HMH Math 180 Texas Grade 4 Suitability Report: Prohibitions Criteria

Every introduction to each block of Math180 features controversial Liberal Supreme Court Judge Sandra Sotomeyer only. No conservative judges are ever features. This repeated exposure appears to be political bias and persuasion. This violates parental authority.

Hype up the fair

This activity is Common Core aligned because it requires students to apply fraction operations in a real-world context, use mathmatical reasoning to solve multi-step problems, and explain their thinking-all key components of the Common Core Standards. After logging into the program with the teacher login, click the series "Fractions", click block 2 "Fraction Relationship", open topic "Topic 1. On this resources page, there are 3 filters: audience, component, format- click component and filter "teaching guide"; it will then open up the teaching guide for the entire workbook. Strategies for Comparing Fraction". This unit titled "Doctor's Orders" to teach fractions alludes to organ donation specifically throughout the unit. on these specific pages. p. 58, 102-103; The use of organ donation as a context for math instruction in 4th grade does not align with the Texas Essential Knowledge and Skills (TEKS) for mathematics at this level. The TEKS for 4th-grade math focus on foundational skills such as number operations, measurement, data analysis, and geometry, all applied through concrete, age-appropriate, real-life scenarios. There is no standard within the 4th-grade math TEKS that supports or encourages instruction using medical or emotionally sensitive content such as organ donation.
Beyond the misalignment with academic standards, the topic of organ donation introduces complex emotional and ethical themes - such as serious illness, death, and surgical procedures- that are not suitable for the developmental stage of 9- to 10-year-old students. These are sensitive issues that can cause confusion or distress, particularly when students are asked to engage in role-play or decision-making related to life-and-death situations.
Instructional examples at this age should prioritize clarity, emotional safety, and relevance to students’ everyday experiences. Using familiar and neutral scenarios such as planning a class event, measuring for a project, or analyzing sports statistics - not only aligns with TEKS but also supports a positive, engaging learning environment. While it’s valuable to expose students to real-world applications of math, these should be carefully chosen to respect both their academic needs and their emotional readiness. The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills.
• The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards, risking confusion rather than clarity in learning objectives.
• While the activity attempts to engage Mathematical Practices (MP1, MP4, MP5, MP6), its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development.

This activity is Common Core aligned because it requires students to apply fraction operations in a real-world context, use mathmatical reasoning to solve multi-step problems, and explain their thinking-all key components of the Common Core Standards. After logging into the program with the teacher login, click the series "Fractions", click block 2 "Fraction Relationship", open topic "Topic 1. On this resources page, there are 3 filters: audience, component, format- click component and filter "teaching guide"; it will then open up the teaching guide for the entire workbook. Strategies for Comparing Fraction". This unit titled "Doctor's Orders" to teach fractions alludes to organ donation specifically throughout the unit. on these specific pages. p. 58, 102-103; The use of organ donation as a context for math instruction in 4th grade does not align with the Texas Essential Knowledge and Skills (TEKS) for mathematics at this level. The TEKS for 4th-grade math focus on foundational skills such as number operations, measurement, data analysis, and geometry, all applied through concrete, age-appropriate, real-life scenarios. There is no standard within the 4th-grade math TEKS that supports or encourages instruction using medical or emotionally sensitive content such as organ donation.
Beyond the misalignment with academic standards, the topic of organ donation introduces complex emotional and ethical themes - such as serious illness, death, and surgical procedures- that are not suitable for the developmental stage of 9- to 10-year-old students. These are sensitive issues that can cause confusion or distress, particularly when students are asked to engage in role-play or decision-making related to life-and-death situations.
Instructional examples at this age should prioritize clarity, emotional safety, and relevance to students’ everyday experiences. Using familiar and neutral scenarios such as planning a class event, measuring for a project, or analyzing sports statistics - not only aligns with TEKS but also supports a positive, engaging learning environment. While it’s valuable to expose students to real-world applications of math, these should be carefully chosen to respect both their academic needs and their emotional readiness. The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills.
• The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards, risking confusion rather than clarity in learning objectives.
• While the activity attempts to engage Mathematical Practices (MP1, MP4, MP5, MP6), its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development.

This activity is Common Core aligned because it requires students to apply fraction operations in a real-world context, use mathmatical reasoning to solve multi-step problems, and explain their thinking-all key components of the Common Core Standards. After logging into the program with the teacher login, click the series "Fractions", click block 2 "Fraction Relationship", open topic "Topic 1. On this resources page, there are 3 filters: audience, component, format- click component and filter "teaching guide"; it will then open up the teaching guide for the entire workbook. Strategies for Comparing Fraction". This unit titled "Doctor's Orders" to teach fractions alludes to organ donation specifically throughout the unit. on these specific pages. p. 58, 102-103; The use of organ donation as a context for math instruction in 4th grade does not align with the Texas Essential Knowledge and Skills (TEKS) for mathematics at this level. The TEKS for 4th-grade math focus on foundational skills such as number operations, measurement, data analysis, and geometry, all applied through concrete, age-appropriate, real-life scenarios. There is no standard within the 4th-grade math TEKS that supports or encourages instruction using medical or emotionally sensitive content such as organ donation.
Beyond the misalignment with academic standards, the topic of organ donation introduces complex emotional and ethical themes - such as serious illness, death, and surgical procedures- that are not suitable for the developmental stage of 9- to 10-year-old students. These are sensitive issues that can cause confusion or distress, particularly when students are asked to engage in role-play or decision-making related to life-and-death situations.
Instructional examples at this age should prioritize clarity, emotional safety, and relevance to students’ everyday experiences. Using familiar and neutral scenarios such as planning a class event, measuring for a project, or analyzing sports statistics - not only aligns with TEKS but also supports a positive, engaging learning environment. While it’s valuable to expose students to real-world applications of math, these should be carefully chosen to respect both their academic needs and their emotional readiness. The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills.
• The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards, risking confusion rather than clarity in learning objectives.
• While the activity attempts to engage Mathematical Practices (MP1, MP4, MP5, MP6), its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development.

Located in the Math 180 / Fractions / Block 2: Fraction Relationships / Topic 2: Equivalent Fractions on a Number Line; RDI Boost Lesson 2B worksheet p. 2 the challenge question at the bottom left of the page asking the student : "A patient needs a blood transfusion after bladder surgery. The doctor replaces the lost blood using seven __1 4 -pint bags of blood. Draw a number line to find out how many pints of blood the doctor uses, and represent the amount as a mixed number. " The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills. Common Core Standards Addressed:
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
• (4.NF.B.3a) Understand addition of fractions as joining parts referring to the same whole.
• (4.NF.B.3b) Decompose a fraction into a sum of fractions with the same denominator in more than one way.
• (4.NF.B.3d) Solve word problems involving addition of fractions with like denominators, including use of visual fraction models and equations to represent the problem.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
• Understand a fraction a/b as a multiple of 1/b (e.g., 7 × 1/4 = 7/4).
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with the same numerator or the same denominator by reasoning about their size.

The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards (4.MD.A.1, 4.MD.A.2), risking confusion rather than clarity in learning objectives.
While the activity attempts to engage Common Core, its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development which can impede on learning.

the challenge question Located in the Math 180 / Fractions / Block 2: Fraction Relationships / Topic 2: Equivalent Fractions on a Number Line; RDI Boost Lesson 2B worksheet p. 2 the challenge question at the bottom left of the page asking the student : "A patient needs a blood transfusion after bladder surgery. The doctor replaces the lost blood using seven __1 4 -pint bags of blood. Draw a number line to find out how many pints of blood the doctor uses, and represent the amount as a mixed number. " The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills. Common Core Standards Addressed:
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
• (4.NF.B.3a) Understand addition of fractions as joining parts referring to the same whole.
• (4.NF.B.3b) Decompose a fraction into a sum of fractions with the same denominator in more than one way.
• (4.NF.B.3d) Solve word problems involving addition of fractions with like denominators, including use of visual fraction models and equations to represent the problem.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
• Understand a fraction a/b as a multiple of 1/b (e.g., 7 × 1/4 = 7/4).
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with the same numerator or the same denominator by reasoning about their size.

The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards (4.MD.A.1, 4.MD.A.2), risking confusion rather than clarity in learning objectives.
While the activity attempts to engage Common Core, its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development which can impede on learning. at the bottom left of the page

Located in the Math 180 / Fractions / Block 2: Fraction Relationships / Topic 2: Equivalent Fractions on a Number Line; RDI Boost Lesson 2B worksheet p. 2 the challenge question at the bottom left of the page asking the student : "A clinic separates a blood donation into platelets
and red blood cells. The donation is __11/20 platelets and __3/8 red blood cells. Does the donation contain more platelets or red blood cells?" The problem’s complexity and context, while real-world, introduces scenarios (organ transplant logistics) that may be too advanced or tangential for the targeted grade level, potentially overwhelming students rather than building foundational skills. Common Core Standards Addressed:
CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
• (4.NF.B.3a) Understand addition of fractions as joining parts referring to the same whole.
• (4.NF.B.3b) Decompose a fraction into a sum of fractions with the same denominator in more than one way.
• (4.NF.B.3d) Solve word problems involving addition of fractions with like denominators, including use of visual fraction models and equations to represent the problem.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
• Understand a fraction a/b as a multiple of 1/b (e.g., 7 × 1/4 = 7/4).
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with the same numerator or the same denominator by reasoning about their size.

The task’s reliance on extended data interpretation and optimization exceeds the intended depth of Measurement & Data standards (4.MD.A.1, 4.MD.A.2), risking confusion rather than clarity in learning objectives.
While the activity attempts to engage Common Core, its real-world context may distract from core procedural fluency and conceptual understanding emphasized in our curriculum, resulting in fragmented skill development which can impede on learning.

Block 1: Multiplicative Thinking < Explore Zone < Simulation "Hype Up The Fair"

Anchor video and questions with heavy focus on using social media. Encourages Grade 4 students to use social media. This flag applies to ALL component versions of this section including Teacher, Annotated, etc.

Bottom left, continues refereance to social media and bloggers, how to use social media, careers online such as bloggers. This form clears out if I fill it out too long.

Questions revolving around bloggers, emails, digital careers, how to use social media, etc throughout this entire digital textbook. Grade4 students are not old enough to use social media platforms and most are restricted to age 12 and up. Grade 4 students are typically 9 or 10 years old. Children should not be encouraged to use social media throughout their math lessons.

The curriculum does not focus on mathematical process fluency, rather a very conceptual form of math using ‘full in the blanks’, drag and drop pictures, the use of a calculator embedded into the student platform on every questions, multiple choice answers provided. Students can click through the entire course without performing any mathematical processes, equations, standard algorithm. 100% Common Core digital math

Entire course provides embedded audio, digital calculator which violates TEKS 111.6(a)(3), this curriculum is conceptual math (common core) vs mathematical procedural fluency (Texas TEKS) , focus on global issues and digital usage. Does not encourage mathematical fluency, mathematical process, TEKS 111.6 (a)(4)

Heavy focus throughout on Common Core principles of conceptualizing math and representing math expressions rather than a heavy focus of actually performing math equations using mathematical process standards outlined in TEKS. This entire course can be done without reading or writing as the Student digital platform reads every sentence to students, includes digital calculator, includes multiple choice answers that student can click on until they randomly select the correct one, students can drag and drop objects until the correct ones are chosen without doing any math to progress to the next lesson online. No procedural standard algorithm is taught or used in this entire course. Mathematical fluency will not improve with this course.

Anchor video and description relates to a teenager getting a heart transplant and could be traumatic for 9 year old students.

Whole page, Organ Transplant game, matching and transporting organs to recipient locations. Not age appropriate for Grade 4.

Intro video encouraging and praising Social Media.