Skip to Content
Home | Academics | Standards & Instructional Support | Instructional Materials

Instructional Materials

Instructional Materials

Publishers are aligning their instructional materials to state standards and removing woke content allowing the department to add 42 more books to the state adoption list over the past 49 days.

 Update! Publishers continue to align their instructional materials to state standard. As of June 13, 91% of books submitted have been approved.

DISCLAIMER: Based on the volume of requests the Department has received for examples of problematic elements of the recently reviewed instructional materials, the following are examples provided to the department by the public and presented no conflict in sharing them.  These examples do not represent an exhaustive list of input received by the Department.  The Department is continuing to give publishers the opportunity to remediate all deficiencies identified during the review to ensure the broadest selection of high quality instructional materials are available to the school districts and Florida’s students.

Application Exercises 103. The bar graph shows the differences among age groups on the Implicit Association Test that measures levels of racial prejudice. Higher scores indicate stronger bias. Bar graph titled, Measuring Racial Prejudice, by Age The score on the Implicit Association Test is shown on the y-axis. It goes from 0 to 46. The Key states a score of less than 15 shows little to no bias. A score of 15 to 35 shows slight bias. A score of 35 to 65 shows moderate bias. The y-axis is broken down into seven groups based on age. Group 1 are all ages below 18. Group 2 represents ages 18 to 24. Group 3 represents ages 25 to 34. Group 4 represents ages 35 to 44. Group 5 represents ages 45 to 54. Group 6 represents ages 55 to 64. Group 7 represents ages 65 and older. Group 1 received a score of 33. Group 2 received a score of 35. Group 3 received a score of 32. Group 4 received a score of 29. Group 5 received a score of 31. Group 6 received a score of 34. Group 7 received a score of 42. Source: The Race Implicit Association Test on the Project Implicit Demonstration Website a. The data can be described by following the polynomial model of degree 3: S = 0.2x3 – 1.5x2 + 3.4x + 25 + (0.1x3 – 1.3x2 + 3.3x + 5). In this polynomial model, S represents the score on the Implicit Association Test for age group x. Simplify the model. b. Use the simplified form of the model from part (a) to find the score on the Implicit Association Test for the group in the 45-54 age range. How well does the model describe the score displayed by the bar graph? c. Shown in a rectangular coordinate system is the graph of the polynomial model of degree 3 that describes scores on the Implicit Association Test by age group. Identify your solution from part (b) as a point on the graph. 104. The bar graph at the top of the next column shows the differences among political identification groups on the Implicit Association Test that measures levels of racial prejudice. Higher scores indicate stronger bias. Bar graph titled, Measuring Racial Prejudice, by Political Identification The score on the Implicit Association Test is shown on the y-axis. It goes from 0 to 46. The Key states a score of less than 15 shows little to no bias. A score of 15 to 35 shows slight bias. A score of 35 to 65 shows moderate bias. The y-axis is broken down into seven groups based on Political Identification. Group 1 shows Very Liberal. Group 2 shows Moderately Liberal. Group 3 shows Slightly Liberal. Group 4 shows Neutral. Group 5 shows Slightly Conservative. Group 6 shows Moderately Conservative. Group 7 shows Very Conservative. Group 1 received a score of 26. Group 2 received a score of 31. Group 3 received a score of 34. Group 4 received a score of 31. Group 5 received a score of 37. Group 6 received a score of 42. Group 7 received a score of 39. Source: The Race Implicit Association Test on the Project Implicit Demonstration Website a. The data can be described by following the polynomial model of degree 3: S = -0.02x3 + 0.4x2 + 1.2x + 22 + (-0.01x3 – 0.2x2 + 1.1x + 2). In this polynomial model, S represents the score on the Implicit Association Test for political identification x. Simplify the model. b. Use the simplified form of the model from part (a) to find the score on the Implicit Association Test for the slightly conservative political identification group. Does the model underestimate or overestimate the score displayed by the bar graph? By how much? c. Shown in a rectangular coordinate system is the graph of the polynomial model of degree 3 that describes scores on the Implicit Association Test, by political identification. Identify your solution from part (b) as a point on the graph.

Adding and Subtracting Polynomials What? Me? Racist? More than 2 million people have tested their racial prejudice using an online version of the Implicit Association Test. Most groups’ average scores fall between “slight” and “moderate” bias, but the differences among groups, by age and by political identification, are intriguing. In this section’s Exercise Set (Exercises 103 and 104), you will be working with models that measure bias: S = 0.3x3 – 2.8x2 + 6.7x + 30 S = -0.03x3 + 0.2x2 + 2.3x + 24 In each model, S represents the score on the Implicit Association Test. (Higher scores indicate stronger bias.) IN the first model (see Exercise 103), x represents age group. In the second model (see Exercise 104), x represents political identification.

Lesson Objectives Content Objective Students identify numbers from 1 to 5 in sequence understanding that each successive number name is one larger. Language Objectives Students identify the next successive number to five when counting by stating the number. To cultivate conversation and optimize output, ELs will participate in MLR8: Discussion Supports. SEL Objective Students build proficiency with social awareness as they practice with empathizing with classmates.

Social and Emotional Learning Building Student Agency This unit introduces students to the Math is…Mindset feature of the program. This feature is designed to build student agency by focusing on students’ social and emotional learning, specifically the five competencies that make up the framework established by the Collaborative for Academic, Social, and Emotional Learning (CASEL).

DISCLAIMER: Based on the volume of requests the Department has received for examples of problematic elements of the recently reviewed instructional materials, the following are examples provided to the department by the public and presented no conflict in sharing them.  These examples do not represent an exhaustive list of input received by the Department.  The Department is continuing to give publishers the opportunity to remediate all deficiencies identified during the review to ensure the broadest selection of high quality instructional materials are available to the school districts and Florida’s students.

If you have trouble accessing any of the files below please contact the Bureau of Standards and Instructional Support at 850-245-0423.

General Information

2022-2023 Adoption Year: K-12 Social Studies

2021-2022 Adoption Year: K-12 Mathematics

Public Input

The Public Input period for the 2021-2022 Mathematics Adoption was open from 1/14/2022 to 1/28/2022.  The Public Input period is now closed.

Instructional Materials Reviewer Information

2020-2021 Adoption Year: K-12 English Language Arts

Previous Adoptions

Contact Information

Amber Baumbach
Director of Library Media and Instructional Materials
Bureau of Standards and Instructional Support
325 West Gaines Street, Suite 424
Tallahassee, Florida 32399-0400
Phone: 850-245-9115
Amber.Baumbach@fldoe.org