How well does Heath
Passport address the content in the selected benchmarks?This
Heath Passport 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
There is only minimal coverage of the first two ideas of the benchmark
in grades 6 and 7 with somewhat more treatment in grade 8, but the coverage is not
sufficient to address the substance of the concepts. The idea of "
The skills in this benchmark are substantively addressed and are distributed across grades 6, 7, and 8. The relationships between equivalent forms of fractions and decimals are developed more substantively than relationships involving percents. The material progresses from the use, comparison, and interpretation of integers, fractions, decimals, and expanded notation in grade 6 to exponents in grade 7 and negative exponents and scientific notation in grade 8.
The ideas of this benchmark appear mainly in grades 6 and 8. The special properties of shapes are covered, but the substance of the coverage is somewhat inconsistent for some of the benchmark concepts, such as the rigidity of triangles and the area of circles. The material addresses this benchmark in grades 6 and 7 but does not progress in sophistication in grade 8. Examples of similarity and congruence are discussed in grade 6 with more treatment given to properties of triangles and quadrilaterals. Formal theorems and definitions appear in grade 7 and work on comparing solids and describing corresponding angles appears in grade 8.
All the skills in this benchmark are addressed and are distributed across the grade levels. The depth of sophistication of the skills does not increase significantly across the grades except when exercises progress from using two-dimensional to three-dimensional figures. The formula for the area of a parallelogram is provided and then used to find the area formula for a circle. Formulas for finding perimeter, circumference of circles, and volume of prisms are also provided. The perimeter of polygons is related to the distances between points in a coordinate system.
Many of the concepts in the benchmark appear in grades 6 and 8 with more substance attempted in grade 8. Much of the material presented is below the sophistication of the benchmark and shows little development from grades 6 to 7. Some growth is seen in grade 8 as students begin communicating ideas about relationships between variables. Linear graphs are used to represent a relationship in grade 6 and the idea culminates with work on linear equations and their graphs in grade 8. There is some very limited discussion about linear versus non-linear relationships in grade 8.
Most of the treatment of this benchmark occurs in grade 8, mainly in lessons dealing with functions. Some of the lessons do not precisely target the idea of using equations to summarize change. They focus more on patterns of change rather than on the response of a variable to different types of change in another variable. The development across the grades is somewhat inconsistent. Algebraic expressions are used to model quantitative relationships, and later in the material, the use of variables is explained when working with linear equations having two variables. These equations include showing changes over time. |
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