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): 20
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Effective Tools for Assessment. First section.
Original Text: Precise Placement & Most Trusted Assessment ■ Confirms placement and serves as a benchmark to monitor student progress ■ Eliminates guesswork with reliable, quantitative recommendations ■ Can automatically place student into Math 180 content
Updated Text: Delete text entirely
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Current Page Number(s): 201
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Bottom left, Guided Learning, Step 4, first paragraph, second full sentence
Original Text: mobile phones that have arrived
Updated Text: dollars that have been paid upfront
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Current Page Number(s): 201
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Bottom left, Guided Learning, Step 4, EXPLORE, last sentence
Original Text: mobile phones that have not yet arrived
Updated Text: dollars owed that have not been paid upfront
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Current Page Number(s): 201
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Top left, Guided Learning, Step 1, last parentheses
Original Text: total number of mobile phones
Updated Text: total number of dollars owed
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Current Page Number(s): 201
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Center right, Guided Learning, Step 2 art (text)
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): 201
Location:
Bottom right, Guided Learning, Step 4 art (text)
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): 201
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Problem text in images on right side of page for Steps 1, 2, 3, and 4
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): 201
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Bottom left, Guided Learning, Step 4, EXPLORE, last sentence
Original Text: mobile phones that have not yet arrived
Updated Text: dollars owed that have not been paid upfront
Change Type: Editorial Change
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Current Page Number(s): 201
Location:
Top left, Guided Learning, Step 1, last parentheses
Original Text: total number of mobile phones
Updated Text: total number of dollars owed
Change Type: Editorial Change
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Current Page Number(s): 201
Location:
Top right, Guided Learning, Step 1 art (text)
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): 201
Location:
Center right, Guided Learning, Step 3 art (text)
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): 201
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Top left, Guided Learning, Step 1, first parentheses
Original Text: (1 mobile phone)
Updated Text: (1 dollar)
Change Type: Editorial Change
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Current Page Number(s): 201
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Top left, Guided Learning, Step 1, first parentheses
Original Text: (1 mobile phone)
Updated Text: (1 dollar)
Change Type: Editorial Change
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Current Page Number(s): 201
Location:
Bottom left, Guided Learning, Step 4, first paragraph, second full sentence
Original Text: mobile phones that have arrived
Updated Text: dollars that have been paid upfront
Change Type: Editorial Change
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Current Page Number(s): 203
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0213/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/#page0213/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): 207
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0217/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/#page0217/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
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Current Page Number(s): 209
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Bottom of page, footer
Original Text: PERFORMANCE TASK, MSKILLS, AND MINDSET STRATEGY
Updated Text: PERFORMANCE TASK AND MSKILLS
Change Type: Editorial Change
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Current Page Number(s): 209
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Bottom right of page
Original Text: Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
Updated Text: (remove section entirely)
Change Type: Editorial Change
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Current Page Number(s): 21
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Placement Recommenda tions. First bullet.
Original Text: MAP Growth Math performance level metrics that are aligned with rigorous content standards by grade level and can be used as reasonable estimates of a student’s level of proficiency
Updated Text: Delete text entirely
Change Type: Editorial Change
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Current Page Number(s): 211
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Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
Updated Text: (remove section entirely)
Change Type: Editorial Change
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Current Page Number(s): 211
Location:
Found in the "Administer mSpace" note located toward the bottom of the page.
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=221
Original Text: Mindset Scan 3 (pages 210-211)” on Block 3, Block at a Glance page (before page 145).
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=221
Updated Text: Delete text
Change Type: Editorial Change
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Current Page Number(s): 211
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0221/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/#page0221/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
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Current Page Number(s): 211
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Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
Updated Text: (remove section entirely)
Change Type: Editorial Change
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Current Page Number(s): 211
Location:
Bottom right corner
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=221
Original Text: Mindset Scan box
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=221
Updated Text: Delete Image
Change Type: Editorial Change
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Current Page Number(s): 211
Location:
Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 156–157) to reflect on their performance in Block 3.
Updated Text: (remove section entirely)
Change Type: Editorial Change
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Current Page Number(s): 214
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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): 215
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0225/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/#page0225/https://www.hmhco.com/rce/toc/
Updated Text: New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
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Current Page Number(s): 216
Location:
Connect
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0227/https://www.hmhco.com/rce/toc/
Original Text: Anchor Video: "1 in 5"
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Original Image: Different color girl icons with the words, 775 million adults around the word can't read
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0227/https://www.hmhco.com/rce/toc/
Updated Text: Ancor Video: "Seeding Success"
New Image: A hand in a garden touching a plant in a flowerpot
New Image: A hand in a garden touching a plant in a flowerpot
Change Type: Editorial Change
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Current Page Number(s): 216
Location:
Connect
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0227/https://www.hmhco.com/rce/toc/
Original Text: Replay the Anchor Video “1 in 5”
What are some ways that ratio relationships were used as new schools were being built? (Ratios such as staff-to-student numbers helped make projections for school capacities.)
What other mathematical ways can we express 1 in 5? (Possible responses: 1/5, 20%, 1∶4, 1 per 5) [1:4 needs to be changed to 1:5]
How do you think making projections and determining profits helps Free the Children meet its goals? (By using mathematics to make good business decisions, the organization will continue to have the resources to promote universal education.)
What are some ways that ratio relationships were used as new schools were being built? (Ratios such as staff-to-student numbers helped make projections for school capacities.)
What other mathematical ways can we express 1 in 5? (Possible responses: 1/5, 20%, 1∶4, 1 per 5) [1:4 needs to be changed to 1:5]
How do you think making projections and determining profits helps Free the Children meet its goals? (By using mathematics to make good business decisions, the organization will continue to have the resources to promote universal education.)
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL3/#page0227/https://www.hmhco.com/rce/toc/
Updated Text: Replay the Anchor Video “Seeding Success”
After watching the video, read aloud the Anchor Video Connection and briefly discuss the video.
What are some ways that percents were used to help the Edible Education Experience? (Possible responses: Percents such as money raised from donations and grants helped make projections about future projects.)
Class Fees make up 25% of their funding. What other mathematical ways can we express 25%? (Possible responses: 25:100, 1:4, 1 _ 4 , 25 per 100)
How do you think making projections and determining profits helps Edible Education Experience meet its goals? (By using mathematics to make good business decisions, the organization will continue to have the resources to promote new education opportunities.)
After watching the video, read aloud the Anchor Video Connection and briefly discuss the video.
What are some ways that percents were used to help the Edible Education Experience? (Possible responses: Percents such as money raised from donations and grants helped make projections about future projects.)
Class Fees make up 25% of their funding. What other mathematical ways can we express 25%? (Possible responses: 25:100, 1:4, 1 _ 4 , 25 per 100)
How do you think making projections and determining profits helps Edible Education Experience meet its goals? (By using mathematics to make good business decisions, the organization will continue to have the resources to promote new education opportunities.)
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Bottom right corner
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=231
Original Text: Mindset Scan box
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=231
Updated Text: Delete Image
Change Type: Editorial Change
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Current Page Number(s): 217
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Bottom right corner
Original Text: Mindset Scan box
Updated Text: Delete Image
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Bottom right corner
Original Text: Mindset Scan box
Updated Text: Delete Image
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Found in the "Administer mSpace" note located toward the bottom of the page.
Original Text: Mindset Scan 3 (pages 150-151)” on Block 3, Block at a Glance page (before page 145).
Updated Text: Delete text
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Found in the "Administer mSpace" note located toward the bottom of the page.
Original Text: Mindset Scan 3 (pages 150-151)” on Block 3, Block at a Glance page (before page 145).
Updated Text: Delete text
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Bottom right of page
Original Text: mindset
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 150–151) to reflect on their performance in Block 3.
works
Mindset Strategy
Have students complete the Mindset Strategy (mSpace pages 150–151) to reflect on their performance in Block 3.
Updated Text: (remove section entirely)
Change Type: Editorial Change
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Current Page Number(s): 217
Location:
Found in the "Administer mSpace" note located toward the bottom of the page.
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=231
Original Text: Mindset Scan 3 (pages 150-151)” on Block 3, Block at a Glance page (before page 145).
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=231
Updated Text: Delete text
Change Type: Editorial Change
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Current Page Number(s): 218
Location:
bottom left side of page under Introduce the Card Sort, second paragraph, first sentence
Original Text: There is no one way to group the cards, and all ways are correct.
Updated Text: There are many correct ways to group the cards.
Change Type: Editorial Change
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Current Page Number(s): 23
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Top right portion of page.
Original Text: Julie Dixon
Updated Text: Juli Dixon
Change Type: Editorial Change
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Current Page Number(s): 23
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Bottom left of page under Lesson 4
Original Text: I could check my math by adding each equation.
Updated Text: I added both equations to make sure each of them was correct and each number was used only once.
Change Type: Editorial Change
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Current Page Number(s): 23
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Top right of page, in the quote bubble
Original Text: the open number line
Updated Text: an open number line
Change Type: Editorial Change
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Current Page Number(s): 23
Location:
Top right portion of page.
Original Text: Image of Juli Dixon
Updated Text: Different Image of Juli Dixon
Change Type: Editorial Change
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Current Page Number(s): 24
Location:
Lesson 4, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=30
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent quantities in a mathematical problem.
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
Change Type: Editorial Change
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Current Page Number(s): 24
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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=30
Original Text: MATHEMATICAL THINKING Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Write equations for x + p = q and px = q, where p, q, and x are all nonnegative rational numbers.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=30
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): 24
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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=30
Original Text: MATHEMATICAL THINKING Make use of structure. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply and extend previous understandings of multiplication to multiply 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=30
Updated Text: TEKS 5.3.E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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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=30
Original Text: MATHEMATICAL THINKING Reason abstractly. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS The Number System Know that the decimal form of a rational number terminates in 0s or eventually repeats.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=30
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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Current Page Number(s): 24
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Lesson 1, Standards column
Original Text: Mathematical Thinking Reason abstractly. Attend to precision. Grade-Level Content Connections The Number System Fluently
Updated Text: TEKS 2.4.A Recall basic facts to add and subtract within 20 with automaticity. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 24
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Model with mathematics. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Compute unit rates associated with ratios.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 24
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. 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 7.4.D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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Lesson 3, Standards column
Original Text: Mathematical Thinking Use repeated reasoning. Make use of structure. Grade-Level Content Connections Operations & Algebraic Thinking Represent twostep word problems using equations with a letter standing for the unknown quantity and solve problems using the four operations.
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.D, TEKS 1.3.F, TEKS 2.7C ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 3.F, 4.C, 4.F
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Current Page Number(s): 24
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to add and subtract rational numbers.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use proportional relationships to solve multi-step ratio and percent problems.
Updated Text: TEKS 7.4.D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Geometry Use coordinates to describe dilations, translations, rotations, and reflections.
Updated Text: TEKS 8.10.C Explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 24
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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 Fluently add and subtract within 100.
Updated Text: TEKS 2.4.A Recall basic facts to add and subtract within 20 with automaticity. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve real-life and mathematical problems with rational numbers in any form using tools strategically.
Updated Text: TEKS 5.3.H Represent and solve addition subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
Location:
Lesson 1, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=30
Original Text: MATHEMATICAL THINKING Attend to precision. Reason abstractly. Construct viable arguments. 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=30
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.A, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Persevere and solve problems. 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.A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
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Current Page Number(s): 24
Location:
Lesson 2, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=30
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS The Number System Find the greatest common factor of two whole 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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Lesson 3, Standards column
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Original Text: MATHEMATICAL THINKING Reason abstractly. Use tools strategically. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Solve unit rate problems involving unit pricing and constant speed.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=30
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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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve problems involving the 4 operations with rational numbers.
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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Lesson 5, Standards column
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Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Write and evaluate expressions in which letters stand for numbers.
Updated Text: TEKS 4.5.A Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. TEKS 3.5.B ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Lesson 1, Standards column
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Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. 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=30
Updated Text: TEKS 4.2.B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 3, Standards column
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Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly. 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=30
Updated Text: TEKS 5.3.E Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. 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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Original Text: MATHEMATICAL THINKING Reason abstractly. Use repeated reasoning. Make use of structure. 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=30
Updated Text: TEKS 5.2.B Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Lesson 2, Standards column
Original Text: Mathematical Thinking Construct viable arguments. Reason abstractly. Grade-Level Content Connections The Number System Fluently add and subtract within 100.
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.D, TEKS 1.3.F, TEKS 2.4.A ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply the properties of operations to calculate with numbers in any form.
Updated Text: TEKS 5.3.H Represent and solve addition subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Reason abstractly. 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 7.4.D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy 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 Persevere and solve problems. Make use of structure. 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 2.4.A Recall basic facts to add and subtract within 20 with automaticity. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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 Apply and extend previous understandings of operations with fractions to rational numbers.
Updated Text: TEKS 5.3.H Represent and solve addition subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations ELPS1.E, 2.B, 2.E, 2.F, 4.F
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. 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, 4.C, 4.F
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Model with mathematics. Use tools strategically. Persevere and solve problems. 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 8.4.A Use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line. 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_md_2025_ptg_Multiplication%20and%20Division.pdf#page=30
Original Text: MATHEMATICAL THINKING Make use of structure. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Geometry Solve real-world and mathematical problems involving area.
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.C, 4.F
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Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use variables to represent 2 quantities that change in relation to one another. Ratios & Proportional Relationships Make equivalent ratio tables and plot pairs : of values on the coordinate plane.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=30
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
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Persevere and solve problems. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients. MATHEMATICAL THINKING
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.C, 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=30
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS The Number System Find the greater common factor of two whole numbers less than or equal to 100.
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. number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships and interpret unit rate as the slope.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=30
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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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0256/https://www.hmhco.com/rce/toc/
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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
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Original Text: Growth Mindset, 67, 139, 211
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Second column in the index under "G"
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Original Text: Growth Mindset, 67, 139, 211
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Original Text: Growth Mindset, 67, 139, 211
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Original Text: Mindset, See Growth Mindset
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Worked Example, Step 1
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1 Try It, Step 1
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Worked Example, Step 3
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2 Practice, Step 1
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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
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Original Text: Common Core State Standards copyright © 2010,National Governors Association Center for Best Practices and Council of Chief State SchoolOfficers.All rights reserved.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/lng_tg_BL1/#page0273/https://www.hmhco.com/rce/toc/
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Original Text: Growth Mindset, 69, 143, 217
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Second column in the index under "G"
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Original Text: Growth Mindset, 69, 143, 217. See also Mindset Strategy
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Original Text: Growth Mindset, 69, 143, 217. See also Mindset Strategy
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Original Text: Growth Mindset, 69, 143, 217. See also Mindset Strategy
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Original Text: Mindset Strategy, 69, 143, 217. See also Growth Mindset
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First column in the index under "M"
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Original Text: Mindset Strategy, 69, 143, 217. See also Growth Mindset
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First column in the index under "M"
Original Text: Mindset Works, 69, 143, 217”
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Original Text: Mindset Strategy, 69, 143, 217, See Growth Mindset
Updated URL: N/A
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3 Practice, Step 1
Original Text: Image: The first plotted point on the open number line is labeled "5" in pink. The distance between the plotted points are not equal.
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5 Practice, Step 1
Original Text: Image: The first plotted point on the open number line is labeled "6" in pink. The distance between the plotted points are not equal.
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6 Practice, answer stem
Original Text: Ari feeds
Updated Text: Sue feeds
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Teach step 2
Original Text: Show 2 yellow counters in the first ten frame.
When I run out of room in the first ten frame, I move to
the second ten frame.
Show 3 yellow counters in the second ten frame.
When I run out of room in the first ten frame, I move to
the second ten frame.
Show 3 yellow counters in the second ten frame.
Updated Text: Add 2 yellow counters in the first ten frame by clicking the + button.
When I run out of room in the first ten frame, I move to the second ten frame.
Add 3 yellow counters in the second ten frame as shown, by clicking the + button.
When I run out of room in the first ten frame, I move to the second ten frame.
Add 3 yellow counters in the second ten frame as shown, by clicking the + button.
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4 Practice, Step 1
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6 Practice, Step 1
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Teach step 1
Original Text: Show 8 red counters in the first ten frame.
Updated Text: Display 8 red counters in the first ten frame.
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Exit Ticket
Original Text: Image: The first plotted point on the open number line is labeled "4" in pink. The distance between the plotted points are not equal.
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Worked Example
Original Text: Starting point on open number line is blue
Updated Text: Starting point on open number line is black
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Guided Practice Step 2
Original Text: Next, we need to represent the second addend.
Where do we place the first yellow counter? (in the last
box of the first ten frame) Why? (The first ten frame
needs to be full before moving to the next.)
How many more yellow counters do we need to add to
the second ten frame? (two) How do you know? (There
needed to be three counters altogether. There was
already one, so there are two left to place.)
Where do we place the first yellow counter? (in the last
box of the first ten frame) Why? (The first ten frame
needs to be full before moving to the next.)
How many more yellow counters do we need to add to
the second ten frame? (two) How do you know? (There
needed to be three counters altogether. There was
already one, so there are two left to place.)
Updated Text: Next, we need to represent the second addend.
Where do we place the first yellow counter? (in the last box of the first ten frame) Why? (The first ten frame needs to be full before moving to the next.)
Add 1 yellow counter in the first ten frame.
How many more yellow counters do we need to add to the second ten frame? (two) How do you know? (There needed to be three counters altogether. There was already one, so there are two left to place.)
Add 2 yellow counters in the second ten frame.
Where do we place the first yellow counter? (in the last box of the first ten frame) Why? (The first ten frame needs to be full before moving to the next.)
Add 1 yellow counter in the first ten frame.
How many more yellow counters do we need to add to the second ten frame? (two) How do you know? (There needed to be three counters altogether. There was already one, so there are two left to place.)
Add 2 yellow counters in the second ten frame.
Change Type: Editorial Change
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Current Page Number(s): 28
Location:
2 Practice, question and answer stem
Original Text: Malik
Updated Text: Raven
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Current Page Number(s): 28
Location:
Guided Practice Step 1
Original Text: Have students show 9 red counters in their mSpaces.
Then have a student show the counters on the screen.
Then have a student show the counters on the screen.
Updated Text: Have students represent 9 red counters in their mSpace. Then have a student display the counters on the screen.
Change Type: Editorial Change
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Updated:
Current Page Number(s): 3
Location:
Explore
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.
Change Type: Editorial Change
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Updated:
Current Page Number(s): 3
Location:
Represent Multiplication with Expressions, Explore (Student page)
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 makes money for every magazine article she writes. She writes 3 articles a week for 4 weeks. How many total articles does Lani right during that time?
Change Type: Editorial Change
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Current Page Number(s): 3
Location:
In image under Engage, at right
Original Text: [Image of 3 circles each with 4 squares in them highlighted yellow]
Updated Text: Image of 3 circles each with 4 counters in them highlighted yellow]
Change Type: Editorial Change
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Current Page Number(s): 3
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Solve MultiStep Compare Problems, Engage (Student page)
Original Text: Dana posts 7 videos online. Hayley posts 3 times as many videos as Dana. Juan posts 2 times as many videos as Hayley. How many videos does Juan post?
Updated Text: Dana reads 7 books during the summer. Hayley reads 3 times as many books as Dana. Juan reads 2 times as many books as Hayley. How many books does Juan read?
Juan reads ______ books.
Juan reads ______ books.
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Current Page Number(s): 3
Location:
Title
Original Text: Multiplicación y
División Serie
División Serie
Updated Text: Multiplicación y
división Serie
división Serie
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Updated:
Current Page Number(s): 3
Location:
Assessment, Data, & Progress Monitoring
section
Original Text: MAP Growth Overview . . . . . . . .100 MAP Growth Student Experience . . .104
Updated Text: Delete text entirely. Pages will be repaginated.
Change Type: Editorial Change
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Current Page Number(s): 3
Location:
Assessment, Data, & Progress Monitoring
section
Original Text: Growth Report . . . . . . . . . . . . . . .140
Updated Text: Delete text entirely. Pages will be repaginated.
Change Type: Editorial Change
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Current Page Number(s): 3
Location:
Topic Tracker, Academic Language English and Spanish columns, top right side of page
Original Text: social media
redes sociales
redes sociales
Updated Text: Publisher will delete the word social media and redes sociales
Change Type: Editorial Change
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Updated:
Current Page Number(s): 3
Location:
Identify Patterns in Multiples of 10, Explore (Student page)
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?
The website gets ___ total visits in 50 hours.
The website gets ___ total visits in 50 hours.
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?
The toll booth gets ___ total cars in 50 hours.
The toll booth gets ___ total cars in 50 hours.
Change Type: Editorial Change
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Current Page Number(s): 3
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Engage
Original Text: In the Engage section, the numerators are blue and none of the annotated numerators have boxes for student answers.
Updated Text: All of the numerators that were blue, have been changed to the annotated pink. All numerators in this section, have a box around them.
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Current Page Number(s): 3
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Apply Properties to Multiply Multiples of 10, Explore (Student 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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Current Page Number(s): 3
Location:
Teach word problem
Original Text: Five people donated blood. They gave 3/10 pint, 5/4 pint, 3/8 pint, 11/16 pint, and 9/16 pint. Put the amounts in order from least to greatest.
Updated Text: Five school nurses gave out healthy snack packs during field day. They handed out 3/10, 5/4, 3/8, 11/16, and 9/16 of a box of snacks. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 3
Location:
Teach word problem
Original Text: Emergency responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Updated Text: First responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 3
Location:
In image under Explore, at right
Original Text: [Image of 6 circles each with 3 squares in them highlighted yellow]
Updated Text: Image of 6 circles each with 3 counters in them highlighted yellow]
Change Type: Editorial Change
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Updated:
Current Page Number(s): 3
Location:
Solve MultiStep Compare Problems, Explore (Student page)
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.
Change Type: Editorial Change
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Current Page Number(s): 32
Location:
Step 1
Original Text: Image: Cards are labeled "Greater Takes All"
Updated Text: Remove the label
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Current Page Number(s): 33
Location:
Career Exploration, Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0049/https://www.hmhco.com/rce/toc/
Original Text: A social media editor manages the online media for a company.
How could a social media editor use multiplication to figure the number of site hits in 1 week?
How could a social media editor use multiplication to figure the number of site hits in 1 week?
Updated Text: A digital marketing analyst uses data to improve marketing content.
How could a digital marketing analyst use multiplication to figure out the number of site hits in 1 week?
How could a digital marketing analyst use multiplication to figure out the number of site hits in 1 week?
Change Type: Editorial Change
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Current Page Number(s): 34
Location:
Worked Example, Read It! Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends emails about a video game to 4 people. She sends 2 emails to each person. How many emails does she send altogether?
Updated Text: Alesha gives 4 friends flyers about a new game. She gives each friend 2 flyers. How many flyers does she give out altogether?
Change Type: Editorial Change
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Current Page Number(s): 34
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Try It, Read It! Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: BLOGGER
Dave’s goal is to write 20 reviews on his blog each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
Dave’s goal is to write 20 reviews on his blog each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
Updated Text: Product Reviewer
Dave’s goal is to write 20 reviews each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
Dave’s goal is to write 20 reviews each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
Change Type: Editorial Change
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Current Page Number(s): 34
Location:
Practice, Solve It! Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: 5 people download _____ songs altogether.
Updated Text: 5 people received ____ tickets altogether.
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Current Page Number(s): 34
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Worked Example, Show It! Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends _ emails altogether.
Updated Text: Alesha gives out ____ flyers altogether.
Change Type: Editorial Change
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Current Page Number(s): 34
Location:
Practice, Read It! Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: SOCIAL MEDIA EDITOR
Jin’s website offers free music downloads for an upcoming concert. Yesterday, 5 people downloaded 5 songs each. How many songs did they download altogether?
Jin’s website offers free music downloads for an upcoming concert. Yesterday, 5 people downloaded 5 songs each. How many songs did they download altogether?
Updated Text: CONTENT EDITOR
Jin’s company promotes local events with free tickets.
Yesterday, 5 people got 5 free tickets each. How many tickets were given away altogether?
Jin’s company promotes local events with free tickets.
Yesterday, 5 people got 5 free tickets each. How many tickets were given away altogether?
Change Type: Editorial Change
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Current Page Number(s): 35
Location:
Exit Ticket, Problem Solving
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_mSpace_Anno_BL1/#page0051/https://www.hmhco.com/rce/toc/
Original Text: 7 contestants on a TV show send 8 text messages each to friends asking for their votes. How many text messages did they send in all?
The contestants sent _____ text messages altogether.
The contestants sent _____ text messages altogether.
Updated Text: 7 contestants on a TV show send 8 messages each to friends asking for their votes. How many messages did they send in all?
The contestants sent _____ messages altogether.
The contestants sent _____ messages altogether.
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Current Page Number(s): 35
Location:
Third section.
Original Text: Growth MindsetMath 180 fosters a growth mindset by showing students that their efforts lead to success. Understanding Mindset . . . 44 Purpose and Agency . . . 46
Updated Text: Delete text entirely. Pages will be repaginated.
Change Type: Editorial Change
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Current Page Number(s): 36
Location:
Under the Solve It! section
Original Text: Write 7, 5, and 12 to complete the equation.
Updated Text: Write 7, 5, and 12 to complete the equation and 5 to complete the sentence frame.
Change Type: Editorial Change
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Current Page Number(s): 37
Location:
Practice, page image from mSpace, question under 2 Practice
Original Text: Malik
Updated Text: Raven
Change Type: Editorial Change
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Current Page Number(s): 37
Location:
Practice, page image from mSpace, answer stem under 2 Practice
Original Text: Malik
Updated Text: Raven
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Current Page Number(s): 37
Location:
professional readings the first bulleted item at the left
Original Text: • Ball, D. L., & Forzani, F. M. (2011). Building
a common core for learning to teach, and
connecting professional learning to practice.
American Educator, 35(2), 17–21, 38–39.
a common core for learning to teach, and
connecting professional learning to practice.
American Educator, 35(2), 17–21, 38–39.
Updated Text: publisher will delete this text
Change Type: Editorial Change
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Current Page Number(s): 39
Location:
professional readings the first bulleted item in the middle column
Original Text: Moschkovich, J. (2012). Mathematics, the
Common Core and language: Recommendations
for mathematics instruction for ELs aligned
with the Common Core. Paper presented at the
Understanding Language Conference at Stanford
University, Stanford, CA.
Common Core and language: Recommendations
for mathematics instruction for ELs aligned
with the Common Core. Paper presented at the
Understanding Language Conference at Stanford
University, Stanford, CA.
Updated Text: publisher will delete this text
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Challenge question
Original Text: A patient needs a blood transfusion after bladder
surgery. The doctor replaces the lost blood using
seven __1/4 -pint bags of blood. Draw a number line to
find out how many pints of blood the doctor uses,
and represent the amount as a mixed number.
surgery. The doctor replaces the lost blood using
seven __1/4 -pint bags of blood. Draw a number line to
find out how many pints of blood the doctor uses,
and represent the amount as a mixed number.
Updated Text: Layla is giving away travel-size lotion samples to her returning customers. Each sample contains 1/4 pint of lotion. If she gives away seven samples, how many pints of lotion has she used?
Draw a number line to find out how many pints of lotion Layla uses, and represent the amount as a mixed number.
Draw a number line to find out how many pints of lotion Layla uses, and represent the amount as a mixed number.
Change Type: Editorial Change
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Current Page Number(s): 4
Location:
Q7 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): 4
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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): 4
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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): 4
Location:
Identify Equal Groups, Do NOW!
Original Text: Introduce “Buzz Worthy”
In this video, we’ll learn about how artists and
inventors use social media to share their ideas. Some
people use crowd funding to pay for these projects.
Play the Anchor Video, “Social Climbers.”
Students view three real-world examples of crowdfunded
projects and learn how to use multiplication
to calculate the money raised.
If you started your own Internet company, what would it be?
In this video, we’ll learn about how artists and
inventors use social media to share their ideas. Some
people use crowd funding to pay for these projects.
Play the Anchor Video, “Social Climbers.”
Students view three real-world examples of crowdfunded
projects and learn how to use multiplication
to calculate the money raised.
If you started your own Internet company, what would it be?
Updated Text: Introduce “Buzz Worthy”
In this video, we’ll learn about how artists, inventors, and entrepreneurs share their ideas. Some
people use crowd funding to pay for these projects.
Play the Anchor Video, “Painted Dreams.”
Students view three real-world examples of crowdfunded
projects and learn how to use multiplication
to calculate the money raised.
In this video, we’ll learn about how artists, inventors, and entrepreneurs share their ideas. Some
people use crowd funding to pay for these projects.
Play the Anchor Video, “Painted Dreams.”
Students view three real-world examples of crowdfunded
projects and learn how to use multiplication
to calculate the money raised.
Change Type: Editorial Change
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Current Page Number(s): 4
Location:
Q5 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): 4
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Q9 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): 4
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Q9 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): 4
Location:
Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 4
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Identify Equal Groups, Materials at the top of the page
Original Text: Anchor Video: “Social Climbers”
Updated Text: Anchor Video: “Painted Dreams”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Explore
Original Text: In the Explore section, the numerators are blue.
Updated Text: All of the numerators that were blue, have been changed to the annotated pink. All numerators in this section, have a box around them.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Apply Properties to Multiply Multiples of 10, Challenge(Student Page)
Original Text: There are 50 new members on a social media website.
Updated Text: There are 50 new members on a website.
Change Type: Editorial Change
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Current Page Number(s): 4
Location:
Q8 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): 4
Location:
Teach word problem
Original Text: Five people donated blood. They gave 3/10 pint, 5/4 pint, 3/8 pint, 11/16 pint, and 9/16 pint. Put the amounts in order from least to greatest.
Updated Text: Five school nurses gave out healthy snack packs during field day. They handed out 3/10, 5/4, 3/8, 11/16, and 9/16 of a box of snacks. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
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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Updated:
Current Page Number(s): 4
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Updated:
Current Page Number(s): 4
Location:
Teach word problem
Original Text: Emergency responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Updated Text: First responders record the distances traveled for each incident. The distances are 2/10 mi, 5/6 mi,5/4 mi,5/8 mi, and 2/5 mi. Put the amounts in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Find the Values of Missing Factors, Practice left problem (Student page)
Original Text: A total of 36 text messages are sent by 3 people. Each person sends the same number of text messages. How many text messages does each person send?
Each person sends ____ text messages.
Each person sends ____ text messages.
Updated Text: A total of 36 messages are sent by 3 people. Each person sends the same number of messages. How many messages does each person send?
Each person sends ____ messages.
Each person sends ____ messages.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
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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Updated:
Current Page Number(s): 4
Location:
Sentence under header “Find Unit Rates”
Original Text: Use the bar models to find each unit rate and solve the problems.
Updated Text: Use counters and the bar models to find each unit rate and solve the problems.
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Question 7
Original Text: A baker makes 300 oatmeal cookies. She puts a dozen cookies in each bag. Which shows the number of bags that she made?
Updated Text: Write a multiplication equation which can be used to help you find the quotient. 36 ÷ 4 = ? [blank] x [blank] = [blank] Options: ?, 4, 36
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Current Page Number(s): 4
Location:
Find the Values of Missing Factors, Challenge (Student page)
Original Text: Mia has a total of 72 photos in 9 albums on a photosharing website. Each album has the same number of photos. How many photos are in each album?
Updated Text: Mia has a total of 72 photos in 9 photo albums. Each album has the same number of photos. How many photos are in each album?
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Solve MultiStep Compare Problems, Practice
Original Text: Tara sends 6 text messages. Amy sends 5 times as many messages as Tara. Rick sends 3 times as many messages as Tara. How many messages do they send altogether?
Updated Text: Tara creates 6 cards. Amy creates 5 times as many cards as Tara. Rick creates 3 times as many cards as Tara. How many cards do they create altogether?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
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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Updated:
Current Page Number(s): 4
Location:
Do now! Class
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/di_tg_BL1/#page0011/https://www.hmhco.com/rce/toc/
Original Text: During the Olympic Games, the difference between first and second place can be a fraction of a second. In this video, we’ll learn how time is measured precisely using decimals. Play the Anchor Video, “Against the Clock.” The video shows how technology is used to accurately measure, record, and communicate athletes’ finish times during an Olympic event. Read the Block Preview Question aloud and have students record and share their responses. In this Block, we’ll learn to use decimal numbers. We’ll also learn how math is used in computer and technology careers.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/di_tg_BL1/#page0011/https://www.hmhco.com/rce/toc/
Updated Text: Qualifying to compete in the Olympic Games can be determined by a fraction of a second. In this video, we’ll learn how time is measured precisely using decimals. Play the Anchor Video “Against the Clock.” The video shows how an athletic trainer uses precise timing and technology to train a swimmer for the Paralympics. Read the Block Preview Question aloud and have students record and share their responses. In this Block, we’ll learn to use decimal numbers. We’ll also learn how math is used in computer and technology careers.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Challenge Question
Original Text: A clinic separates a blood donation into platelets and red blood cells. The donation is 11/20 platelets and 3/8 red blood cells. Does the donation contain more platelets or red blood cells?
The donation contains more platelets than red
blood cells.
The donation contains more platelets than red
blood cells.
Updated Text: An art teacher separates 20 paint brushes by new and old. She has 11/20 new paint brushes and 3/8 old paint brushes. Does she have more new paint brushes or old paint brushes?
She has more newer paint brushes than old paint brushes.
She has more newer paint brushes than old paint brushes.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Identify Equal Groups, Do now! Thumbnail image
Original Text: Anchor Video: “Social Climbers”
Updated Text: Anchor Video: “Painted Dreams”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Question 7
Original Text: Image: 12 pencils with 9 pencils crossed off
Updated Text: Image: Bar model split into 8, and 3 boxes shaded
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 4
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
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Updated:
Current Page Number(s): 4
Location:
Bottom of page, CONNECT
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL1/#page0011/https://www.hmhco.com/rce/toc/
Original Text: In this video, we'll see how Amazon gets its goods from warehouses to homes.
Play the Anchor Video, "Speedy Delivery." The video shows how Amazon uses spaces efficiently to speed up the delivery of goods to its customers.
How did Amazon begin (Amazon began in a garage with Jeff delivering his own packages.) Why aren't the routes in a straight line? (The routes aren't in a straight line to decrease the total distance and increase efficiency.)
Play the Anchor Video, "Speedy Delivery." The video shows how Amazon uses spaces efficiently to speed up the delivery of goods to its customers.
How did Amazon begin (Amazon began in a garage with Jeff delivering his own packages.) Why aren't the routes in a straight line? (The routes aren't in a straight line to decrease the total distance and increase efficiency.)
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/rr_tg_BL1/#page0011/https://www.hmhco.com/rce/toc/
Updated Text: In this video, we'll learn how logistics experts plan deliveries to make sure packages arrive to a customer's home within 24 hours.
Play the Anchor Video, "Speedy Delivery." The video shows how a logistics company uses different modes of transportation to ship an online order.
What cost-saving transportation modes can a company use for slower delivery? (ground shipping such as a truck or cargo ship) What transportation modes can a company use to prioritize fast delivery over cost savings? (airplanes)
Play the Anchor Video, "Speedy Delivery." The video shows how a logistics company uses different modes of transportation to ship an online order.
What cost-saving transportation modes can a company use for slower delivery? (ground shipping such as a truck or cargo ship) What transportation modes can a company use to prioritize fast delivery over cost savings? (airplanes)
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Current Page Number(s): 4
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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): 4
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Represent Multiplication with Expressions, Challenge (Student page)
Original Text: A website rates blogs by how popular they are each day. Jai’s blog gets 4 positive reviews each day for 6 days. How many total positive reviews does Jai’s blog get during that time?
Jai gets a total of 24 positive reviews for his blog.
Jai gets a total of 24 positive reviews for his blog.
Updated Text: A restaurant tracks the number of good reviews it gets. The restaurant gets 4 positive reviews each day for 6 days. How many total positive reviews does the restaurant get during that time?
The restaurant gets a total of 24 positive reviews.
The restaurant gets a total of 24 positive reviews.
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Current Page Number(s): 4
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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): 4
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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 4
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Q1 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): 4
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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): 4
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Find the Values of Missing Factors, Practice right problem (Student page)
Original Text: A store recruits 4 people to test 52 apps. Each person tests an equal number of apps. How many apps does each person test?
Each person tests ___ apps.
Each person tests ___ apps.
Updated Text: A library recruits 4 volunteers to sort 52 books into categories. Each person sorts an equal number of books. How many books does each person sort?
Each person sorts ___ books.
Each person sorts ___ books.
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Current Page Number(s): 4
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 4
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Current Page Number(s): 4
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Title
Original Text: Multiplicación y
División Serie
División Serie
Updated Text: Multiplicación y
división Serie
división Serie
Change Type: Editorial Change
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Current Page Number(s): 4
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Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Current Page Number(s): 41
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Teach Group, Image for Show It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends emails about a video game to 4 people. She sends 2 emails to each person. How many emails does she send altogether?
Alesha sends _____ emails altogether.
Alesha sends _____ emails altogether.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: Alesha sends 4 people flyers about a new game. She gives each person 2 flyers. How many flyers does she give out altogether?
Alesha gives out _____ flyers altogether.
Alesha gives out _____ flyers altogether.
Change Type: Editorial Change
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Current Page Number(s): 41
Location:
Teach Group, Image for Check It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends emails about a video game to 4 people. She sends 2 emails to each person. How many emails does she send altogether?
Alesha sends _____ emails altogether.
Alesha sends _____ emails altogether.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: Alesha sends 4 people flyers about a new game. She gives each person 2 flyers. How many flyers does she give out altogether?
Alesha gives out _____ flyers altogether.
Alesha gives out _____ flyers altogether.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 41
Location:
Teach Group, Show It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: Each part represents 1 person. Each person gets 2 emails. I’ll use the variable n to represent the unknown—that is, the total number of emails.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: Each part represents 1 person. Each person gets 2 flyers. I’ll use the variable n to represent the unknown—that is, the total number of flyers.
Change Type: Editorial Change
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Current Page Number(s): 41
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Teach Group, Check It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: I’ll check that my solution
actually answers the question in the problem. The question is: How many emails does she send altogether?
4 people each get 2 emails. I can add 2 four times: 2 + 2 + 2 + 2 = 8. Or I can count by 2s: 2, 4, 6, 8. Both methods give me a total of 8 emails. My answer makes sense.
actually answers the question in the problem. The question is: How many emails does she send altogether?
4 people each get 2 emails. I can add 2 four times: 2 + 2 + 2 + 2 = 8. Or I can count by 2s: 2, 4, 6, 8. Both methods give me a total of 8 emails. My answer makes sense.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: I’ll check that my solution
actually answers the question in the problem. The question is: How many flyers does she give out altogether?
4 people each get 2 flyers. I can add 2 four times: 2 + 2 + 2 + 2 = 8. Or I can count by 2s: 2, 4, 6, 8. Both methods give me a total of 8 flyers. My answer makes sense.
actually answers the question in the problem. The question is: How many flyers does she give out altogether?
4 people each get 2 flyers. I can add 2 four times: 2 + 2 + 2 + 2 = 8. Or I can count by 2s: 2, 4, 6, 8. Both methods give me a total of 8 flyers. My answer makes sense.
Change Type: Editorial Change
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Current Page Number(s): 41
Location:
Teach Group, Image for Read It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends emails about a video game to 4 people. She sends 2 emails to each person. How many emails does she send altogether?
Alesha sends _____ emails altogether.
Alesha sends _____ emails altogether.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: Alesha sends 4 people flyers about a new game. She gives each person 2 flyers. How many flyers does she give out altogether?
Alesha gives out _____ flyers altogether.
Alesha gives out _____ flyers altogether.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 41
Location:
Teach Group, Image for Solve It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: Alesha sends emails about a video game to 4 people. She sends 2 emails to each person. How many emails does she send altogether?
Alesha sends _____ emails altogether.
Alesha sends _____ emails altogether.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: Alesha sends 4 people flyers about a new game. She gives each person 2 flyers. How many flyers does she give out altogether?
Alesha gives out _____ flyers altogether.
Alesha gives out _____ flyers altogether.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 41
Location:
Teach Group, IRead It
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Original Text: In this problem, the unknown is the total number of emails Alesha sent. I know this is an equal groups problem, because I have to solve for 4 equal groups of 2 emails. The first step in the routine is to read the problem carefully.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/md_tg_BL1/#page0047/https://www.hmhco.com/rce/toc/
Updated Text: In this problem, the unknown is the total number of flyers Alesha gave out. I know this is an equal groups problem, because I have to solve for 4 equal groups of 2 flyers. The first step in the routine is to read the problem carefully.