each input exactly one output.
Updated Text: TEKS 3.5.D Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. TEKS 4.5.B Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Q2 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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Teacher Display Tool image for Topic 1 Lesson 1, Add to Make 10, "4" with yellow highlight
Original Text: Image: Dr. Garza needs to do 4 more surgeries.
Updated Text: Image: Dr. Garza needs to do 4 more surgeries.
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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=8
Original Text: MATHEMATICAL THINKING Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand informally that every number has a decimal expansion.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=8
Updated Text: TEKS 4.2.E Represent decimals, including tenths and hundredths, using concrete and visual models and money. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 6.6.C Represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.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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Explore header
Original Text: Draw counters on a ten frame to solve a contextualized problem.
Updated Text: Add counters to a ten frame to solve a contextualized problem.
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Teacher Display Tool image for Topic 1 Lesson 1, Add to Make 10
Original Text: Administer mSpace Performance Task 1 Assessment 1 and Mindset Strategy 1 (pp. 66-67)
Updated Text: Administer mSpace Performance Task 1, mSkills Assessment 1, and Mindset Strategy 1 (pp. 66-67).
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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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Topic Tracker, Lesson 1 Materials Column
Original Text: Anchor Video
“Social Climbers”
“Social Climbers”
Updated Text: Anchor Video
Painted Dreams
Painted Dreams
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 6.4.G Generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.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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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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TG Explore Art
Original Text: "10," "100," "340" on number line; "Order the rocks from deepest to highest: 340, –100, –10, 5, 9"
Updated Text: "–10," "–100," "–340" on number line; "Order the rocks from deepest to highest: 340, –100, –10, 5, 9"
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Identify Patterns in Multiples of 10, Explore (Teacher page) Thumbnail Image
Original Text: Penny likes to visit a popular video website. The site averages 30 visits per hour for the next 50 hours. How many total visits does Penny’s favorite site get?
Updated Text: A toll booth records the number of cars that pass through every hour. The booth averages 30 cars per hour for the next 50 hours. How many total cars pass through the toll booth?
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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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Current Page Number(s): 2
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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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Current Page Number(s): 2
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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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Lesson 3, Standards column
Original Text: Mathematical Thinking Make use of structure. Construct viable arguments. Grade-Level Content Connections The Number System Fluently add and subtract within 100.
Updated Text: TEKS 1.3.E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS 1.E, 2.E, 2.F, 4.C, 4.F
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Reasoning Use ratio and rate reasoning to solve problems.
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.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 6.5.B Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F, 3.G, 3.H
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Explore
Original Text: MODEL REASONING The problem asks us to find
who had more blood drawn. Since 7/8 and 7/6 are
closer to 1 than 1/2, we used the benchmark 1.
who had more blood drawn. Since 7/8 and 7/6 are
closer to 1 than 1/2, we used the benchmark 1.
Updated Text: MODEL REASONING The problem asks us to find
who drunk more water. Since 7/8 and 7/6 are
closer to 1 than 1/2, we used the benchmark 1.
who drunk more water. Since 7/8 and 7/6 are
closer to 1 than 1/2, we used the benchmark 1.
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve multi-step problems with positive and negative rational numbers.
Updated Text: TEKS 6.3.D Add, subtract, multiply, and divide integers fluently. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 5, Standards column
Original Text: Mathematical Thinking Construct viable arguments. Attend to precision. Grade-Level Content Connections Operations & Algebraic Thinking Use addition and subtraction within 100 to solve one- and two-step word problems with unknowns in all positions.
Updated Text: TEKS 1.3.B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. TEKS 1.3.E, TEKS 1.3.F, TEKS 1.5.F, TEKS 2.7.C ELPS 1.E, 2.B, 2.F, 3.F, 3.G, 4.C, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply the properties of operations to generate equivalent expressions.
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.F
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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Geometry Draw geometric shapes with given conditions using appropriate tools. Geometry Draw polygons in the coordinate plane given coordinates for the vertices.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=8
Updated Text: TEKS 6.1.A Apply mathematics to problems arising in everyday life, society, and the workplace. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
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Current Page Number(s): 2
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Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
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Current Page Number(s): 2
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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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Current Page Number(s): 2
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Left column, 5th paragraph under Explore
Original Text: Let’s share 18 squares equally into the circles.
Updated Text: Let’s share 18 counters equally into the circles.
Change Type: Editorial Change
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Current Page Number(s): 2
Location:
Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Extend previous understandings of multiplication to rational : numbers.
Updated Text: TEKS 6.3.E Multiply and divide positive rational numbers fluently. ELPS 1.E, 2.B, 2.E, 2.F
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Represent Multiplication with Expressions, Explore (Teacher page)
Original Text: We can draw an array to model the total number of ad clicks.
The number of hours represents the number of equal groups.
■ How many hours are there? (4)
■ How many ad clicks are in each hour? (3)
■ How many total ad clicks are there? (12) Have a student write the equation 4 × 3 = 12.
What does each tile represent? (1 ad click)
Since each tile represents 1 ad click, what does the total number of tiles represent? (the total number of ad clicks)
The number of hours represents the number of equal groups.
■ How many hours are there? (4)
■ How many ad clicks are in each hour? (3)
■ How many total ad clicks are there? (12) Have a student write the equation 4 × 3 = 12.
What does each tile represent? (1 ad click)
Since each tile represents 1 ad click, what does the total number of tiles represent? (the total number of ad clicks)
Updated Text: We can draw an array to model the total number of articles Lani writes.
The number of weeks represents the number of equal groups.
■ How many weeks are there? (4)
■ How many articles are written in one week? (3)
■ How many total articles are there? (12)
What does each tile represent? (1 article written)
Since each tile represents 1 article written, what does the total number of tiles represent? (the total number of articles written)
The number of weeks represents the number of equal groups.
■ How many weeks are there? (4)
■ How many articles are written in one week? (3)
■ How many total articles are there? (12)
What does each tile represent? (1 article written)
Since each tile represents 1 article written, what does the total number of tiles represent? (the total number of articles written)
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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply the properties of operations to generate equivalent expressions.
Updated Text: TEKS 3.4.E Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Model with mathematics. Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Functions Describe the functional relationship between 2 quantities using a graph.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=8
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.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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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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Current Page Number(s): 2
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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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Current Page Number(s): 2
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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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Current Page Number(s): 2
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Left column, last paragraph under Explore
Original Text: What do the squares show us? (There are 3 squares in each circle, so each unit in the bar model represents 3 wind turbines.)
Updated Text: What do the counters show us? (There are 3 counters in each circle, so each unit in the bar model represents 3 wind turbines.)
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations to multiply and divide.
Updated Text: TEKS 6.3.D Add, subtract, multiply, and divide integers fluently. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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=8
Original Text: MATHEMATICAL THINKING Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to multiply rational numbers.
Updated Text: TEKS 3.4.F Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Write equations for x + p = q, where p, q, and x are all nonnegative rational
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=8
Updated Text: TEKS 6.4.D Give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand that every quotient of integers (with a non-zero divisor is a rational number.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=8
Updated Text: TEKS 4.2.G Relate decimals to fractions that name tenths and hundredths. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Explore header
Original Text: Draw counters on a ten frame to solve a contextualized problem.
Updated Text: Add counters to a ten frame to solve a contextualized problem.
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Current Page Number(s): 2
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Solve MultiStep Compare Problems, Explore (Teacher page)
Original Text: This problem asks us to find how many apps Lee has.
(4 equal parts + an extra part to show that she has 10 more apps than Kim)
If we use the letter n to represent Lee’s apps, how can we solve the problem? (55 − 10 = 45. We see that 9 × n = 45, so n = 5. Lee has 5 apps.)
MODEL REASONING To find how many apps Lee has, we can analyze the information in the problem without drawing a model. Let’s represent Lee’s unknown number of apps as n.
■ How many apps does Kim have? (4 × n, or 4n)
■ How many apps does Sarah have? (the same number of apps as Kim, plus 10; so, 4n + 10)
We can represent the total number of apps as n + 4n + 4n + 10. If 9n = 55 – 10, what is n? (5)
(4 equal parts + an extra part to show that she has 10 more apps than Kim)
If we use the letter n to represent Lee’s apps, how can we solve the problem? (55 − 10 = 45. We see that 9 × n = 45, so n = 5. Lee has 5 apps.)
MODEL REASONING To find how many apps Lee has, we can analyze the information in the problem without drawing a model. Let’s represent Lee’s unknown number of apps as n.
■ How many apps does Kim have? (4 × n, or 4n)
■ How many apps does Sarah have? (the same number of apps as Kim, plus 10; so, 4n + 10)
We can represent the total number of apps as n + 4n + 4n + 10. If 9n = 55 – 10, what is n? (5)
Updated Text: This problem asks us to find how many stickers Lee has.
(4 equal parts + an extra part to show that she has 10 more stickers than Kim)
If we use the letter n to represent Lee’s stickers, how can we solve the problem? (55 − 10 = 45. We see that 9 × n = 45, so n = 5. Lee has 5 stickers.)
MODEL REASONING To find how many stickers Lee has, we can analyze the information in the problem without drawing a model. Let’s represent Lee’s unknown number of stickers as n.
■ How many stickers does Kim have? (4 × n, or 4n)
■ How many stickers does Sarah have? (the same number of stickers as Kim, plus 10; so, 4n + 10)
We can represent the total number of stickers as n + 4n + 4n + 10. If 9n = 55 – 10, what is n? (5)
(4 equal parts + an extra part to show that she has 10 more stickers than Kim)
If we use the letter n to represent Lee’s stickers, how can we solve the problem? (55 − 10 = 45. We see that 9 × n = 45, so n = 5. Lee has 5 stickers.)
MODEL REASONING To find how many stickers Lee has, we can analyze the information in the problem without drawing a model. Let’s represent Lee’s unknown number of stickers as n.
■ How many stickers does Kim have? (4 × n, or 4n)
■ How many stickers does Sarah have? (the same number of stickers as Kim, plus 10; so, 4n + 10)
We can represent the total number of stickers as n + 4n + 4n + 10. If 9n = 55 – 10, what is n? (5)
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Title
Original Text: Addition, Subtraction,
and Place Value Serie
and Place Value Serie
Updated Text: Suma, resta y valor posicional Serie
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Current Page Number(s): 2
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 2
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Explore
Original Text: Let’s draw on ten frames to model each
number of fish.
What addition equation should we write?
(9 + 3 = ?) How many red counters should we
draw? (9) How many yellow counters should
we draw to make 10? (1) How many yellow
counters do we need draw on the second ten
frame? (2) What is the completed equation?
(9 + 3 = 12) What is the solution? (Rio and Eliani
have 12 fish altogether.)
Have a student write the equation, draw
counters on the ten frames, and complete the
sentence frame on the screen.
Check Understanding
Point out to students that they drew counters to
understand and solve a problem.
MODEL REASONING The problem asked us to find
how many fish Rio and Eliani have altogether.
Rio has 3 fish and Eliani has 9 fish.
First, we wrote an equation to model the
problem. How did we know which addend to
write first? (We wrote the greater number first, 9.)
Point to the equation and then the word problem.
After we represented the first addend, 9, why
did we draw just one yellow counter to start?
(That got us up to 10.) Why did we next draw two
more yellow counters? (We need to add a total of 3
yellow counters to represent the second addend, and
we already added 1, so that leaves 2 more counters to
add.)
number of fish.
What addition equation should we write?
(9 + 3 = ?) How many red counters should we
draw? (9) How many yellow counters should
we draw to make 10? (1) How many yellow
counters do we need draw on the second ten
frame? (2) What is the completed equation?
(9 + 3 = 12) What is the solution? (Rio and Eliani
have 12 fish altogether.)
Have a student write the equation, draw
counters on the ten frames, and complete the
sentence frame on the screen.
Check Understanding
Point out to students that they drew counters to
understand and solve a problem.
MODEL REASONING The problem asked us to find
how many fish Rio and Eliani have altogether.
Rio has 3 fish and Eliani has 9 fish.
First, we wrote an equation to model the
problem. How did we know which addend to
write first? (We wrote the greater number first, 9.)
Point to the equation and then the word problem.
After we represented the first addend, 9, why
did we draw just one yellow counter to start?
(That got us up to 10.) Why did we next draw two
more yellow counters? (We need to add a total of 3
yellow counters to represent the second addend, and
we already added 1, so that leaves 2 more counters to
add.)
Updated Text: Let’s add counters in the ten frames to model each number of fish.
What addition equation should we write?
(9 + 3 = ?) How many red counters should we add? (9) How many yellow counters should we add to make 10? (1) How many yellow counters do we need add in the second ten frame? (2) What is the completed equation?
(9 + 3 = 12) What is the solution? (Rio and Eliani have 12 fish altogether.)
Have a student write the equation, add counters in the ten frames, and complete the sentence frame on the screen.
Check Understanding
Point out to students that they added counters to understand and solve a problem.
MODEL REASONING The problem asked us to find how many fish Rio and Eliani have altogether. Rio has 3 fish and Eliani has 9 fish.
First, we wrote an equation to model the problem. How did we know which addend to write first? (We wrote the greater number first, 9.)
Point to the equation and then the word problem.
After we represented the first addend, 9, why did we add just one yellow counter to start? (That got us up to 10.) Why did we next add two more yellow counters? (We need to add a total of 3 yellow counters to represent the second addend, and we already added 1, so that leaves 2 more counters to add.)
What addition equation should we write?
(9 + 3 = ?) How many red counters should we add? (9) How many yellow counters should we add to make 10? (1) How many yellow counters do we need add in the second ten frame? (2) What is the completed equation?
(9 + 3 = 12) What is the solution? (Rio and Eliani have 12 fish altogether.)
Have a student write the equation, add counters in the ten frames, and complete the sentence frame on the screen.
Check Understanding
Point out to students that they added counters to understand and solve a problem.
MODEL REASONING The problem asked us to find how many fish Rio and Eliani have altogether. Rio has 3 fish and Eliani has 9 fish.
First, we wrote an equation to model the problem. How did we know which addend to write first? (We wrote the greater number first, 9.)
Point to the equation and then the word problem.
After we represented the first addend, 9, why did we add just one yellow counter to start? (That got us up to 10.) Why did we next add two more yellow counters? (We need to add a total of 3 yellow counters to represent the second addend, and we already added 1, so that leaves 2 more counters to add.)
Change Type: Editorial Change
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Current Page Number(s): 2
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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): 2
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Teacher Display Tool image for Topic 3 Lesson 4, Build Addition and Subtraction Fluency, title of slide
Original Text: Image: Cross Them Out
Updated Text: Image: Cross Them Out
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Teacher and Student Experience
section
Original Text: Fostering a Growth Mindset . . . 92
Updated Text: Delete text entirely. Pages will be repaginated.
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Current Page Number(s): 2
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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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Current Page Number(s): 2
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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=8
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS The Number System Convert a rational number to a decimal using long division.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=8
Updated Text: TEKS 4.2.G Relate decimals to fractions that name tenths and hundredths. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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Lesson 1, Standards column
Original Text: Mathematical Thinking Make use of structure. Construct viable arguments. Grade-Level Content Connections The Number System Fluently add and subtract within 100.
Updated Text: TEKS 1.3.E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 2
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Model with mathematics. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Ratios and Proportional Relationships Understand the concept of a ratio and use language to describe a ratio relationship.
Updated Text: TEKS 3.3.F Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines. ELPS 1.E, 1.F, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 20
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Effective Tools for Assessment. Second paragraph.
Original Text: NWEA® MAP® Growth TM is administered to all students who are identified as candidates for intervention. Once students are enrolled in Math 180, a variety of formative assessment tools identify students’ most urgent needs, allowing the program and teachers to adjust instruction accordingly.
Updated Text: Once students are enrolled in Math 180, a variety of formative assessment tools identify students’ most urgent needs, allowing the program and teachers to adjust instruction accordingly.
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Effective Tools for Assessment. First section.
Right of text.
Original Text: Image: Screenshot of a problem, “What number goes in the box?”
Updated Text: Remove image
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Current Page Number(s): 20
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Guided Practice step 2
Original Text: Have a student record 9 red counters in the first ten frame.
Updated Text: Display the Ten Frames mTool with 9 red counters in the first ten frame.
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Current Page Number(s): 20
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Effective Tools for Assessment.
First section.
Original Text: Image: map growth logo
Updated Text: Remove image