The Houghton-Mifflin math series

Too much information is smushed into each lesson.

I like the series, but wish there was more sheets/activities for extra practice, particularly when it
comes to mastering the facts (addition, subtraction and multiplication).

The series covers our curriculum well, and provided many resources to differentiate instruction.
The students are not used to the new vocabulary yet, so it can be challenging for them.
Kindergarten is a hands-on grade. I do like some of the things that the math series has to offer,
pacing and manipulatives. I think many of the same objectives were accomplished using the handouts
and hands-on lessons that I was doing before the series.
The series introduces "wrinkles" too soon after the presentation of a new concept, when the children
are barely able to complete a very basic calculation/problem. Also, sometimes units require a skill
are barely able to complete a very basic calculation/problem. Also, sometimes units require a skill

that hasn't been taught yet. Ex: Order of Operations assumes that exponents have been taught,
but the series provides almost nothing on exponents.
Quite comprehensive with a plethora of additional resources. The test generator is user friendly
and time saving. The assessment clearly matches the objectives! However, I am continually
remediating or re-teaching. Some students do not have the prior knowledge or basic math skills
necessary for acceleration. In addition, students in the previous grade are separated according to
skill level. Then regrouped heterogeneously in sixth. Finally, the book is quite heavy making
transportation to and fro burdensome.

I like the organization of the book. The pictures help a lot and it is a hands-on book.
I like the way that it flows and the daily flip chart.
I find the series easy to follow. Most concepts are addressed in a developmentally appropriate
manner. I do find that modifications are necessary to the provided assessment materials.
Sometimes the numbers that go along with a given problem solving strategy are too high--limits the
ability to scaffold a strategy.
I like the number of resources that this series has available. It makes creating assessments and
homework assignments much easier to create. I also like the activities/games that they have to go
along with each of the chapters. I like to do a math learning game every Friday and the resources
makes it easier to come up with an activity.
I think the math series is good, yet I would like more problem solving. At times the support
materials on this objective are too hard and need to be modified.

Moves through concepts too quickly. The high average and top students are fine, but average and
below are overwhelmd.
In order to adequately teach to our curriculum, this series does not meet all of my needs. In some
areas, several concepts are presented on one page with few examples. An example would be the
following; according to our curriculum students at this grade level need to know how to find the
mean. In the text one lesson is given on mean, mode, median AND range. This is not the only
instance of this.
Some problems/examples contain concepts that have not yet been taught.

It is more comprehensive than the last series.

I was on the selection committee. Although it is not perfect, I believe the series was the best one
out of all of the ones we looked at when selecting. It does have many topics that we do not need to
teach (to meet the NYS standards for 5th graders).
I've been very happy with the series overall. I still feel the need to supplement with more problem
solving.

I don't feel the assessments really assess the skills taught in each chapter.

Not enough problem solving assessment.

Some of the units are "out of order". For example, teaching money and making change before
subtraction with trading.
I like the links to www.eduplace.com for teacher, student, and parent use.
I like the links to www.eduplace.com for teacher, student, and parent use.

Good amount of practice and problem solving

Some of the math problems on the assessments are very difficult. There are also too many problems
to solve.

I like how it goes back to skills previously taught and reinforces problem solving as well.

I do like the series for its challenging math problems. This really gets the kids thinking. However,
I do think the series has too much information in select lessons.
The problem solving component is too difficult for 4th grade. The problems have prerequisite skills
embedded within them and they are not sequential. So - the student might need to divide in the
problem when division has not been taught yet.

alligns well with NC curriculum; great resources (HW, reteach, challenge, practice worksheets, test
generator, transparencies, website, etc.); textbook is age/grade-appropriate and appealing
The textbook is very user friendly and easy for the students to understand with excellent examples
and practice, however it contains a lot of concepts and many chapters that make it difficult to fit in
throughout the year ( I usually miss one or two by the end of the year). I'd also like to see more
problem solving examples as that is what students usually struggle with most and there are few
practice problems for them to try on their own.
Has an abundance of resources for the concepts taught, however, it assumes students have mastered
more skills than they actually have. This could be due to the gap between last series and this one.
Hopefully when the primary students reach me, there will be less of a discrepancy.

scaffolded very well. The addition of the hands-on kits for each student has been very helpful.
I LOVE the teacher resources!!! The reteach sheets are a HUGE help with notes and parent support.
The test making software isn't user friendly, but better than what we had!
I have only had to supplement periodically. Number of example problems and practice seems very
good
Some of the skills and problem solving exercises are far too advance for first grade. Alot of
supplemental material is needed.
When used in the chapter order presented, it doesn't always work best for student understanding.
Switching chapter presentation has worked well.
Some of the objectives for an average third grader are too difficult and too challenging. The math
series moves at a quick pace. Revisiting concepts that students struggle with make it difficult
because of all the material that needs to be covered in one year.
I feel as though we are asking our students to learn material that is developmentally inappropriate
for their age. Also, the way the text is organized requires that the teacher go back and forth from
lesson to lesson in order to teach concepts in a logical way.

This series does not afford background knowledge to ensure that students really understand the
concepts. My lowest students are unable to use the book at all, it begins at a level way past what
they are able to understand.

I find that I have to supplement every unit for my general students and provide alternate materials
I find that I have to supplement every unit for my general students and provide alternate materials
for my lowest students.

The pace at which we have to move is too quick for many students especially in the beginning of the
year.
I really have experience with 2nd-6th grade.

I believe the series highlights vocabulary & concept development over computation & the "old school"
verbal math problems. The program has a great deal of on-line support & resources available.

It seems to prepare students well for NY State Math Test--maybe not as well for IOWA's.
- A spiral review of curriculum throughout the year is missing or weak.
- The problem solving is disjointed rather than connected to daily skills instruction.
- Most teachers use the text as a Bible rather than a resource
Many times the assessments are far too easy. Problem solving is minimal on tests.
Since I teach alt math, I don't use the series often. I do like some of the suggested activities,
though, and use them with my remedial students.
Love the web link to further practice; however, not satisfied with word problem solving.

I do not use the series for 5 and 6 Alt. Math, but however refer to it as necessary for remedial. For
those purposes there is not enough practice for the different concepts.
The series addresses most objectives, yet some skills are not included in the lessons. It is not
really 'student-friendly'. There are not enough practice problems for students.
The district math curriculum

Aligned well with the NYS test.

Would like to see more consistency with this math series, particularly when it comes to testing. I
am not sure that everyone is using the same tests and accountability measures?
Problem solving needs to be correlated to Houghton-Mifflin text

It has not been reorganized in a long time. There are units that seem disjointed. The objectives
also need to be reorganized. There are chapter tests but no unit tests... math final????
The curriculum is well aligned with New York State Standards.
I can only speak for my grade. I think the kindergarten math curriculum I teach is very
developmentally appropriate and successful. Using a mix of the series and my own lessons,
objectives are always successfully accomplished.
Our curriculum is excellent. Expectations are high, but attainable. I think the children are well
prepared for the JHS.
Our scope is simplified - the text leans towards comprehensiveness not brevity.

It is hard to fit the whole math curriculum in before the end of the year!

The district curriculum is sequentially organized and easy to follow.

I think we need to take a closer look at the problem solving portion of assessments in grade 4.
I think we may need to change it for next year to realign with when the state test is being
administered.
I follow the curriculum guidelines as best I can. However I still have trouble completing
everything!
The curriculum aligns well with the math standards.
I feel as though the students in third grade are on math overload... the amount of curriculum that
we cover in forty weeks is overwhelming. There are days that I need to cover two or three
objectives in one day. We are not spending enough time on reinforcing the BASIC concepts/skills.
We continuously push them forward even if they have not mastered a particular skill. This is of
most concern with the average to below average students. There is no time to practice- enabling
them to internalize the material. They learn it for the test and then forget it because we have to
move on.
We need a new updated curriculum that puts all of the revised pieces together. I feel like I have
old/new pieces mixed together. Dare I say that I think we need an updated binder. :)

Problem-Solving (objectives, materials, assessments) still needs to be examined.

There is not enough time to cover all the material before the state exams. The curriculum suggest
teaching 3 units in September (money continuing into October). I have many students who struggle
with place value and I need to spend more time on this important topic. It is the basis for many
skills. Therefore I am already behind by the end of September. We also need to spend more time
on problem solving. I have too many students who fail. They (especially remedial readers) need more
practice on the skills.
Materials in the binder are useful for topics not thoroughly covered in the H-M series.

It is a good working guide to how we should teach math.

Needs to be updated in light of new math series; could use some clarity regarding which lessons
should be omitted, since book is very dense; some lessons should be omitted or combined

We used to have a district math calendar which outlined which lessons needed to be taught for each
chapter. It was very helpful. I wish we still had one.

very intense

We need an updated Math calendar...

I believe it was created to parallel the math series so it is a good match!
I use a lot of my own outside material.

There are too many students who come to me (by sixth grade) who do not have basic math skills. By
this I mean number sense and basic operations. I think that the district needs to reinforce that
students absolutely master these skills in elementary school and not focus on teaching 1st graders
concepts like fractions. If students came to me with solid understanding of basic math concepts, I
could teach them the higher-level math skills they need for the junior and high schools.
Unfortunately, almost half of our students need remediation at a pretty serious level to even
remotely touch on grade-level material. This takes up a tremendous amount of my teaching time.
The curriculum needs to focus more on actual understanding of concepts and less on covering
material. While I realize we need to cover what the state will test, many students do not have a
basic understanding of the underlying concepts.

I'm not the best judge--I don't look at the curriculum. As a spec ed teacher I look at what the
classroom teacher is teaching & how to make it manageable for my students.

Last year my brighter 6th grade students (LD in rdg/sp/writing) were scoring way above grade
level in math on the WIAT II (more "old school"-there is now a WIAT III that I'm not familiar
with) ---they surely could handle "old school" and more modern tasks.
Problem solving needs to be emphasized more and should be occuring continuously not just on the day
we do a problem solving lesson from the book.

My issues with the curriculum are a result of the state curriculum and not something we can
change.

There is something really wrong when you get 5 and 6th graders who cannot do simple division
problems. I do not think the lower grades spend enough time making sure students are really
mastering various concepts...the kids will get it the next year...
The curriculum needs to be realigned to meet the state testing requirements; pre/post March
The staff development provided for math instruction

There hasn't been any.

I would like to see more available for strategies for math problem solving
Would like to have more time to explore ways to fit in SO much in such little time!

Would like to know how other teachers encourage the kids to master their math facts and what
they do to help in this area - strategies that work??

is there any?????????
We could always use more training; our training is few and far between and very superficial.
The last time we had staff development for the kindergarten math curriculum was during the first
several staff days in the beginning of the year.
Hasn't staff development been all about reading lately?
Ideally, I would like to glean ideas, strategies, and procedural suggestions, for my grade level from
other teachers. I believe a discussion with other teachers, in a non-competitive, collaborative
forum, would be beneficial.

The staff developments I have had provided me with ideas and activities that I could implement
into my classroom.
The series really does not require a lot of staff development in my opinion. I feel it is very easy
to use.

More inservice should be provided.

I would like to have more time to meet with others in my grade level to share ideas and learn
strategies.

I'm always open to learning some new fresh ideas to keep math fun and interesting for students.
It would be great to have more staff development.

would like some ideas for lessons and activities that don't necessarily require the textbook
More introduction of web tools and time to explore

I feel I have been offered plenty of staff development in this area.

It would be nice to have teachers who are especially skilled in math offer workshops that target
the teaching of difficult skills.

we haven't had any recently

There has been very little staff development on math.

Haven't had much.

It seems we only spend time on Reading at Grade Level Meetings...more time is needed for Math,
Science, and Social Studies.
A staff development of new hands on ideas would be great
I haven't had much staff development for Math.
District Grade level time to share is the best source of ideas.

I have not received staff development for math instruction beyond a walk-through of the
Houghton-Mifflin texts. I would love some help- particularly with developing lessons for older
students that use manipulatives and with developing remediation techniques.

The only staff development that I have ever received is a walk through on the math textbook.

We need staff development that will help us to develop student learning with understanding. We
have learned a great deal in the past years about developing authentic literacy, yet we continue to
teach math by working through the pages of the book.

The staff development we have had has been good, but I have not received much staff development
in this area.
I am not always aware of what classroom teachers are taking advantage of.
I haven't been with the district long, but notice a great emphasis on reading/ language arts and
math is falling by the wayside comparatively.
I have received little staff development for teaching math-most things seemed to be geared toward
reading when we get together. I would be more than happy to help provide some of this staff
development as I have seen some issues that I think people just aren't aware of the consequences
of in the higher grades.
Hard for me to comment on. Is there time spent at grade level meetings so specific topics could be
discussed?
Haven't seen much staff development for math at all.
There seems to be a very limited amount of staff development related to math.
This is only my first year, but have not heard of any
I've enrolled in computer/technology classes to use in math, but I haven't noticed opportunities
for math instruction.

Student performance on standardized (e.g. IOWA, CAT)

I don't know much about it, I assume they're doing fine.

I think that, overall, our students do very well, but could do better with taking tests that are
timed and checking their work carefully (particularly, with problem solving).
** Now that we have the NYS Math test at the end of April, do we really need to do the IOWA's
in May? Seems redundant and too much on the kids to do both!!Also, the NYS Math test and the
IOWA tests seem to have very different expectations (as far as test format, style of questions,
what is expected of the kids).

need to look at results... don't recall that data right now

The IOWA is not aligned with NYS standards or our curriculum.
From what I've heard we've done pretty well. I can't speak to our performance with great
accuracy though.
We have a high percentage of identified children here at BC, but they do pretty well, I think.
Acceptable - with room for improvement.
The IOWAs are difficult to give because we have not come close to finishing our book yet . There
are main ideas on the test, like double digit addition that has not been looked at yet. It is not a
great assessment because we haven't taught some of the skills before the test is given. It will
show that even more this year since the IOWA is being given in April.

The format and style of questioning on the IOWA does not match with Houghton Mifflin's teaching
style.

My students take the IOWA's only. They tend to do fine on them. I do not view it as an accurate
measure of what students needs and strengths are. The math state test would be sufficient for
this. I feel as though taking the IOWA's is not necessarily needed.

We teach the children to take their time and think, then we assess them with a timed
measure...doesn't make sense
Since none of these are in question form, do you mean how students perform on these tests, are
these tests and our curriculum aligned, or is the question because we take the CAT's and NYS math
test, do we need to take the IOWAs too?

IOWA tests are way too long for 1st graders.

I feel the IOWA for first graders is inappropriate. The length of each test and many of the
questions are not developmentally appropriate for this age. Maybe I am mistaken, but I think I
heard there is a new rule that they can not use any tools to help them solve problems on the
IOWA. I know they can draw problems out, but how about number lines and counters? These are
the strategies we teach them to use. These are the strategies the math book uses, then we test
them and tell them they can not use those strategies?
For the most part, my students have done well on the math section of the Iowa Test.

Iowa is too stressful and long for first graders

Students are timed. That said, many students just do not finish. We teach the kids to take their
time to think problems through. With the time constraints on the IOWA tests, some kids really
cannot show what they know.

I not sure what this question means. The students' performance is high, if that's what it means,
although this year it will be different. The test will be much earlier and much of the material will
not be covered.
NC students consistently do well
Time limits tend to add a little stress to the situation of standardized testing so I don't always
feel that students perform to the best of their abilities and do believe that some students are
able to do more than what these tests show when given the opportunity to think through the
process and not feel like they have to rush in fear that they may not finish.
process and not feel like they have to rush in fear that they may not finish.

Need to work on word problem/problem solving skills

Seem to reflect their classroom grades - the phrasing "7 add 3" ( this is part of the wording on the
oral problems) is confusing when we give the IOWAs
I think the IOWA should not be given in first grade. They are too young and can not sit and attend
that long.
IOWAs are inappropriate / not needed at grade 1. They clearly serve an administrative need to
compare and contrast.... despite reasons given otherwise

Student performance ranges from low to high depending on the student... I left the scale of 1-5
blank and was not able to submit the survey, so I marked 3 for no other reason than to submit the
survey. The '3' means nothing at all.
There's too much testing in third grade. In general our students do well.
We have been told that our scores have been going down each year in the area of computation
(again, those basic math skills).

The students are able to complete the basic skills with moderate success, however when asked to
explain or elaborate on a math concept they are unable.
I do not consider the IOWA or NYS assessment scores to really let me know what my students
know and understand about math.

Again, I only know what my students are doing. It seems that the IOWA has more "old school"
verbal problem solving and computation than the series/NY State Tests do. Students who are
weaker in math are not getting as much practice in these.
There seems to be a drop in scores. Do we need to look at our approach? our resources? something
else?
Our students do well on standardized tests however, I don't know how much weight we should put
into these tests.
The students appear to be doing ok. The latest version of the IOWAs is very challenging. I think
the second grade version appears to rely heavily on their listening comprehension skills which
skews their math results.

I haven't really paid close attention to the IOWA and CAT scores in recent years, but I do think
there is too much testing. Isn't it possible to glean the necessary information from one of those
tests, the NYS test, and classroom data/ teacher input?
Again only my first year, but there are quite a few students who qualified for remedial services
based on the tests.
6. Enumerate the two or three greatest challenges students face to master math concepts.
Problem Solving (reading comprehension)
lack of memorization of basic facts
pressure to learn things quickly in order to succeed on state tests
They have not mastered addition, subtraction and multiplication facts.

There is a lot of content for students to know.

1)Fast pace of the math curriculum - not enough time to provide extra practice for those who need
it.

2)Struggling to master their math facts - would like to see more of my students feel success in
this area!

The concepts are covered too quickly with little opportunity for real mastery. Fractions are
covered in 1 week. We cover so much content that for many students they do not have a firm
understanding of anything.
1. pace 2. content
math facts
problem solving
Student knowledge of basic skills
Home Support
• knowing basic facts
• knowing the process of adding, subtracting, multiplying, dividing
• accuracy
• consistency in expectations
• lack of student responsibility in studying, reviewing....

Abstract concepts, such as fractions and decimals. Problem solving. Computation when they don't
know their facts.
Time to teach and time to have sufficient practice
When they come in not knowing their math facts, that makes everything more difficult. They really
do not know basic addition, subtraction, multiplication, and division.

I hate to say it, but reading is an issue with problem solving.

1. Automatic retrieval of basic math facts and study skills
2. Prior basic knowledge of concepts.
3. Test anxiety and attitude towards learning.

Curriculum/text goes VERY quickly - we have to move from one topic to the next weekly or
biweekly. This can be hard for some students.
1. We move quickly in first grade and there is not always enough time for students to master
concepts. For some concepts it is an introduction.

Not enough repeated practice on a certain concept.

Not enough repeated practice on a certain concept.

The order that some of the skills are introduced in the math series is not as logical as it could be
in terms of scope and sequence.
The vocabulary involved in many of the units is overwhelming.
Pace is way too fast. Although with the assessment changed to later in the year should help a lot.
Before we were having to teach too much before March and unable to really spend quality time on
more challenging concepts and problem solving.
PROBLEM SOLVING!!!!!!! The thinking strategies that are needed to break down a problem into
manageable steps

Fact memorization

In third grade a lot is introduced therefore making it challenging for them to master many of the
concepts. Since there is a time factor I need to keep the pace a bit quicker.
1.Length spent on a concept. They need more time for mastery of certain concepts and scheduling
(due to testing) does not always allow this.
2.Memorization of basic +, -, * and / facts. It is not part of the H-M curriculum. Rote practice is
necessary at home and at school for memorization and retention. If they don't know their facts, it
is difficult to answer complex questions because they have to compute facts and lose track of what
the problem is asking then to do.
there are so many concepts that we have to keep moving very quickly just to cover the curriculum
They don't know their facts and that gets in the way of new concepts.
Students look for a pattern to solve any problem without taking the time to understand the
concept or problem.
Limited amount of time to practice
Too much curriculum to cover in too small a time frame
Lack of support at home (math fact memorization- in particular)
•lack of basic facts mastery-addition, subtraction, multiplication, division-when they enter fifth
grade. Many still add and subtract on their fingers.

•place value of decimals

1. Difficulty with abstract concepts - really understand addition and subtraction with regrouping.

2. Being able to solve a variety of problems using a variety of strategies.

3. Mastering math facts

memorizing math facts
reading word problems
1. There is not enough time built into the curriculum for mastery.
2. Too many children are struggling with problem solving.
3. Parents still do not work with the children on mastery of the basic math facts (even though we
continue to cover it and test them).
1. Quick recall of basic math facts in addition, subtraction, multiplication and division.
Problem solving - at the first grade level it is a different challenge because there is reading
involved.
Need time to explore math concepts outside of a math book/worksheet.

Regrouping with addition and subtraction

Counting money (coins)

Some students don't have enough time to grasp the concept. We move pretty quickly in the
curriculum. These students lose the fundamental concepts early on and have trouble with them
every year.
Understanding the importance of the process
Applying the process and thinking outside of the box
Basic math skills that should be mastered by 6th grade
Visualizing math concepts
1. time available for math, especially compared to language arts 2. no support or remediation for
struggling first graders
The timeline in which we have to follow forces us to keep moving
Problem solving is always a struggle
Fractions, fact families
Memorizing basic facts - even with daily practice, some families just do not take the time to
review at home.

Solving math problems - students with reading difficulties often just do not understand the
problem questions - some students are struggling with basic concepts and the problem solving just
does not happen for them!

Pacing - to get through the curriculum is difficult - we need to move at a pace that is just too fast
for some students
Too much information to cover in too little time. We rush them through to the next concept
before they have had time to internalize the prerequisites. Not enough conceptualization of math -
a lot of just teaching them the steps to do the problem correctly and then we move on. They do not
understand the whys behind the steps. They are not making any connections between concepts.
Even in second grade, some students come to me with math phobia.

not enough time to practice/internalize concepts due to large number of objectives; inconsistent
support/reinforcement at home
1. students rely too much on certain manipulatives and no longer seem to have memorized basic math
facts which creates some difficulty when moving on to higher level skills.
2. adding the written explanation component often confuses students and they are not sure how to
explain in words what they did to solve a problem.
3. time constraints often make it difficult to provide students with real life examples and practice
using math skills in a way that makes sense to them. They have a hard time understanding why they
need to learn certain concepts and skills because it doesn't directly apply to their every day life
and we don't always have the time to show them the importance of each concept and skill taught.
They haven't mastered their basic facts early on. It greatly hinders their success by the time
they get to 6th grade.
1.) Operations are not mastered to a level that allows the students to tackle more complicated
concepts.

2.) Problem Solving still continues to be the biggest challenge for most students. Due to reading
difficulties and what seems to be a lack of decision making skills, students need to constantly be
shown how to approach word problems.
I don't find they have many challenges
Real world applications
Support at home
Interest
Lack of home study in Math facts and test preparation.
Explaining solutions in words.
mastering math facts

OT issues when we get to writing 2 digit math problems

rules that they have heard such as " how many more means subtraction" but a word problem could
say he started with 7, got 4, got 5 How many more does he have now? Kids love rules but
generalizing can be a problem
1. They often don't have number sense when entering first grade or enough background knowledge.
2. Difficulty identifying the important information when solving word problems.
3. Challenging material that may be too advanced for their grade level.
Not having a baseline knowledge of number concepts prevents moving forward with some students,
while others are ready to move forward
The math curriculum moves at a face pace. If students are unable to master the skills introduced,
they need to be revisited. Because of time, it is often difficult to do that during the one hour plus
time allotment per day.
1.) An emphasis on too many math concepts. "Jack of all trades, master of none" syndrome.
2.) Lack of support at home. We cannot teach as though all of our students have parents who are
drilling them at home. I would assume that almost half of our students do not have this consistent
help.
3.) We are moving on to new concepts before students have really understood the one we are
currently teaching. My sixth graders have to count on their fingers to subtract 16 from 18 - they
never really mastered 1-1 correspondence back in K or 1st grade.
No follow through at home
Not enough time spent on concepts...teachers move too quickly throught he curriculum to get it
done, the kids are losing out on critical understanding in the lower grades and it is hard to catch
them up in 5th and 6th grade
Students do not have a firm understanding or grasp of basic math concepts. They do not recognize
that when they trade ten's across place value that they are moving a value of 10 - to them the 5
becomes a 4 and they add a 1 on the front of the next number.
It is difficult to truly teach for mastery when we have so much curriculum to cover before the
IOWA, which seems to be administered earlier each year. Many students need time to practice new
concepts, which is difficult given the time constraints.
Time
Large class sizes without support to allow time to work with students in small groups or
individually on a regular basis.
-don't have the attention to task

-don't get enough distributed practice to master skills

-don't master basic facts

-rote instruction versus conceptual instruction - many of us were taught the same way - just do it
this way, you don't have to understand why - understanding why cements the learning

-lack of efficiency with basic facts

- concepts are taught and not returned to until state test review time - need to spiral
curriculum/content throughout the year to maintain skills - "you don't use it, you lose it!"
1- lack of basic understanding as to WHY things work to help them piece things together and make
sense of the entire base 10 system

2-don't know their basic facts

3-not enough challenge in the lower grades

1. pacing - There is a new concept almost every day.
2. vocabulary - For students who struggle with reading or language arts, it is overwhelming
3. facts - They are needed in order to understand concepts, but many students can't or won't or
don't have them memorized.
word problem solving and memorizing their math facts
The greatest challenge continues to be a general weakness in basic math computational skills-
especially multiplication and division.
Not enough practice to really develop a solid understanding...curriculum pacing especially in the
primary grades is way too fast.
1) the ability to retain and apply the skills that they've learned from the same school year

2) they just don't understand some concepts

7. List up to three needs you have with regard to your own professional development as an
elementary math teacher.

Everyone should have an Elmo and a Smartboard

time to plan for differentiation within math
money for supplies to use for differentiation
guidance via professional development to learn more about how to differentiate
As stated previously, I am always seeking different strategies to help students learn concepts,
particularly problem solving.
1) Teaching mastery of math facts
2) Using good technology methods that will enhance
math instruction

1. Time to create smartboard lessons to support math content.

teaching problem solving

fun math games
keeping kids practicing at home
Time
• expectations
• revised units that make sense
• revised calendar
• Jr. High bridge -- how do they teach math so we can help prep the students
Help developing assessments that are reliable and valid.
Help teaching skills and concepts to learning disabled or struggling students.

I'd like to have more differentiated lesson. However, time will always be the greatest issue in
kindergarten. Full day?
Gee, I think I know the curriculum pretty well. I feel comfortable teaching it. I also have an
extremely talented TA who performs magic with the LRA kids.
How to combine and cultivate conceptual knowledge and analogies without sacrificing procedural or
factual knowledge.
?
1. More hands-on manipulatives
More manipulatives.
Differentiating math instruction
Using technology with math instruction
Problem solving is always an area where my instruction could grow.

More games! I'm always looking for ways to make math more fun :)
I think more resources of making math visual for students would be beneficial for me.
I'm good at this point.
1. watching a model classroom/teacher teach H-M (release time)
2. more district problem-solving questions for math tests
none, I feel confident
none, I feel confident

At this point, I'd like to hear from other fifth grade teachers on how they teach math.
-
Using Smartboard tools to teach concepts efficiently.
Ideas to challenge students beyond what's expected.

Ideas to further each lesson... what can students do once they've completed the assignment?

To learn some strategies to teach specific concepts.

1. How do we help remedial reading students master problem solving? One reason that they fail is
that they can not read and/or understand the problem.

2. We need to take another look at the curriculum and the pacing.

- more ideas for hands-on teaching of math concepts.
Time to plan for individualized math instruction/activities.

Time in my busy day to incorporate these indiv. activities.

Having extra support in the classroom so that I feel I can help any and all children who might be
having a hard time.It would not have to be every day.
I am always open to new approaches in how to teach math. More staff development offerings would
be great.
I would like more opportunities to share materials and lessons with grade level colleagues.
Use of more manipulatives
Fostering the development of long-term memory... not just knowing it for the moment
Making math fun for the struggling/distant math student
would like to learn how to more effectively use technology in math instruction
help incorporating computer lab--time to see what is available
more smartboard instruction to support the textbook
websites for the kids to use, technology in the classroom, and new strategies to teach math facts
Actually - I feel the district has done a fine job with professional development!

Teachers really just need to take the time to practice teaching skills in a way the kids will
understand!
1. Additional problem solving resources
2. Tried and true activities that help students conceptualize the math we are doing
The varying abilities of the children is sometimes difficult to manage.
would love to have an opportunity to meet as a building to discuss how some major concepts are
being taught/what vocabulary is used
Working with manipulatives, how dependent should students be with using them in daily math
practice since they cannot use them on state testing and since they may not have them the
following year.
What are the most crucial concepts that must be taught from the textbooks and to what extent
for our grade level as I rarely reach the last chapter or two (chapter on decimals) with the amount
of time we have in the year to fit it all in. What will they be learning again the next year in
fourth grade and what must they need before moving on to fourth grade?
I would love to have additional technological resources to revert to, rather than always searching
and creating things on my own. For example, sharing smartboard lessons, webquests, projects.
1.) Sharing specific steps and strategies other teachers use when teaching difficult concepts ex.
tricks that veteran teachers have found through the years. Sometimes it is helpful to hear
another perspective.

2.) With the district-wide results on computation being so poor on last year's IOWA tests,
possibly the variety of ways teachers are trying to enable their students to master these concepts
could be shared.
None
Bringing the real world into the lesson
Using manipulatives to their potential
Math calendar
Consistency regarding what we are covering from grade to grade.
hands on ideas AND keeping it smooth - too often manipulatives = more work than they get out of
it

1. Maybe more resources for supplemental material

2. Manipualtives
3. Extra help for struggling Math students.
Specific hands on lessons and materials for specific chapters

Smart Board application of lessons... specific

???
I am comfortable teaching the math curriculum and providing instruction that promotes success for
my students.
It would be nice to have some additional materials that are accessible to challenge students who
find math to be easy.
1.) Techniques to use that will teach students more difficult math concepts in a concrete way. I am
constantly creating these myself and if something doesn't work, I'm at a loss.
2.) Methods to motivate math-phobic students
3.) Ways to practice and reinforce basic math concepts
technology in math

How to develop lessons that build concrete knowledge. I spend hours searching out best practices
in math instruction.
-Using the Smartboard to teach math
-Finding ways to differentiate
Opportunities to learn about the latest developments in math for my grade level. Most inservice
training is aimed at 3 +
I feel a bit "left in the dust" when I read some of the lesson plans prepared by teachers who are
training is aimed at 3 +
I feel a bit "left in the dust" when I read some of the lesson plans prepared by teachers who are
using the Smart Board" & pulling in instructional supports during their lessons. When I have the
opportunity I will go in to observe so I have a true understanding of how this technology is being
used.

-new/innovative instructional strategies

-opportunity for staff development
-opportunity to share with colleagues across grade levels - what are expectations at next level to
better prepare my students
- where do I find good supplementary resources
1. even more ways to get kids to WANT to learn more in math

2. how to help students in the higher grades with more in depth concepts when they don't know
their basic facts..
I would love to have an inservice on helping students understand word problems. How do I develop
this very specific type of reading comprehension?
Would love to see what other teachers are doing to help with word problem solving skills and other
resources as our book does not have that much. Need more materials for a math challenge group.
- Further training on advanced uses of the Smarboard
- Implementing hands on activities (where appropriate) to strengthen understanding of concepts
taught in class
being new, anything- integrating technology maybe
*time to develop and create hands-on opportunities
*opportunities for students to become familiarized with state testing, without teaching to the
test
*need more time to meet with and deliver effective AIS math monitoring services to students

8. What weaknesses do you perceive exist in the current math curriculum?

The book can be challenging for students who struggle with reading.
The problem solving pages from the text are not sufficient to promote higher level thinking- a
separate problem solving curriculum would be helpful to use once a week at least
I think we can always develop more problem solving.
1) Need for greater consistency (esp. with assessment)
2) No time to explore all that the math series really has to offer - maybe some professional
development in this area?
3) No time for teachers to talk and share what they have learned, what they do that is successful
in math!
Pacing is too fast for most of my students.
enough reinforcement sheets
Time
• what ever happened to the unit tests we all used to have?
• what ever happened to the unit tests we all used to have?

• LACK OF RESOURCES FOR THE STUDENTS WHO ARE FUNCTIONING WAY BELOW
GRADE LEVEL AND ARE STILL EXPECTED TO BE TAUGHT IN THE REGULAR CLASS
SETTING ....

None
Not enough time to adequately get through the whole curriculum.
The textbook.
Objectives that teach knowledge of procedures and understanding of concepts simultaneously.
Reliance on manipulatives vs analogies to comprehend the abstract.
No set program for memorizing math facts - We use a program in our school that works well, but it
is not a part of a set curriculum.
There is a lot of information in a short amount of time. I think this would happen with many
curriculums.
Some ways of teaching a concept in the book are not as developmentally appropriate as they could
be.
consistent assessments
Attention to problem solving. Revisiting exactly how we should assess it per chapter.
I think that the resources are decent. I tend to make due with whatever I am given, so I can not
think of any real weaknesses at this point. Perhaps more consistent assessments (quizzes
throughout the unit and tests at the end, as well as problem solving quizzes to go along with them)
given across the district for each chapter - making them to go with certain parts of the text for
all of the buildings would address this.
Additional problem solving and test prep questions for the ny state test.
1. Order problem solving strategies are introduced
2. Lack of fact practice (void of other concept development)
The curriculum is not weak, it is just that things are getting pushed down and the kids are
overwhelmed.
In our math curriculum, I see no weakness. We have attempted to meet NYS standards while
building upon the fourth grade curriculum while getting our students ready for sixth grade.
There is too much of it.
Consistency across buildings (tests, content of binders)

1. Not enough problem solving.

2. Inadequate assessments.

none
1. Problem solving.
2. Not enough time to practice and master important skills.
3. I keep hearing that the number of remedial math students is growing. We need to address this.
There is a need for all students to have quick recall of math basic facts that many grade 5
students do not have.
I'd like to see entering students grade 5 have a mastery of these basics.
Children at this age need more "hands on" work. Not filling in a blank spot on a math sheet.
I see no glaring weaknesses.
none
What are the best resources to use?
What are the most kid-friendly ways of presenting material?
How do we get to all of our learners?
priorities unclear
I follow the book and am not sure how it differs from the curriculum
Manipulatives for the students and varying levels of the same lesson to differentiate instruction
Not enough time

Too much to cover in a year

See above about problem solving issues
The text is a great tool. I still gather other materials for additional problem solving practice.
introduction of some concepts too developmentally early
Lack of problem solving for each concept/unit and providing the students with enough practice
before taking each chapter test since we are required to move so quickly through each section of a
chapter based on the outline given.

The assumption that they have been taught concepts that they actually have not.
1.) With the new date for the NYS Test, revisions may need to be made to the order of chapters
and concepts to be covered throughout the year. We used to have Pre-March and Post-March topics.
Clarification is needed on if that has changed.
Not sure what needs to be taught now that the test date has changed.
Not enough staff development or opportunity to discuss with colleagues
It needs to be Curriculum Mapped district wide.
none
1. Book is very hard and I'm not sure if some of the material covered in it should be required of 1st
grade.
No specific curriculum issues....but...

The larger the class size the more difficult to address all the student needs... ANY curriculum
would work better with smaller class sizes.
The state math tests have changed the time the students will take the test. It would be nice to
have a way to align what needs to be taught prior to and post May.
It asks students to learn concepts that are developmentally too difficult. I can teach my sixth
graders negative exponents, and they can probably pass a quiz on them but they have NO idea where
they fit into the world.
same as in #6...the teachers are moving too quickly and students are not really understanding
concepts
We cover too much material without the depth of understanding of the concepts.
Each year we acknowledge that our students are struggling, yet we have not changed how we meet
their increasing needs.
Too much, too fast
The current series allows more for exposure than mastery. The program is very time consuming
and does not address mastery of facts.
I believe that this curriculum meets the needs of the average and above average student. I think
it probably matches state testing quite well. I believe that our old programs were way too rote
for our better students.
I AM NOT AN EXPERT ON THESE STUDENTS!!

I think that it moves way too fast & includes way too much for many of our weaker students.

The tests look quite easy, but the day to day instruction seems very complex. The daily
assignments & hw appear much more complicated than the unit tests. Many students are so
confused by the instruction/day to day assignments/hw that they are not getting the practice they
need & they are missing out on the basics.

-Many teachers treat the text as a Bible and follow straight through without skipping a lesson -
don't even look at district curriculum
- grade level teachers know their curriculum, but not the expectation for the next grade level, or
where the previous grade level left off
- huge gap between 5th grade and 6th grade expectations in many of the math sub-areas - how to
bridge this gap more smoothly?
- time for math instruction - most math classes are only 45 min - I don't know how to find more
time - but could use it if it were available!
I teach Alt Math and I feel like my students really struggle at the beginning because the course
isn't me teaching and them doing, but them discovering and learning why things work they way they
do. I feel like more of this needs to go on in the regular classroom rather than teaching "tricks"
to memorize how to do things.
Is there a pacing calendar for each grade, so teachers are sure to cover necessary objectives
before the state tests?
Are there chapter or unit tests used across the district?
I am constantly looking for more problem solving "problems" to share with the students and often
look back at old books for some. Also, would like to get more materials for a math challenge group.
See #9
Pacing too fast for most, need more of the skill and drill practice to get students to really know
the facts.
fast paced to meet all the objectives
9. What suggestions do you have to address these needs?
Adapt lessons to meet the needs of your students.

see above
We have worked on this in a summer workshop in the past. Unsure if newer teachers have it.
1) More staff development/sharing opportunities with teachers among different schools
2) Time provided for teachers to observe other teachers during math lessons
3) Looking into what teachers currently do to assess their students (tests included) and coming up
with a consistent expectation for everyone
Eliminate some chapters to avoid rushing through content at the expense of mastery.
purchase a consumable homework book
It is hard to say. The over-focusing on reading has led to a lack of focus on math.

• ???????
none
Full day kindergarten
At some point, we might consider a new text.
I defer to the experienced and the expert. However, is it feasible to ascertain the mathematics
scope and sequence of certain countries who student performance on standardized tests is above
ours?
We use the Frank Schaffer "One Minute Math" program in our 1st and 2nd grades (start 2nd
semester in 1st) to help students master + and - facts. This is a bit labor intensive, but is
individualized and works well.
I think this would happen in many curriculums because there is so much information they need to
learn.
Maybe cutting out teaching all of the pages in the math book and using what the teacher feels is
appropriate.
create them for the new series
Revisit the part 2's that existed for the previous series assessments that were created and
figure out if we should use those or create new ones.
See above.
Perhaps packets could be made to coincide with each chapter that would emphasize short response
questions and the format of the ny state test. I know there is a test prep book but it is almost
impossible to fit everything in each day. By making a tool to use at the end of each chapter to
assess would be more beneficial.
1. teaching strategies in a different order
2. building in fact practice into math program
Reevaluate the most important and get rid of some.
NA
We need to look at the curriculum and decide what absolutely needs to stay and what can
logistically go.
Updated curriculum with problem-solving incorporated into each unit and unit test.
Meeting on grade level to share supplementary problem solving so teachers don't need to spend so
much time "searching." for more.

Meeting on grade level to create more adequate assessments. (Seperate assessments for problem
Meeting on grade level to create more adequate assessments. (Seperate assessments for problem
solving should be in addition to the problem solving that would be included on each chapter
assessment.)
none
1. Take another look at the curriculum calendar.
2. Is there a way that we can provide extra support for our remedial readers or anyone else who
is struggling with problem solving? Maybe use our support teachers?
4. We need to look at our number of remedial math students. If it is growing and/or the number
of students who are struggling in problem solving is increasing we need to brainstorm why and
address those needs.
It might be helpful to have a packet for students to review over the summer to keep their math
fact recall sharp.
Please give teachers more time to plan together during the work day. We can not always stay after
school to plan and prepare. It is hard when you work with colleagues who do not have children that
they need to get home to. They can stay hours after school to get ready and get work done. I used
to be able to do this. Once that time is gone, I am amazed at how hard it is to get everything done
during the work day.
Again, it is always good to take a periodic look at the curriculum and make needed changes.
none
None... yet!
now that we're more familiar with text and Iowa test, make more detailed curriculum map
unsure
Order the supplies and texts to support the curriculum
Take away some of the testing requirements so that we can TEACH for the full year!
Perhaps time to develop and gather materials.
none
eliminate some objectives from the curriculum
Redo the chapter/concept outline that was first provided of what had to be taught Pre-March or
Post-March when the state test was administered in March and extend it throughout the entire
school year to help teachers map out their year long goals, especially now that the test is not until
May.
Time to see what happens when students have gone though the entire curriculum.

We could compose a list of concepts that are assumed, create/share lessons at staff development
and share with grade level
This survey may allow you to hear the needs that teachers have and the feelings they are having
toward the new textbook. Finding time to speak with my own grade level colleagues has always been
beneficial, too.
Set up a new calendar
Grade Level meeting devoted (at least partially) to Math curriculum
Grade Level meetings and summer workshops devoted to this...
My last answer made this one easy!
Reevaluate the book and Math objectives for 1st grade.
smaller class sizes... we sometime reach 24-25 in 1st grade... crazy!
Misc. comments....

How can you have 'required' fields on a voluntary survey?

The 'brief' questions do not include brief responses... they take a bit of thought (and discussion).
I'm guessing a number of teachers will not reply because of the time needed

I have answered 'no' below only because I have had many math discussions/interviews already with
various district personal and find it to be a fairly repetitive/frustrating cycle... so I would
rather not.
A small group of teachers at each grade level realign the math series and curriculum with the new
testing schedule.
Re-work what we expect of students. K-1 should be focused on 1-1 correspondence and basic addition
and subtraction. 2nd grade should focus on addition and subtraction with algorithms. 3rd:
multiplication 4th: division 5th/6th should begin with the more complicated math concepts-
fractions, decimals, etc.
a district wide math council that would set goals for the district in regards to math k-12. come up
with concepts that must be mastered at each grade level regardless of what the book says. Also
even as low as 1st and 2nd grade having students split into ability groups so that lower achieving
students receive the instruction they need and deserve...this could also help to lower the # of
students receiving remedial services in math
I believe that the primary students should be spending a great deal of time manipulating numbers in
concrete form, not completing workbook pages. If they could focus on understanding basic math
facts (addition and subtraction grades 1-2) (multiplication grade 3 with reinforcement of add/sub)
then grade 4 can take on the challenge of division with reinforcement of previous skills. Grade 5
can then tackle fractions and basic decimals. Grade 6 can reinforce and extend it all!
Focus on basics in the primary grades
As a district or grade level we need to look at what we are all doing and go fro there.
In our building 2nd grade groups for math. All groups take the same unit test, but day to day
instruction is tailored to the needs of the group. It seems like it works.

Our 5th grade provides a high group & 2 mixed groups--haven't supported that grade with the new
program but it sounds interesting.
- emphasize district curriculum - maybe establish a time line or deadlines for certain units?
- grant permission to prioritize curriculum over text
- reinforce text is written for most states, not just NY - not all those lessons are for us!
- vertical teaming to share upwards and downwards in terms of grade level, so teachers know where
students really need to be by the end of the year

I think that there is very little instruction at the college level of how to teach math. Sometimes
the younger teachers have had intensive training on how to teach reading, get students to love it,
help the strugglers, meet the needs of the higher level readers, etc and then are lost when it comes
to teaching math. I would love for people to see what the discovery method is and how it works to
show students (and maybe even teachers) the underlying foundation of math. There are also some
things that teachers in the lower grades just don't understand the ramifications of as the
things that teachers in the lower grades just don't understand the ramifications of as the
students get older (eg..saying and in the middle of a whole number rather than reserving it for the
decimal...)
Have teachers at each grade level develop pacing calendars and tests.
Teachers sharing with each other; also feel that it would most benefit students by
departmentalizing math so their needs could be more efficiently met.
I think we need to put more effort into aligning our curriculum with our math book- which may mean
reorganizing our units of study. This would allow us to use the text and text resources more
efficiently.
A district wide math council to develop a district wide curriculum map so each grade level in each
building at each level knows what everyone else is doing or is responsible for...then you can use the
test results to see where the holes are. Also I believe that even in the primary grades the math
instruction should be based on ability, so that those who require more time on a topic can receive
the instruction the deserve.
staff development opportunities
math discussions to share with colleagues
math committee within my own building