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): 74
Location:
Lesson 2, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Attend to precision. Grade-Level Content Connections The Number System Add within 1000 using strategies based on place value.
Updated Text: TEKS 1.2.C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.F, 3.G, 4.C, 4.F
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Current Page Number(s): 74
Location:
Lesson 5, Standards column
Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_md_2025_ptg_Multiplication%20and%20Division.pdf#page=82
Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply and extend previous understandings of arithmetic to algebraic expressions.
Updated Text: TEKS 3.4.G Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. TEKS 4.5.A ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 74
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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=82
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. Persevere and solve problems. GRADE-LEVEL CONTENT Expressions & Equations Solvereal-world and mathematical problemsby writing and solving equations forx = p + q where p , x , and q are allnon-negative 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=82
Updated Text: TEKS 4.4.A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm. ELPS 1.E, 2.B, 2.E, 2.F, 3.G
Change Type: Editorial Change
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Current Page Number(s): 74
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Lesson 4, Standards column
Original Text: Mathematical Thinking Use repeated reasoning. Attend to precision. Grade-Level Content Connections The Number System Fluently subtract within 100 using strategies based on place value
Updated Text: TEKS 1.2.C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 74
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Understand that rewriting expressions in different forms can show how quantities are related. MATHEMATICAL
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): 74
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS The Number System Interpret statements of inequality as statements about the relative position of two numbers on a number line.
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): 76
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Center of page. DO NOW!
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL2/#page0085/https://www.hmhco.com/rce/toc/
Original Text: In this video, we’ll see doctors who transplant organs to save lives.
MATHEMATICAL THINKING Attend to Precision
Play the Anchor Video, “Have a Heart.” Students learn how transplant patients rely on timely organ transfers, which helps students understand fractions in context.
Read aloud the Block Preview Question and have students record and share their responses.
In this Block, we’ll learn strategies for comparing fractions and adding and subtracting fractions. We’ll also learn how math is used in health and medicine.
MATHEMATICAL THINKING Attend to Precision
Play the Anchor Video, “Have a Heart.” Students learn how transplant patients rely on timely organ transfers, which helps students understand fractions in context.
Read aloud the Block Preview Question and have students record and share their responses.
In this Block, we’ll learn strategies for comparing fractions and adding and subtracting fractions. We’ll also learn how math is used in health and medicine.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL2/#page0085/https://www.hmhco.com/rce/toc/
Updated Text: In this video, we’ll learn how cardiologists use tiny devices to check and improve blood flow in a patient's artery.
MATHEMATICAL THINKING Attend to Precision
Play the Anchor Video, “Have a Heart.” Students learn how doctors compare the fractional flow reserve of blood in a normal artery to that in a narrowed artery to determine the best treatment for the patient.
Read aloud the Block Preview Question and have students record and share their responses.
In this Block, we’ll learn strategies for comparing fractions. We’ll also explore how math is used in health and medicine.
MATHEMATICAL THINKING Attend to Precision
Play the Anchor Video, “Have a Heart.” Students learn how doctors compare the fractional flow reserve of blood in a normal artery to that in a narrowed artery to determine the best treatment for the patient.
Read aloud the Block Preview Question and have students record and share their responses.
In this Block, we’ll learn strategies for comparing fractions. We’ll also explore how math is used in health and medicine.
Change Type: Editorial Change
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Current Page Number(s): 76
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Do now
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0085/https://www.hmhco.com/rce/toc/
Original Text: Doctor's Orders
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0085/https://www.hmhco.com/rce/toc/
Updated Text: Medical Mission
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Current Page Number(s): 76
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Functions Understand that a function assigns exactly one range element to each domain element.
Updated Text: TEKS 5.4.C Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph. ELPS 1.E, 1.F, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 76
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Center right of page. DO NOW! section
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL2/#page0085/https://www.hmhco.com/rce/toc/
Original Text: Text in TG mini: If you were part of a transplant team, which job would you want?
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL2/#page0085/https://www.hmhco.com/rce/toc/
Updated Text: If you were part of a team helping to treat patients with heart conditions, which job would you want?
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Current Page Number(s): 76
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Algebra Understand that the graph of an equation is the set of all its solutions.
Updated Text: TEKS 8.5.B Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Current Page Number(s): 76
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Do now
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0085/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0085/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 76
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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=84
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Use repeated reasoning. 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=84
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, 1.F, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 76
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Functions Construct linear and exponential functions from a graph, table, or description.
Updated Text: TEKS 8.5.I Write an equation in the form y =mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 76
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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=84
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Use tools strategically. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Compute unit rates associated with rates 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=84
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, 3.G, 4.C, 4.F
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Current Page Number(s): 76
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. • Model with mathematics. GRADE- LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships, and interpret unit rate as the slope.
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, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 76
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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=84
Original Text: MATHEMATICAL THINKING Reason abstractly. Model with mathematics. Attend to precision. 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=84
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.comparison by division of two quantities having different attributes, including rates as quotients. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 76
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. • Reason abstractly. • Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships, and interpret unit rate as the slope.
Updated Text: TEKS 7.4.C Determine the constant of proportionality (k = y/x) within mathematical and real-world problems. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 76
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships, and interpret unit rate as the slope.
Updated Text: TEKS 5.8.B Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 76
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Attend to precision. Persevere and solve problems. Use repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS Functions Graph functions expressed symbolically, and show key features of the graph.
Updated Text: TEKS 5.8.C Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 76
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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Functions Understand that a function is a rule that assigns to each input exactly 1 output.
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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Current Page Number(s): 76
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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=84
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. Use repeated reasoning. 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=84
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): 76
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Geometry Use coordinates to describe dilations, translations, rotations, and reflections.
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, 1.F, 2.A, 2.B, 2.E, 2.F, 3.G
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Current Page Number(s): 76
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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=84
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. 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=84
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): 76
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Use tools strategically. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Graph proportional relationships, and interpret unit rate as the slope.
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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Current Page Number(s): 77
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Teach step 3
Original Text: Highlight each number as you move down the
column. Count aloud by 10s: 10, 20, 30, 40. Circle and
underline 78.
column. Count aloud by 10s: 10, 20, 30, 40. Circle and
underline 78.
Updated Text: Hover over each number as you move down the column. Count aloud by 10s as you pause briefly over each number: 10, 20, 30, 40. Click on 78.
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Current Page Number(s): 77
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Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0095/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 77
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Teach step 4
Original Text: Write 38 + 40 = 78. Then display and complete the
sentence frame with 78.
sentence frame with 78.
Updated Text: Display the equation 38 + 40 = __ and the sentence frame. Complete the equation by writing 78. Then complete the sentence frame with 78.
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Teach step 2
Original Text: Then circle 38.
Updated Text: Then click on 38.
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Current Page Number(s): 78
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Guided Practice step 2
Original Text: Have a student locate and circle 65 in the hundred
chart. Have students do the same in their mSpace.
chart. Have students do the same in their mSpace.
Updated Text: Have a student locate and click on 65 in the hundred chart. Have students do the same in their mSpace.
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Current Page Number(s): 78
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Guided Practice step 3
Original Text: Highlight each number in blue as you move up the
column from 65. Have students count aloud as you do:
10, 20. Then circle and underline 45.
column from 65. Have students count aloud as you do:
10, 20. Then circle and underline 45.
Updated Text: Hover over each number as you move up the column from 65. Have students count aloud as you pause briefly over each number: 10, 20. Then click on 45. Have students do the same in their mSpace.
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Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0087/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0087/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
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Current Page Number(s): 79
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Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0097/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Question 16
Original Text: Nico earns $32.50 for each hour he works. Last week Nico earned $1,300, and this week he earned $1,040. How many more hours did Nico work last week than this week?
Updated Text: The table shows the relationship between the number of Calories Tai burns while kayaking and the number of minutes he kayaks.
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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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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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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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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Question 16
Original Text: Image: No image was on this question.
Updated Text: Image: Table with two columns and 5 rows. The first column is titled, Minutes and the second column is titled Calories Burned. The second row has 45 in the first column and 270 in the second. The third row has 90 in the first column and 540 in the second. The fourth row has 135 in the first column and 810 in the second. The fifth row has 180 in the first column and 1080 in the second.
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q1 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Instruction line in the Do now
Original Text: The second sentence had a comma after the word "then".
Updated Text: The comma has been deleted.
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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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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q3 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q4 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q5 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
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Q6 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
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Q2 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 8
Location:
Q7 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 8
Location:
Q8 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 8
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): 8
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): 8
Location:
Title
Original Text: Decimales y Números
Enteros Serie
Enteros Serie
Updated Text: Decimales y números
enteros Serie
enteros Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 8
Location:
Q9 ELPS Alignment Column
Original Text: New Column added: ELPS Alignment
Updated Text: 3.A, 3.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 8
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): 81
Location:
Teach step 1
Original Text: I’ll find the starting number, 71, on the hundred chart
and circle it.
Point to the row with numbers in the seventies. Circle 71.
and circle it.
Point to the row with numbers in the seventies. Circle 71.
Updated Text: I’ll find the starting number, 71, on the hundred chart and click it.
Point to the row with numbers in the seventies. Click 71.
Point to the row with numbers in the seventies. Click 71.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 81
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0099/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 81
Location:
Teach step 3
Original Text: Highlight each number in blue as you move down the
column, counting aloud by 10s: 10, 20.
To add 6 ones, I’ll move to the right 6 spaces.
Highlight each number in orange as you move across
the row, counting aloud: 1, 2, 3, 4, 5, 6. Circle and
underline 97.
column, counting aloud by 10s: 10, 20.
To add 6 ones, I’ll move to the right 6 spaces.
Highlight each number in orange as you move across
the row, counting aloud: 1, 2, 3, 4, 5, 6. Circle and
underline 97.
Updated Text: Hover over each number as you move down the column, pausing briefly on each number as you count aloud by 10s: 10, 20. Click on 91.
To add 6 ones, I’ll move to the right 6 spaces.
Hover over each number as you move across the row, pausing briefly on each number as you count aloud: 1, 2, 3, 4, 5, 6. Click on 97.
To add 6 ones, I’ll move to the right 6 spaces.
Hover over each number as you move across the row, pausing briefly on each number as you count aloud: 1, 2, 3, 4, 5, 6. Click on 97.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 82
Location:
Guided Practice step 1
Original Text: Locate and circle the starting number. Have students do
the same in their mSpace.
the same in their mSpace.
Updated Text: Locate and click on the starting number. Have students do the same in their mSpace.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 82
Location:
Guided Practice step 2
Original Text: Have a student shade 37 blue while the class counts
aloud: 10. Then have the student shade the 5 spaces to
the right of 37 orange as the class counts aloud: 1, 2,
3, 4, 5. Circle and underline 42.
aloud: 10. Then have the student shade the 5 spaces to
the right of 37 orange as the class counts aloud: 1, 2,
3, 4, 5. Circle and underline 42.
Updated Text: Have a student click on 37 while the class counts aloud: 10. Then have the student hover over each of the 5 spaces to the right of 37, pausing briefly over each number as the class counts aloud: 1, 2, 3, 4, 5. Have the student click on 42.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 83
Location:
Summarize & Assess
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0091/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0091/https://www.hmhco.com/rce/toc/
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 85
Location:
Teach step 3
Original Text: MODEL REASONING I’ll fi nd my starting number, 75,
and circle it. Then I’ll subtract 40 using the hundred
chart by moving up 4 spaces.
Circle 75 on the hundred chart. Then highlight the 4
spaces above 75, counting aloud by tens as you move up
the column: 10, 20, 30, 40.
I’ll subtract 9 ones by moving left 9 spaces.
Highlight the spaces from 34 to 26, counting aloud: 1, 2,
3, 4, 5, 6, 7, 8, 9. Circle and underline 26
and circle it. Then I’ll subtract 40 using the hundred
chart by moving up 4 spaces.
Circle 75 on the hundred chart. Then highlight the 4
spaces above 75, counting aloud by tens as you move up
the column: 10, 20, 30, 40.
I’ll subtract 9 ones by moving left 9 spaces.
Highlight the spaces from 34 to 26, counting aloud: 1, 2,
3, 4, 5, 6, 7, 8, 9. Circle and underline 26
Updated Text: MODEL REASONING I’ll find my starting number, 75, and click it. Then I’ll subtract 40 using the hundred chart by moving up 4 spaces.
Display the Hundred Chart mTool. Click on 75. Then hover over the 4 spaces above 75, counting aloud by tens as you move up the column: 10, 20, 30, 40.
I’ll subtract 9 ones by moving left 9 spaces.
Hover over the spaces from 34 to 26, counting aloud as you move to the left: 1, 2, 3, 4, 5, 6, 7, 8, 9. Click on 26.
Display the Hundred Chart mTool. Click on 75. Then hover over the 4 spaces above 75, counting aloud by tens as you move up the column: 10, 20, 30, 40.
I’ll subtract 9 ones by moving left 9 spaces.
Hover over the spaces from 34 to 26, counting aloud as you move to the left: 1, 2, 3, 4, 5, 6, 7, 8, 9. Click on 26.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 85
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0103/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 86
Location:
Guided Practice step 3
Original Text: Circle 86. Have a student highlight the 7 spaces above
86 as the class counts aloud by tens: 10, 20, 30, 40, 50,
60, 70. Highlight from 15 to 14 as the class counts aloud:
1, 2. Circle and underline 14. Have students do the same
in their mSpace.
86 as the class counts aloud by tens: 10, 20, 30, 40, 50,
60, 70. Highlight from 15 to 14 as the class counts aloud:
1, 2. Circle and underline 14. Have students do the same
in their mSpace.
Updated Text: Click on 86. Have a student hover over the 7 spaces above 86 as the class counts aloud by tens: 10, 20, 30, 40, 50, 60, 70. Hover over the spaces from 15 to 14 as the class counts aloud: 1, 2. Click on 14.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 87
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0105/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 87
Location:
Summarize & Assess
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 89
Location:
Bottom right, art.
Original Text: Player A is X and Player B is O. If you are Player A, what whould your next move be?
Updated Text: Player A is X and Player B is O. If you are Player A, what would your next move be?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 89
Location:
Summarize & Assess
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 89
Location:
Bottom right, art.
Original Text: Player A is X and Player B is O. If you are Player A, what whould your next move be?
Updated Text: Player A is X and Player B is O. If you are Player A, what would your next move be?
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 3
Original Text: Used the word surgeries instead of check ups.
Missing orange arrow and the words " ten frame"
Missing orange arrow and the words " ten frame"
Updated Text: Changed Surgeries to check up (global)
added an orange arrow pointing to the ten frame with the words "ten frame".
added an orange arrow pointing to the ten frame with the words "ten frame".
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Building on Expertise
Original Text: Growth Mindset
Mindset Works “helps human beings realize their full potential by focusing on translating lessons from leading university psychology departments into programs that schools can use to increase student motivation and learning.” Students learn about the benefits of adopting a growth mindset during the first two weeks and use it throughout Math 180. Mindset Scans and meaningful reflection are used to highlight the effect that hard work, dedication, and resilience have on academic achievement.
TEACHER TIP
Learn more about Mindset Works at mindsetworks.com
Mindset Works “helps human beings realize their full potential by focusing on translating lessons from leading university psychology departments into programs that schools can use to increase student motivation and learning.” Students learn about the benefits of adopting a growth mindset during the first two weeks and use it throughout Math 180. Mindset Scans and meaningful reflection are used to highlight the effect that hard work, dedication, and resilience have on academic achievement.
TEACHER TIP
Learn more about Mindset Works at mindsetworks.com
Updated Text: Delete text entirely
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 2, Vocabulary
Original Text: A ten frame is a rectangular frame
made up of two columns of fi ve boxes each, creating a
total of ten boxes
made up of two columns of fi ve boxes each, creating a
total of ten boxes
Updated Text: Display and read aloud the definition of ten frame. Ask students to repeat the term.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 2
Original Text: Count on aloud as you add four yellow counters to
complete the ten frame: 7, 8, 9, 10.
complete the ten frame: 7, 8, 9, 10.
Updated Text: Count on aloud as you display four yellow counters by clicking the + button to complete the ten frame: 7, 8, 9, 10.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Title
Original Text: Tasas y Razones Serie
Updated Text: Tasas y razones Serie
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 2
Original Text: Used the word surgeries instead of check ups.
Missing orange arrow and the words " ten frame"
Missing orange arrow and the words " ten frame"
Updated Text: Changed Surgeries to check up (global)
added an orange arrow pointing to the ten frame with the words "ten frame".
added an orange arrow pointing to the ten frame with the words "ten frame".
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Building on Expertise
Original Text: Image: mindset works
Updated Text: Remove image
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 4
Original Text: Used the word surgeries instead of check ups.
Missing orange arrow and the words " ten frame"
Missing orange arrow and the words " ten frame"
Updated Text: Changed Surgeries to check up (global)
added an orange arrow pointing to the ten frame with the words "ten frame".
added an orange arrow pointing to the ten frame with the words "ten frame".
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Teach step 1
Original Text: Show six red counters in the ten frame.
Updated Text: Display six red counters by clicking the + button.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Question 18
Original Text: On rectangle MNPQ, which vertex has coordinates (25, 22)?
Updated Text: A plumber charges $50 per hour plus an initial $75 service fee. Graph a line to represent this situation. [first quadrant coordinate plane – y axis interval of 25 and x axis interval of 1]
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 9
Location:
Question 18
Original Text: Image: Graph with 4 quadrants showing a rectangle with letters
Updated Text: Image: Delete entire image
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 91
Location:
Show It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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): 91
Location:
Check It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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): 91
Location:
Teach, Read it, under the model reasoning
Original Text: Problem Type C hart
Updated Text: Problem Type Chart
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 91
Location:
Teach step 3
Original Text: Circle 49. Then circle and underline 74.
I’ll move down, counting by tens, and over, counting by
ones, to get from 49 to 74.
Shade 59 and 69 blue counting aloud: 10, 20. Shade 70
to 74 orange counting aloud: 21, 22, 23, 24, 25. Write 25
in the equation.
I’ll move down, counting by tens, and over, counting by
ones, to get from 49 to 74.
Shade 59 and 69 blue counting aloud: 10, 20. Shade 70
to 74 orange counting aloud: 21, 22, 23, 24, 25. Write 25
in the equation.
Updated Text: Click on 49. Then click on 74.
I’ll move down, counting by tens, and over, counting by ones, to get from 49 to 74.
Hover over 59 and 69 as you count aloud: 10, 20. Hover over 70 to 74 as you count aloud: 21, 22, 23, 24, 25. Write 25 in the equation.
I’ll move down, counting by tens, and over, counting by ones, to get from 49 to 74.
Hover over 59 and 69 as you count aloud: 10, 20. Hover over 70 to 74 as you count aloud: 21, 22, 23, 24, 25. Write 25 in the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 91
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0109/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 91
Location:
Read It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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): 91
Location:
Solve It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
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): 91
Location:
Read It! Model Reasoning
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
Original Text: MODELREASONING The problem asks me to put the amounts of donated blood in order. To do this, I will compare the five amounts and rewrite them in order from least to greatest.
Updated URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0099/https://www.hmhco.com/rce/toc/
Updated Text: MODELREASONING The problem asks me to put the amounts of healthy snacks in order. To do this, I will compare the five amounts and rewrite them in order from least to greatest.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 92
Location:
Read It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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): 92
Location:
Solve It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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): 92
Location:
Show It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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): 92
Location:
Guided Practice step 3
Original Text: Circle 68. Then circle and underline 51. Shade 58 as
the class counts aloud: 10. Shade 57 to 51 as the class
counts aloud: 11, 12, 13, 14, 15, 16, 17. Write 17 in the
equation.
the class counts aloud: 10. Shade 57 to 51 as the class
counts aloud: 11, 12, 13, 14, 15, 16, 17. Write 17 in the
equation.
Updated Text: Click on 68. Then click on 51. Hover over 58 as the class counts aloud: 10. Hover over 57 to 51 as the class counts aloud: 11, 12, 13, 14, 15, 16, 17. Write 17 in the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 92
Location:
Check It! Thumbnail image
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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 URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/fr_tg_BL1/#page0101/https://www.hmhco.com/rce/toc/
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): 92 to 93
Location:
Entire page
Original Text: Entire page
Updated Text: Remove pages entirely. Pages will be repaginated.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 93
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0111/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 93
Location:
Summarize & Assess
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 94
Location:
Bottom right and bottom left corners
Original Text: Watermarks over text saying that the Stretch, Connect, and Focus are coming in 2025.
Updated Text: No watermarks over text
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 94
Location:
Bottom of page on the left and the right.
Original Text: Image: Red circles with "Coming in 2025" in the bottom left and right corners
Updated Text: Delete these images
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 95
Location:
TOC
Original Text: MAP Growth Overview . . . 100 MAP Growth Student Experience . . . 104 Growth Report . . .140
Updated Text: Delete text entirely. Pages will be repaginated.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 95
Location:
Exit Ticket
Original URL: https://www.hmhco.com/content/sis/math_180/g5_12/teacher/epub/frc_mSpace_Anno_BL1/#page0113/https://www.hmhco.com/rce/toc/
Original Text: Original Image: Doctors in an operation room with a patient.
Updated Text: New Image: Two doctors looking at a tablet
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 96
Location:
Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand the ordering of rational numbers.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 96
Location:
Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. • Model with mathematics. GRADE- LEVEL CONTENT CONNECTIONS The Number System Find and position integers and other rational numbers on a number line.
Updated Text: TEKS 4.3.D Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 96
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Lesson 1, Standards column
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Original Text: MATHEMATICAL THINKING Make use of structure. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Geometry Solve real-world and mathematical problems involving area.
Updated Text: TEKS 4.4.D Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply up to a four- digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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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 multiply and divide rational numbers.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=104
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
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Assessments in Math 180 First section
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Lesson 3, Standards column
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Original Text: MATHEMATICAL THINKING Construct viable arguments. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Apply properties of operations to generate equivalent expressions.
Updated Text: TEKS 5.3.A Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division. TEKS 4.4.D ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Original Text: MATHEMATICAL THINKING Make use of structure. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS The Number System Fluently add. subtract, multiply, and divide multi-digit decimals using the standard algorithm.
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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 2, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Attend to precision. Grade-Level Content Connections The Number System Add within 1000 using strategies based on place value.
Updated Text: TEKS 1.2.C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Lesson 5, Standards column
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Original Text: MATHEMATICAL THINKING Make use of structure. Use repeated reasoning. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Write 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. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Original Text: MMATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Functions Understand that a function is a rule that assigns to each input exactly one output.
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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 4, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Attend to precision. Grade-Level Content Connections The Number System Fluently add within 1000.
Updated Text: TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Use repeated reasoning. Make use of structure. • Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS The Number System Understand ordering and absolute value of rational numbers.
Updated Text: TEKS 4.3.C Determine if two given fractions are equivalent using a variety of methods. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. • Model with mathematics. GRADE- LEVEL CONTENT CONNECTIONS The Number System Find and position integers and other rational numbers on a number line.
Updated Text: TEKS 4.3.G Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. 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. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Give examples of linear equations with one solution, many solutions, or no solutions.
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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Assessments in Math 180 First section
Original Text: Image: map growth logo
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Lesson 2, Standards column
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Original Text: MATHEMATICAL THINKING Make use of structure. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Use properties to generate equivalent expressions.
Updated Text: TEKS 4.4.D Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply up to a four- digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. ELPS 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 repeated reasoning. GRADE-LEVEL CONTENT CONNECTIONS The Number System Apply properties of operations as strategies to multiply and divide rational numbers.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_di_2025_ptg_Decimals%20and%20Integers.pdf#page=104
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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Assessments in Math 180 First section
Original Text: MAP Growth is the most trusted and innovative interim assessment for measuring achievement and growth in K- 12 math, reading, language usage, and science. Serving more than 13 million students annually, it provides teachers with accurate, actionable evidence to help inform instructional strategies regardless of whether students are performing at, above or below grade level.
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Lesson 1, Standards column
Original Text: Mathematical Thinking Use repeated reasoning. Attend to precision. Grade-Level Content Connections The Number System Fluently subtract within 100 using strategies based on place value.
Updated Text: TEKS 1.5.C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120. TEKS 1.3.A Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 4, Standards column
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Original Text: MATHEMATICAL THINKING Attend to precision. Make use of structure. Reason abstractly. GRADE-LEVEL CONTENT CONNECTIONS Functions Understand that a function is a rule that assigns to each input exactly one output.
Updated Text: TEKS 3.4.G Use strategies and algorithms, including the standard algorithm, to divide up to a four- digit dividend by a one-digit divisor. including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. TEKS 4.5.B ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Original Text: MATHEMATICAL THINKING Attend to precision. Make use of structure. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS The Number System Solve real-world and mathematical problems involving the four operations with 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=104
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 3, Standards column
Original Text: Mathematical Thinking Reason abstractly. Use tools strategically. Grade-Level Content Connections The Number System Add within 1000 using strategies based on place value.
Updated Text: TEKS 1.2.C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. TEKS 1.5.G Apply properties of operations to add and subtract two or three numbers. ELPS 1.E, 2.B, 2.E, 2.F, 4.C, 4.F
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Lesson 5, Standards column
Original Text: Mathematical Thinking Persevere and solve problems. Attend to precision. Grade-Level Content Connections The Number System Fluently add within 1000.
Updated Text: TEKS 1.5.F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 98
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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=106
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Use repeated reasoning. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Decide whether 2 quantities are in a proportional relationship.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=106
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, 3.G, 4.C, 4.F
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Make use of structure. • Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Geometry Understand similar 2-dimensional figures through rotations, reflections, translations, and dilations.
Updated Text: TEKS 7.5.A Generalize the critical attributes of similarity, including ratios within and between similar shapes. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.F
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Lesson 4, Standards column
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Original Text: MATHEMATICAL THINKING Persevere and solve problems. Model with mathematics. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Represent proportional relationships by equations.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=106
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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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Persevere and solve problems. Use tools strategically. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Generate 1-variable linear equations with 1, many, or no solutions.
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 5, Standards column
Original Text: MATHEMATICAL THINKING Construct viable arguments. Reason abstractly. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Generate 1-variable linear equations with 1, many, or no solutions.
Updated Text: TEKS 8.8.C Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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First row of table
Original Text: SCREENING & PLACEMENT MAP Growth ■ Screen and place students for appropriate intervention ■ Diagnose math strengths and challenges ■ Baseline level of math understanding ■ Math 180 placement
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Model with mathematics. Persevere and solve problems. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Solve linear equations with rational number coefficients.
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 4, 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 8.5.F Distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0. ELPS 1.E, 2.B, 2.E, 2.F, 4.F
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Current Page Number(s): 98
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Lesson 1, Standards column
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Original Text: MATHEMATICAL THINKING Attend to precision. Reason abstractly. Model with mathematics. GRADE-LEVEL CONTENT CONNECTIONS Ratios & Proportional Relationships Use ratio and rate reasoning to solve real-world and mathematical problems.
Updated URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=106
Updated Text: TEKS 6.5.A Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. ELPS 1.E, 2.B, 2.E, 2.F, 3.G, 4.F
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Current Page Number(s): 98
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Lesson 5, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. 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.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_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=106
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. 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=106
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): 98
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Lesson 2, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Persevere and solve problems. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Generate 1-variable linear equations with 1, many, or no solutions.
Updated Text: TEKS 7.11.B Determine if the given value(s) make(s) one-variable, two-step equations and inequalities true. ELPS 1.E, 2.A, 2.B, 2.E, 2.F, 3.G, 4.C, 4.F
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Current Page Number(s): 98
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Original URL: https://www.hmhco.com/content/sis/math_180/g3_12/teacher/pdf/m180_rr_2025_ptg_Rates%20and%20Ratios.pdf#page=106
Original Text: MATHEMATICAL THINKING Model with mathematics. Make use of structure. 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=106
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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Lesson 4, Standards column
Original Text: MATHEMATICAL THINKING Make use of structure. Attend to precision. GRADE-LEVEL CONTENT CONNECTIONS Expressions & Equations Generate 1-variable linear equations with 1, many, or no solutions.
Updated Text: TEKS 5.4.C Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph. ELPS 1.E, 2.B, 2.E, 2.F, 3.G
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Current Page Number(s): 98
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Lesson 1, Standards column
Original Text: MATHEMATICAL THINKING Reason abstractly. Make use of structure. Construct viable arguments. GRADE-LEVEL CONTENT CONNECTIONS Functions Write equivalent functions to reveal and explain different properties.
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.F
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Last row of table
Original Text: SUMMATIVE ASSESSMENT MAP Growth ■ Track overall math progress ■ Could be used to group students for daily instruction Current level of math understanding
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Lesson 3, Standards column
Original Text: MATHEMATICAL THINKING Persevere and solve problems. Reason abstractly. Model with mathematics. 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.C, 4.F
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Current Page Number(s): 99
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Exit Ticket
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Original Text: Original Image: Doctors in an operation room with a patient.
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Image: Bottom right corner, under Career Exploration.
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division> Learn zone >all problems
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 >Decimals and Integers > Learn zone >all problems and all steps
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 >Fractions > Learn zone> all problems and all steps
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Original Text: and her family had struggled with homelessness.
Updated Text: and her family had struggled.
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Original Text: They had learned that 1 out of every 45 kids in America is homeless, and they wanted to bring attention to this problem—a problem that even Inocente had kept secret. Kids at my school don’t know that I’m homeless. If people would find out they’d probably make fun of me.
Updated Text: to bring her paintings and her story to as large an audience as possible.
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Original Text: by liking, linking, tweeting, and creating a social networking buzz around the fundraising campaign.
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Original Text: This is a young girl that you expect to be really depressed because of what she’s been through,
Updated Text: The Fines loved Inocente’s approach to her art
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Original Text: So the film’s producers turned to Kickstarter, one of many websites where you can post a description of a creative project, and anyone can donate money—a practice called crowd funding.
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Current Page Number(s): Before page 145
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Bottom of page in the "Administer mSpace" note.
Original Text: Assessment 1
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Block 3 Image
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Original Text: Original Image: Different color girl icons with the words, 775 million adults around the word can't read
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GLOBAL: Discover > All Resources > Select Teacher Display Tools > Click the Information Icon > the pop-up panel on the right will contain the text.
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Original Text: Teacher Display Tools include a suite of comprehensive teacher tools to use during instruction.
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Updated Text: Teacher Display Tools include a suite of comprehensive teacher tools to use during instruction. These tools are designed to support lesson delivery and student engagement. The correlating student mSpace page, which mirrors the instructional content and allows for independent interaction with lesson materials, supports a wide variety of screen reader assistive technologies for an additional accessible user experience.
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Original Text: Querida familia, Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math 180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas. Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.Nuestra clase de Math 180 se centrará durante este período académico en la serie Multiplicación y división. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante la resolución de problemas del mundo real.Juntos exploraremos el significado de la multiplicación y la división, y la conexión entre las dos operaciones. Aprenderemos a entender la relación entre factores y productos, a reconocer patrones en la multiplicación por 10 y a comprender el concepto de valor posicional al multiplicar números de varios dígitos. Luego, desarrollaremos una comprensión significativa de la división al reconocer y usar el valor posicional para dominar la división de varios dígitos.Our focus will be on developing procedural skills for multiplication and division. This includes a variety of strategies and practices to enhance understanding and proficiency.• Aprender a multiplicar factores de 1 dígito • Reconocer y usar factores de un número • Multiplicar por 10 y sus múltiplos• Aplicar estas estrategias al multiplicar• Practicar la división usando divisores de 1 dígito hasta 100• Dividir restando 10 y múltiplos de 10 y 100 • Abordar la división con divisores de 2 dígitos La comprensión de los principios de la multiplicación y la división es esencial para construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles!Saludos cordiales,Math Teacher Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Mulitplication and Division spanish Family Letter with an entirely new Mulitplication and Division spanish Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Querida familia, Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math 180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas. Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.Nuestra clase de Math 180 se centrará durante este período académico en la serie Decimales y enteros. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante la resolución de problemas del mundo real.Juntos exploraremos la relación entre fracciones y decimales, y aplicaremos lo aprendido acerca del valor posicional de los números enteros a los números decimales. También profundizaremos en el conocimiento del sistema numérico, aplicando a los decimales el sentido del valor posicional y operaciones como la suma, la resta y la división. Además, ampliaremos nuestros conocimientos para incluir los números positivos y negativos, aplicándoles también conceptos de suma y resta.Nos centraremos en el desarrollo de habilidades procedimentales para usar decimales y números enteros. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las matemáticas.• Expresar fracciones como decimales• Leer y escribir decimales en múltiples formas• Comparar, ordenar y ubicar decimales en una recta numérica • Sumar, restar y dividir decimales • Ubicar números positivos y negativos en una recta numérica • Usar modelos para la resta de números positivos y negativos La comprensión de los principios de los decimales y los números enteros es fundamental para construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles!Saludos cordiales,Maestro de matemáticas Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Decimals and Integers spanish Family Letter with an entirely new Decimals and Integers spanish Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Querida familia,
Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que
estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de
nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.
Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el
rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math
180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas.
Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.
Nuestra clase de Math 180 se centrará durante este período académico en la serie Relaciones
proporcionales y lineales. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con
el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las
matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se
puede lograr mediante la resolución de problemas del mundo real.
Juntos exploraremos la transición de relaciones proporcionales a lineales, centrándonos en el uso
de porcentajes para conectar partes y todos, y para comprender realmente cómo comparar usando
porcentajes. Hablaremos sobre cómo funcionan las relaciones proporcionales multiplicándolas
y estableciendo conexiones entre conceptos como la razón, la tasa unitaria y la constante de
proporcionalidad. Por último, aprenderemos a entender y usar la pendiente, así como a representar y
resolver ecuaciones lineales para x y y, pasando de relaciones proporcionales a lineales a medida que
avanzamos.
Nos centraremos en el desarrollo de habilidades procedimentales para usar relaciones proporcionales
y lineales. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las
matemáticas.
• Utilizar una recta numérica doble para problemas de valores faltantes y porcentajes complejos,
asegurando respuestas razonables
• Emplear múltiples representaciones para entender relaciones proporcionales expresadas mediante
ecuaciones, gráficas y tablas
• Aplicar gráficas para interpretar coordenadas de puntos como soluciones a ecuaciones, y para
representar relaciones que involucran porcentajes usando ecuaciones y gráficas
• Usar tablas y gráficas para comprender ecuaciones lineales con valores iniciales distintos de cero,
y para representar la pendiente mediante gráficas y ecuaciones
• Estimar soluciones de ecuaciones mediante el análisis de gráficas para la resolución efectiva de
problemas
La comprensión de los principios de las relaciones proporcionales y lineales es fundamental para
construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los
estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para
su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de
práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo.
Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos
podemos lograr cosas increíbles!
Saludos cordiales,
Maestro de matemáticas
Correo electrónico: Número de teléfono:
Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que
estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de
nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.
Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el
rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math
180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas.
Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.
Nuestra clase de Math 180 se centrará durante este período académico en la serie Relaciones
proporcionales y lineales. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con
el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las
matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se
puede lograr mediante la resolución de problemas del mundo real.
Juntos exploraremos la transición de relaciones proporcionales a lineales, centrándonos en el uso
de porcentajes para conectar partes y todos, y para comprender realmente cómo comparar usando
porcentajes. Hablaremos sobre cómo funcionan las relaciones proporcionales multiplicándolas
y estableciendo conexiones entre conceptos como la razón, la tasa unitaria y la constante de
proporcionalidad. Por último, aprenderemos a entender y usar la pendiente, así como a representar y
resolver ecuaciones lineales para x y y, pasando de relaciones proporcionales a lineales a medida que
avanzamos.
Nos centraremos en el desarrollo de habilidades procedimentales para usar relaciones proporcionales
y lineales. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las
matemáticas.
• Utilizar una recta numérica doble para problemas de valores faltantes y porcentajes complejos,
asegurando respuestas razonables
• Emplear múltiples representaciones para entender relaciones proporcionales expresadas mediante
ecuaciones, gráficas y tablas
• Aplicar gráficas para interpretar coordenadas de puntos como soluciones a ecuaciones, y para
representar relaciones que involucran porcentajes usando ecuaciones y gráficas
• Usar tablas y gráficas para comprender ecuaciones lineales con valores iniciales distintos de cero,
y para representar la pendiente mediante gráficas y ecuaciones
• Estimar soluciones de ecuaciones mediante el análisis de gráficas para la resolución efectiva de
problemas
La comprensión de los principios de las relaciones proporcionales y lineales es fundamental para
construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los
estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para
su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de
práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo.
Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos
podemos lograr cosas increíbles!
Saludos cordiales,
Maestro de matemáticas
Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Proportional and Linear Relationships spanish Family Letter with an entirely new Proportional and Linear Relationships spanish Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Addition, Subtraction, and Place Value this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving. Together we will explore the meaning of addition and its relationship with making a 10. We will model various addition problems using counters and an open number line to solve result?unknown and part/whole part unknown problems. Additionally, we will delve into using a hundred chart, understanding multiples of 10, different counting strategies to add within 100, breaking apart numbers to subtract, and utilizing base ten blocks to comprehend place value and properties of addition and subtraction. Our focus will be on developing procedural skills for addition and subtraction. This includes a variety of strategies and practices to enhance understanding and proficiency. • Add to make 10 and within 20 on an open number line. • Subtract within 20 on an open number line. • Add and subtract on a hundred chart. • Recognize and use place value. • Apply addition and subtraction skills within 1000 with concrete models. • Add and subtract three-digit numbers using place value and flexible grouping. Understanding the principles of addition, subtraction, and place value is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards, Math Teacher Email: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Addition, Subtraction & Place Value Family Letter with an entirely new Addition, Subtraction & Place Value Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Fractions this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving. Together we will explore understanding fractions as parts of a whole and developing an understanding of fraction equivalence. We will interpret fractions as division and use reasoning strategies to compare and recognize equivalent fractions on a number line. Additionally, we will apply our understanding of addition, subtraction, multiplication, and division to fractions while developing reasoning strategies to divide fractions. Our focus will be on developing procedural skills for fractions. This includes a variety of strategies and practices to enhance understanding and proficiency.• Explore composing and decomposing of fractions.• Use fraction models for addition.• Compute whole number division and express remainders as fractions.• Identify common features and compare fractions with benchmarks.• Generate, order, and locate equivalent fractions on a number line.• Add, subtract, multiply, and divide fractions and mixed numbers. Understanding the principles of fractions is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards, Math TeacherEmail: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Fractions Family Letter with an entirely new Fractions Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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FOCUS LNF B1 T2
Original URL: https://hmhco.box.com/s/hi9l3c76i8dm6wotrmbmanaaptzcdt9p
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Updated Text: The publisher will create the following new RDI lesson.
Linear and Nonlinear Functions series, Block 1, Topic 2, RDI Focus B1 T2 Perform Translations and Reflections
Linear and Nonlinear Functions series, Block 1, Topic 2, RDI Focus B1 T2 Perform Translations and Reflections
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Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Rates and Ratios this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving.Together we will explore various strategies to represent object motion, focusing on the relationship between distance and time through table representations and utilizing graphs for comparisons. We will delve into the concept of constant rate as consistent, correlated changes in two quantities, understanding ratio as a multiplicative relationship, and exploring equivalent ratios through different representations. Additionally, we will use ratio comprehension to solve problems, make comparisons, and grasp the concept of percent as a numerical value.Our focus will be on developing procedural skills for rates and ratios. This includes a variety of strategies and practices to enhance understanding and proficiency.• Interpret multiple representations of motion and connect them effectively.• Utilize tables to identify patterns, calculate speed, and understand rate relationships.• Apply graph features for comparing rates and totals, and use rate tables to grasp additive and multiplicative relationships.• Represent ratios using tables and bar models, solving ratio problems with ratio reasoning and equivalent ratios.• Use graphs and tables to illustrate relationships among equivalent ratios, visualizing part?part and part-whole ratio comparisons.• Connect fractions, decimals, and percents using a decimal grid and double number line for comprehensive understanding.Understanding the principles of rates and ratios is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards,Math TeacherEmail: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Rates and Ratios Family Letter with an entirely new Rates and Ratios Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Updated:
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Entire document
Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Linear and Nonlinear Functions this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving.Together we will explore multiplication and division with negative numbers, including the meaning of negative slope and linear relationships with signed numbers. We will also examine different representations of functions, such as linear and nonlinear functions, as well as the connection between squares, square roots, and the square function. Lastly, we will delve into systems of linear equations and how intersections of graphs represent solutions to these systems. Our focus will be on developing procedural skills for linear and nonlinear functions. This includes a variety of strategies and practices to enhance understanding through graphs, tables, equations, and visual representations of slope and functions.• Use graphs and tables to analyze products and quotients of signed numbers, and visually represent slope with slope triangles.• Represent linear relationships with graph and equation features, and understand functions through tables and graphs.• Explore functions with tables, equations, and graphs, and analyze squaring through graph analysis.• Highlight features of various linear functions using graphs, tables, and equations, and solve linear system problems through graph, table, and equation analysis.Understanding the principles of linear and nonlinear functions is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards,Math TeacherEmail: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Linear and nonlinear RelationshipFamily Letter with an entirely new Linear and nonlinear RelationshipFamily Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Updated Text: Baseline Scan Placement Once your students have taken the Baseline Scan, use the appropriate rubric to determine which Series to place them into. The tables below can then be used to place students into Topics within that Series. Follow these directions to manually place students in Ed. 1.From the Home screen, Select View Class on the appropriate class card. 2.Choose Students from the available options on the left side navigation. 3.For any student, select the three vertical dots under the Actions column. 4.Select Edit Math 180 Student Placement. 5.Use the drop-down menus to select any Block Series, Block and Topic for desired Placement. 6.Select Save once the Series, Block and Topic are selected. Baseline Scan 2 Placement Table If students miss question(s)… …the assign Learn Zone Topic TEKS Skill Entry Point 1, 2, 7 Series 2, Block 1, Topic 1 3.4.K, 3.5.D; 3, 8 Series 2, Block 1, Topic 3 3.4.G, 4.4.B; 4, 9 Series 2, Block 2, Topic 1 3.4.F, 5.3.B; 5, 10 Series 2, Block 2, Topic 2 5.4.B;6 Series 2, Block 3, Topic 1 4.4.E;11 Series 3, Block 1, Topic 1 3.3.A; 12, 13 Series 3, Block 1, Topic 2 4.3.E; 17, 18 Series 3, Block 1, Topic 3 6.2.E; 15 Series 3, Block 2, Topic 1 3.3.H; 14 Series 3, Block 2, Topic 2 4.3.C; 16 Series 3, Block 3, Topic 2 5.3.I; 19, 20 Series 3, Block 3, Topic 3 6.3.E; 24, 25 Series 4, Block 1, Topic 1 4.2.G; 23, 27 Series 4, Block 1, Topic 2 5.2.B, 6.4.G; 22, 29 Series 4, Block 2, Topic 1 4.4.A, 5.3.K; 30 Series 4, Block 2, Topic 3 5.3.F; 21 Series 4, Block 3, Topic 1 6.2.C; 26, 28 Series 4, Block 3, Topic 2 6.3.D;
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Original Text: Querida familia,Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math 180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas. Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.Nuestra clase de Math 180 se centrará durante este período académico en la serie Fracciones. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde con el nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante la resolución de problemas del mundo real. Juntos exploraremos las fracciones como partes de un todo y desarrollaremos la comprensión de la equivalencia de fracciones. Interpretaremos las fracciones como divisiones y utilizaremos estrategias de razonamiento para comparar y reconocer fracciones equivalentes en una recta numérica. Además, aplicaremos nuestros conocimientos de suma, resta, multiplicación y división a las fracciones, mientras desarrollamos estrategias de razonamiento para aprender a dividir las fracciones. Nos centraremos en el desarrollo de habilidades procedimentales para usar fracciones. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las matemáticas.• Explorar la composición y descomposición de fracciones• Usar modelos de fracciones para la suma• Calcular la división de números enteros y expresar los residuos como fracciones• Identificar las características comunes y comparar fracciones con puntos de referencia• Generar, ordenar y ubicar fracciones equivalentes en una recta numérica• Sumar, restar, multiplicar y dividir fracciones y números mixtos Understanding the principles of fractions is essential for building a strong foundation in mathematics. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles!Saludos cordiales,Maestro de matemáticasCorreo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Fractions spanish Family Letter with an entirely new Fractions spanish Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Querida familia, Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa. Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math 180
offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Nuestra clase de Math 180 se centrará durante este período académico en la serie Tasas y razones. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante
la resolución de problemas del mundo real. Juntos exploraremos diversas estrategias para representar el movimiento de objetos, centrándonos en la relación entre la distancia y el tiempo mediante representaciones en tablas y utilizando gráficas para hacer comparaciones. Profundizaremos en el concepto de tasa constante como cambios consistentes y correlacionados entre dos cantidades, entendiendo la razón como una relación multiplicativa y explorando razones equivalentes mediante diferentes representaciones. Además, utilizaremos la comprensión de razones para resolver problemas, hacer comparaciones y comprender el concepto de porcentaje como un valor numérico. Nos centraremos en el desarrollo de habilidades procedimentales para usar tasas y razones. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las matemáticas. • Interpretar múltiples representaciones de movimiento y conectarlas eficazmente • Utilizar tablas para identificar patrones, calcular la velocidad y comprender relaciones de tasas• Aplicar elementos gráficos para comparar tasas y totales, y usar tablas de tasas para comprender relaciones aditivas y multiplicativas• Representar razones usando tablas y modelos de barras, resolviendo problemas de razones con razonamiento de razones y razones equivalentes • Usar gráficas y tablas para ilustrar relaciones entre razones equivalentes, visualizando comparaciones de razones parte-parte y parte-todo • Conectar fracciones, decimales y porcentajes usando una cuadrícula decimal y una recta numérica doble para una comprensión integral La comprensión de los principios de las tasas y razones es fundamental para construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles! Saludos cordiales, Maestro de matemáticas Correo electrónico: Número de teléfono:
offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Nuestra clase de Math 180 se centrará durante este período académico en la serie Tasas y razones. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante
la resolución de problemas del mundo real. Juntos exploraremos diversas estrategias para representar el movimiento de objetos, centrándonos en la relación entre la distancia y el tiempo mediante representaciones en tablas y utilizando gráficas para hacer comparaciones. Profundizaremos en el concepto de tasa constante como cambios consistentes y correlacionados entre dos cantidades, entendiendo la razón como una relación multiplicativa y explorando razones equivalentes mediante diferentes representaciones. Además, utilizaremos la comprensión de razones para resolver problemas, hacer comparaciones y comprender el concepto de porcentaje como un valor numérico. Nos centraremos en el desarrollo de habilidades procedimentales para usar tasas y razones. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las matemáticas. • Interpretar múltiples representaciones de movimiento y conectarlas eficazmente • Utilizar tablas para identificar patrones, calcular la velocidad y comprender relaciones de tasas• Aplicar elementos gráficos para comparar tasas y totales, y usar tablas de tasas para comprender relaciones aditivas y multiplicativas• Representar razones usando tablas y modelos de barras, resolviendo problemas de razones con razonamiento de razones y razones equivalentes • Usar gráficas y tablas para ilustrar relaciones entre razones equivalentes, visualizando comparaciones de razones parte-parte y parte-todo • Conectar fracciones, decimales y porcentajes usando una cuadrícula decimal y una recta numérica doble para una comprensión integral La comprensión de los principios de las tasas y razones es fundamental para construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles! Saludos cordiales, Maestro de matemáticas Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Rates and Ratios spanish Family Letter with an entirely new Rates and Ratios spanish Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Math 180 Progress Update
Addition, Subtraction, and Place Value Series
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Updated Text: Thank you for your feedback. The publisher has equipped the student application with teacher-controlled calculator that can be made available to students who require the accommodation. The publisher will remove any Common Core references or language throughout the program, platform help, and professional learning resources as indicated in the publishers detailed responses. The publisher will add teacher-controlled text-to-speech availability and spanish/english toggle availability to address reading avoidance.
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Original Text: Querida familia,
Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que
estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de
nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.
Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el
rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math
180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas.
Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.
Nuestra clase de Math 180 se centrará durante este período académico en la serie Funciones
lineales y no lineales. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con
el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio
de las matemáticas acorde con el nivel de su grado y para demostrarle que el éxito académico en
matemáticas se puede lograr mediante la resolución de problemas del mundo real.
Juntos exploraremos la multiplicación y la división con números negativos, incluido el significado de
la pendiente negativa y las relaciones lineales que tienen números con signo. También examinaremos
diferentes representaciones de funciones, como las funciones lineales y no lineales, así como la
conexión entre cuadrados, raíces cuadradas y la función cuadrática. Por último, profundizaremos en
los sistemas de ecuaciones lineales y cómo las intersecciones de las gráficas representan soluciones a
estos sistemas.
Nos centraremos en el desarrollo de habilidades procedimentales para usar funciones lineales y no
lineales. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las
matemáticas.
• Usar gráficas y tablas para analizar productos y cocientes de números con signo, y para
representar visualmente la pendiente con triángulos de pendiente
• Representar relaciones lineales con elementos gráficos y ecuaciones, y comprender las funciones
mediante tablas y gráficas
• Explorar funciones con tablas, ecuaciones y gráficas, y analizar la elevación al cuadrado mediante
el análisis de gráficas
• Destacar las características de varias funciones lineales usando gráficas, tablas y ecuaciones, y
resolver problemas de sistemas lineales mediante el análisis de gráficas, tablas y ecuaciones
La comprensión de los principios de las funciones lineales y no lineales es esencial para construir
una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y
fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito.
Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica
con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo.
Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos
podemos lograr cosas increíbles!
Saludos cordiales,
Maestro de matemáticas
Correo electrónico: Número de teléfono:
Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que
estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de
nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa.
Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el
rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math
180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas.
Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas.
Nuestra clase de Math 180 se centrará durante este período académico en la serie Funciones
lineales y no lineales. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con
el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio
de las matemáticas acorde con el nivel de su grado y para demostrarle que el éxito académico en
matemáticas se puede lograr mediante la resolución de problemas del mundo real.
Juntos exploraremos la multiplicación y la división con números negativos, incluido el significado de
la pendiente negativa y las relaciones lineales que tienen números con signo. También examinaremos
diferentes representaciones de funciones, como las funciones lineales y no lineales, así como la
conexión entre cuadrados, raíces cuadradas y la función cuadrática. Por último, profundizaremos en
los sistemas de ecuaciones lineales y cómo las intersecciones de las gráficas representan soluciones a
estos sistemas.
Nos centraremos en el desarrollo de habilidades procedimentales para usar funciones lineales y no
lineales. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las
matemáticas.
• Usar gráficas y tablas para analizar productos y cocientes de números con signo, y para
representar visualmente la pendiente con triángulos de pendiente
• Representar relaciones lineales con elementos gráficos y ecuaciones, y comprender las funciones
mediante tablas y gráficas
• Explorar funciones con tablas, ecuaciones y gráficas, y analizar la elevación al cuadrado mediante
el análisis de gráficas
• Destacar las características de varias funciones lineales usando gráficas, tablas y ecuaciones, y
resolver problemas de sistemas lineales mediante el análisis de gráficas, tablas y ecuaciones
La comprensión de los principios de las funciones lineales y no lineales es esencial para construir
una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y
fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito.
Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica
con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo.
Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos
podemos lograr cosas increíbles!
Saludos cordiales,
Maestro de matemáticas
Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Linear and nonlinear Relationships Family Letter with an entirely new Linear and nonlinear Relationships Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Original Text: Dear Family, We’re excited to welcome your student to Math 180, a research-based math program designed to build confidence, fluency, and grade-level proficiency in mathematics. This term, our focus is on Multiplication and Division — essential skills for solving real world problems and preparing for future math success. What Your Student Will Learn In this series, students will: • explore the meaning and relationship between multiplication and division; • understand factors, products, and patterns in multiplication; • use place value to multiply and divide multi-digit numbers; and • apply strategies to divide using 1-digit and 2-digit divisors. How You Can Support at Home Your involvement makes a big difference! Here are some simple ways to reinforce learning. Review the Math 180 Strategies • Review the attached Math 180 strategies your student will learn for this series. Practice Together • Play a multiplication match-up game using number cards where each player turns over two cards, multiplies the two numbers, and the player with the highest product wins. Adapt to practice for multiplication of a two-digit multiple of ten and a one-digit number by letting the first card represent a tens digit. • Play a factor finding game, where you pick a number, and you and your student take turns listing its factor pairs. • Use real-life examples like sharing snacks or organizing items into bins to model division. Encourage Math Talk • Invite your student to explain his or her thinking. • Celebrate effort and progress, not just correct answers. • Use math vocabulary like factor, product, divisor, quotient, and place value. Ask Questions That Spark Thinking • “How do you know which strategy to use for this problem?” • “Can you explain how multiplication and division are connected?” • “What patterns do you notice when multiplying by 10?” Progress Updates Throughout the series, students will be assessed on their ability to: • multiply and divide using models and strategies, • apply place value understanding to solve problems, and • demonstrate fluency with multiplication and division facts.You’ll receive updates on your student’s progress in the Math 180 Student Application Learn and Success Zones, mSkills Assessments, and standards-based reports. These will help you understand how your student’s understanding and proficiency with these topics is growing. Math 180 uses the following proficiency ratings. • Mastery of the concepts in the Series/Topic. • On-level for the concepts in the Series/Topic. • Developing understanding for the concepts in the Series/Topic. • Not yet developed an understanding of the concepts in the Series/Topic. Thank you for being a vital part of your student’s learning journey. If you have any questions or would like additional resources, please don’t hesitate to reach out. Warm regards, Math Teacher Email: Phone:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Mulitplication and Division Family Letter with an entirely new Mulitplication and Division Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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FOCUS DI B1 T2
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Updated Text: Created a new lesson on Writing Decimals Using Expanded Notation
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FOCUS DI B3 T2
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Updated Text: The publisher will create the following new RDI lesson.
Decimals and Integers series, Block 3, Topic 2, RDI Focus B3 T2 Perform Translations and Reflections
Decimals and Integers series, Block 3, Topic 2, RDI Focus B3 T2 Perform Translations and Reflections
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Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Decimals and Integers this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving. Together we will explore the relationship between fractions and decimals, extending whole?number place value understanding to decimals. We will also delve into the number system, applying the meaning of place value and operations such as addition, subtraction, and division to decimals. Additionally, we will extend our understanding to include positive and negative numbers, applying addition and subtraction concepts to these as well. Our focus will be on developing procedural skills for decimals and integers. This includes a variety of strategies and practices to enhance understanding and proficiency.• Express fractions as decimals. • Read and write decimals in multiple forms.• Compare, order, and locate decimals on a number line. • Add, subtract, and divide decimals. • Locate positive and negative numbers on a number line. • Use models for subtraction of positive and negative numbers. Understanding the principles of decimals and integers is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards, Math Teacher Email: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Decimals and Integers Family Letter with an entirely new Decimals and Integers Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Entire document
Original Text: Dear Family, We are delighted to introduce Math 180, an exciting HMH math program we are implementing at our school. We have carefully considered our students’ needs and selected your student to participate in the program. Math 180 is a proven, research-based program designed to enhance student math achievement. Through the use of cutting-edge technology, Math 180 offers personalized math instruction and skill-building activities. It inspires students to gain confidence and fluency in mathematics. Our Math 180 class will focus on the series Proportional and Linear Relationships this term. My goal is to enhance your student’s math skills for college and career readiness, bring your student’s math proficiency to grade level, and demonstrate to your student that academic success in math is achievable through real-world problem solving.Together we will explore the transition from proportional to linear relationships, focusing on using percentages to connect parts and wholes and to really understand how to compare using percentages. We will talk about how proportional relationships work by multiplying them, making connections between ideas such as ratio, unit rate, and the constant of proportionality. Lastly, we will learn how to understand and use slope, as well as how to model and solve linear equations for both x and y, moving from proportional to linear relationships as we go. Our focus will be on developing procedural skills for proportional and linear relationships. This includes a variety of strategies and practices to enhance understanding and proficiency. • Utilize a double number line for missing-value and complex percent problems, ensuring reasonable answers.• Employ multiple representations to understand proportional relationships expressed through equations, graphs, and tables.• Apply graphs to interpret point coordinates as solutions to equations, and represent relationships involving percentages using equations and graphs. • Use tables and graphs to comprehend linear equations with nonzero initial values, and represent slope through graphs and equations.• Estimate equation solutions through graph analysis for effective problem-solving.Understanding the principles of proportional and linear relationships is essential for building a strong foundation in mathematics. Math 180 is designed to challenge students and encourage diligent work. Your involvement at home plays a crucial role in their success. Continue to encourage your student to practice regularly, setting aside time for practice sessions with engaging games and discussing the math concepts they are learning. Thank you for partnering with us to help your student succeed in math. Together, we can achieve amazing things! Warm regards,Math TeacherEmail: Phone Number:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Proportional and Linear Relationships Family Letter with an entirely new Proportional and Linear Relationships Family Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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Updated Text: "Baseline Scan Placement Once your students have taken the Baseline Scan, use the appropriate rubric to determine which Series to place them into. The tables below can then be used to place students into Topics within that Series. Follow these directions to manually place students in Ed. 1.From the Home screen, Select View Class on the appropriate class card. 2.Choose Students from the available options on the left side navigation. 3.For any student, select the three vertical dots under the Actions column. 4.Select Edit Math 180 Student Placement. 5.Use the drop-down menus to select any Block Series, Block and Topic for desired Placement. 6.Select Save once the Series, Block and Topic are selected. Baseline Scan 1 Placement Table If students miss question(s)... / ...the assign Learn Zone Topic/ TEKS Skill Entry Point 1, 2, 7 Series 2, Block 1, Topic 1 3.4.K, 3.5.D; 3, 8 Series 2, Block 1, Topic 3 3.4.G, 4.4.B; 4, 9 Series 2, Block 2, Topic 1 3.4.F, 5.3.B; 5, 10 Series 2, Block 2, Topic 2 5.4.B; 6 Series 2, Block 3, Topic 1 4.4.E; 11 Series 3, Block 1, Topic 1 3.3.A; 12, 13 Series 3, Block 1, Topic 2 4.3.E; 17, 18 Series 3, Block 1, Topic 3 6.2.E; 15 Series 3, Block 2, Topic 1 3.3.H; 14 Series 3, Block 2, Topic 2 4.3.C; 16 Series 3, Block 3, Topic 2 5.3.I; 19, 20 Series 3, Block 3, Topic 3 6.3.E; 24, 25 Series 4, Block 1, Topic 1 4.2.G; 23, 27 Series 4, Block 1, Topic 2 5.2.B, 6.4.G; 22, 29 Series 4, Block 2, Topic 1 4.4.A, 5.3.K; 30 Series 4, Block 2, Topic 3 5.3.F; 21 Series 4, Block 3, Topic 1 6.2.C; 26, 28 Series 4, Block 3, Topic 2 6.3.D
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Original Text: Querida familia, Estamos encantados de presentar Math 180, un apasionante programa de matemáticas de HMH que estamos implementando en nuestra escuela. Hemos considerado cuidadosamente las necesidades de nuestros estudiantes y decidimos seleccionar a su estudiante para participar en el programa. Math 180 es un programa comprobado, basado en la investigación y diseñado para mejorar el rendimiento de los estudiantes en matemáticas. Mediante el uso de tecnología de vanguardia, Math 180 ofrece instrucción personalizada en matemáticas y actividades para el desarrollo de destrezas. Además, motiva a los estudiantes a aumentar su confianza y fluidez en matemáticas. Nuestra clase de Math 180 se centrará durante este período académico en la serie Suma, resta y valor posicional. Mi objetivo es fortalecer las destrezas matemáticas de su estudiante con el fin de prepararlo para la universidad y su futura carrera; para ayudarlo a alcanzar un dominio de las matemáticas acorde al nivel de su grado y para demostrarle que el éxito académico en matemáticas se puede lograr mediante la resolución de problemas del mundo real. Juntos exploraremos el significado de la suma y su relación con formar una decena. Representaremos varios problemas de suma usando fichas y una recta numérica abierta para resolver problemas de resultado desconocido y problemas de parte al todo desconocida. Además, profundizaremos en el uso de la tabla de cien, la comprensión de los múltiplos de 10, diferentes estrategias de conteo para sumar hasta 100, la descomposición de números para restar y el uso de bloques de base diez para comprender el valor posicional y las propiedades de la suma y la resta. Nos centraremos en el desarrollo de habilidades procedimentales para la suma y la resta. Esto incluye diversas estrategias y prácticas para mejorar la comprensión y el dominio de las matemáticas. • Sumar para formar una decena y hasta 20 en una recta numérica abierta • Restar hasta 20 en una recta numérica abierta • Sumar y restar en una tabla de cien • Reconocer y usar el valor posicional • Aplicar destrezas de suma y resta hasta 1000 con modelos concretos. • Sumar y restar números de tres dígitos usando el valor posicional y agrupaciones flexibles La comprensión de los principios de la suma, la resta y el valor posicional es fundamental para construir una base sólida en matemáticas. Math 180 está diseñado para plantear desafíos a los estudiantes y fomentar el esfuerzo constante. Su participación en el hogar juega un papel crucial para su éxito. Continúe animando al estudiante a practicar regularmente, dedicando tiempo a sesiones de práctica con juegos atractivos y conversando sobre los conceptos matemáticos que está aprendiendo. Agradecemos su colaboración para que el estudiante alcance la excelencia en matemáticas. ¡Juntos podemos lograr cosas increíbles!Saludos cordiales, Maestro de matemáticas Correo electrónico: Número de teléfono:
Updated Text: As a part of the response to the Quality Rubric 1.2c appeal, the publisher will replace Addition, Subtraction & Place Value spanish Family Letter with an entirely new Addition, Subtraction & Place ValuespanishFamily Letter. Manuscript for this letter is found using the URL for updated text with this citation.
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FOCUS LNF B2 T3
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Updated Text: The publisher will create the following new RDI lesson.
Linear and Nonlinear Functions series, Block 2, Topic 3, RDI Focus B2 T3 Simplify Numerical Expressions
Linear and Nonlinear Functions series, Block 2, Topic 3, RDI Focus B2 T3 Simplify Numerical Expressions
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > any problem > EXAMPLE PROBLEM > All steps
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Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
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Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > any problem > EXAMPLE PROBLEM > Step 2
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Original Text: Step 2
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Updated Text: STEP 2 (added to the body) Label the jumps.
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Current Page Number(s): Example Problem
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > any problem > EXAMPLE PROBLEM > Step 1
Original URL:
Original Text: Step 1: Find the distance between –3.5 and –9 on the Open Number Line. Use –4 as a benchmark.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Example Problem
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > any problem > EXAMPLE PROBLEM > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Example Problem
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > any problem > EXAMPLE PROBLEM > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 3/4 of 12, create 4 rows. Drag tiles to create 4 rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 4 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Example Problem
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > any problem > EXAMPLE PROBLEM > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Fast Track 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 3, Learn Zone > Topic 1 > Interpret Remainders > Lesson Map > FAST TRACK Problem 1 > Step 1
Original URL:
Original Text: Step 1: Drag groups of 2 tiles into rows until there are not enough tiles to make a full row. Then enter the number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array. Build rows of 2 tiles until there are not enough tiles to make a full row.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Fast Track 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > FAST TRACK Problem 1 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Fast Track 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > FAST TRACK Problem 1 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Fast Track 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > FAST TRACK Problem 1 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 5/9 of 18, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 9 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Fast Track 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > FAST TRACK Problem 1 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.