How well does Mathematics:
Applications and Connections address the content in the selected benchmarks?This
Mathematics: Applications and
Connections in Brief
The content ratings are estimates of what the textbook series attempts to present on only these benchmarks and are not an indication of overall content coverage or accuracy. The ratings also do not indicate whether or not the content will be learned. The instructional analysis provides information on the potential the series has for helping students actually learn the concepts and skills it attempts to present. The following indicates how well
The material focuses attention on the idea of
This benchmark receives ample treatment, and students are given many opportunities to use, interpret, and compare equivalent forms of many numbers throughout the material beginning with number grids in grade 6. Equivalent forms of fractions, decimals, and percents are given the most substantive treatment across the three grades. There are a few explicit references to integers and to equivalent forms of exponents and scientific notation.
This benchmark receives only partial coverage. The material gives ample treatment to the idea that shapes have special properties, most substantially in grades 7 and 8. There are only two implicit references to the idea that triangular shapes tend to make a structure rigid. There is no reference to round shapes and boundary related to interior area. Students are introduced to the concepts of congruence and similarity in grade 6. These concepts are not addressed again until grade 8.
The ideas in the benchmark are covered extensively. A great deal of time is devoted at all grade levels to finding perimeters and areas of rectangles, triangles, and circles and to finding volume. Calculating the perimeter of triangles receives the least amount of attention. Students are introduced to the formulas for each of the other calculations and have ample opportunity to use these, although many of the lessons in grade 8 and much of the practice merely reiterates the work that was done at earlier levels.
While the meaning and purpose of line graphs are defined beginning in grade 6, there is little opportunity for students to work with the various possible relationships. For the most part, the relationship is simply increasing or decreasing, with no work on the benchmark ideas related to maximums, minimums, step graphs, or other relationships. Most lessons on graphs in grades 7 and 8 are repetitions of those found in grade 6.
Early in grade 6, students are introduced to the concept of variables as symbols that represent a number that changes. The concept of symbolic equations summarizing change is implicit in the opening story, but there is no explicit discussion throughout the lesson. In grade 7, a similarly implicit explanation is given. Further work with variables in grades 7 and 8 follows this same pattern with little concept development. |
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