Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for the Grade 7 do not meet the requirements for alignment to the CCSSM. The materials are explicitly shaped by the CCSSM, but many aspects of focus and coherence are lacking. The limited assessments provided sometimes require students to have knowledge of above grade level topics without providing practice for those topics. Additionally, not all of the standards are assessed. There is limited connection made between supporting and major work, and there are no explicit connections made to prior knowledge. Even though all of the CCSSM are covered in the textbook, the coverage is minimal, leaving the STEM book to give greater depth to the standards. The STEM book leaves some parts of the standards out, so students will not get extensive practice on all of grade-level problems. Overall, the materials fail to focus on major work and fail to provide materials that are coherent and consistent with the standards.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
3
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
0
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
0
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Does Not Meet Expectations

+
-
Gateway One Details

The materials reviewed for the Grade 7 do not meet the requirements for alignment to the CCSSM. The materials are explicitly shaped by the CCSSM, but many aspects of focus and coherence are lacking. The limited assessments provided sometimes require students to have knowledge of above grade-level topics without providing practice for those topics. Additionally, not all of the standards are assessed. There is limited connection made between supporting and major work, and there are no explicit connections made to prior knowledge. Even though all of the CCSSM are covered in the textbook, the coverage is minimal leaving the STEM book to give greater depth to the standards. The STEM book leaves some parts of the standards out, so students will not get extensive practice on all of grade-level problems. Overall, the materials fail to focus on major work and fail to provide materials that are coherent and consistent with the standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The instructional materials for Grade 7 do not meet expectations for focus within assessment. The assessment materials are supplemental and were not available for review with the core student and teacher materials. The STEM project book was used as a primary source of assessment materials. Though the STEM projects might offer great ways for students to apply their math knowledge, they are problematic as a source for assessment. There are several places were students need to have an understanding of above grade-level topics to complete the projects, yet the student textbook does not cover those topics. If those projects are eliminated from use, then many standards would not be assessed.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
0/2
+
-
Indicator Rating Details

The instructional materials for Grade 7 do not meet expectations for focus within assessment.

  • These reviews only consider the student/teacher editions, and the STEM and art project books. Digital assessment materials are considered supplemental and not considered; therefore, there are limited summative assessments.
  • In the student textbook, at the end of each lesson there are four questions that can be found in the student edition. These questions were not considered for this indicator because they were formative assessments. However, the STEM projects offer the opportunity for some assessment. In the STEM project books, students complete projects and based on a rubric, teachers can assess their students understanding. The STEM books incorporate both CCSSM and MP. For that reason, the STEM project books were used to compile evidence for indicator 1a.
  • The Grade 7 textbook offers practice on the entire Grade 7 CCSSM; no topics from any other grades are included. However, the Grade 7 STEM project book pulls in topics from higher grades. If a student used the textbook as the main part of their math practice they would be unable to complete the projects listed below because they would not have had any exposure to those above grade-level topics.

    These include:

    Project 18, “The Beat Is On.” On page 260, it is listed that students are expected to submit 1) a data table, graph, and equation for a linear function, and 2) a data table, graph, and equation for a nonlinear function. This describes 8.F.B.4.

    Project 9, “What’s Shakin’?” On page 134, 7.EE.6 “Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 10^8 and the population of the world as 7 times 10^9, and determine that the world population is more than 20 times larger.” is listed on this page, but the standard that is listed here is actually 8.EE.3.A. (There is no 7.EE.6.)

    Project 10, “Manufacturing Physical Properties of Materials.” The overview cites 7.G.7 states, ” Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.” This is an but actually references 8.G.C.9.

    Project 13, ”Living on the Edge; Fall Haul.” The overview mistakenly attributes 8.NS.A.2 as 7.NS.5 which states, ” Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.” This is an 8th grade standard 8.NS.A.2.
  • In the overview, many of the standards are identified as Grade 7, when in fact they are actually Grade 6 or Grade 8. These include:

    Project 8, “ Shaping Our World.” On page xix of the overview, it cites 7.G.3.1, “Describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect). There is no such CCSSM.

    Project 2, “Show me the numbers.” In the overview on page xix, 6.EE.B.8 is mistakenly referenced as 7.EE.8. There is no 7.EE.8. Also 6.EE.C.9 is mistakenly referred to as 7.EE.9. There is no 7.EE.9.

    Project 3, “What’s the best advantage?” In the overview on page xvii, 6.SP.B.5.B is mistakenly referred to as 7.SP.5.B

  • Not all of the Grade 7 CCSSM are assessed in the STEM project books, and if the above listed projects are removed from use, then a large part of the topics covered in the textbook will never be assessed.

*Evidence updated 10/27/15

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
0/4
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 7 do not meet the expectation that the majority of the class time is spent on the major work of Grade 7. The textbook materials cover every standard for Grade 7. The amount of time spent on each standard is nearly evenly distributed. As a result only 45% of the time is spent on major work and 55% of the time is spent on the supporting and additional clusters.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 do not meet the expectations for time spent on the major work of the grade. Overall, the instructional material spends the majority of the time on the supporting and additional clusters of the grade.

  • Textbook materials and STEM/Art projects dedicated to the major work of the grade account for 45% of the lessons. The major work of the grade is found in 28 days of the textbook and 27 days of the projects. This accounts for 55 days (45%) of the 124 total instructional days.
  • The supporting work of the grade accounts for 10 days of instruction from the textbook and 15 days of instruction from the projects. This accounts for 20% of the instructional time.
  • The additional work of the grade is covered in 13 days of instruction from the text and 31 days of instruction from the projects that account for 35% of the time.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8
+
-
Criterion Rating Details

The instructional materials for Grade 7 do not meet the requirements for coherence. Though there was an attempt to shape all of the units to CCSSM, the materials lacked obvious connections among domains and did not connect topics to prior knowledge. The textbook gives a very limited amount of practice on each standard. The projects from the STEM book do not provide opportunities for students to engage in all of the standards. Therefore, only some of the CCSSM will be coherently and consistently taught using these materials.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 partially meet expectations for supporting content enhancing focus by engaging students in the major work of the grade. Overall the materials occasionally show coherence between supporting work and major work.

  • Lessons aligned to 7.RP.A.1 ask students to analyze proportional relationships and solve real-world problems, but do not connect these ideas to 7.EE. Students are expected to only use graphs and tables to solve for an unknown value. Similarly, in lessons aligned to 7.EE.B.4, when students are asked to solve real-life problems, they are limited to using equations and are not expected to use tables and graphs.
  • 7.SP.B.4 says to "use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations." This cluster supports the student work with rational numbers and integers
  • The two supporting clusters are 7.SP.A and 7.SP.C, pages 426-453; 484-566 in the teacher edition and pages 249-263; 281-325 in the student edition. The first connection to the major work is found in lesson 7.SP.C.5 (page 486 in teacher edition) when the students are asked to compute and compare the probability and the likelihood of an event. This supports major work 7.RP.A. This continues in lesson 7.SP.C.6 (page 500) that asks students to understand that the ratio of the theoretical probability doesn't change with the sample size. They have to create equivalent fractions/ratios.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 partially meet the expectations for designated content being viable for one school year in order to foster coherence between grades. Overall the amount of material is viable for one year based on a range of 170-190 days of instruction. However, taking into account only the lessons that are aligned to the CCSSM Grade 7 standards, there are fewer than 170 days of instruction on grade level topics.

  • There are well over 200 days' worth of instruction between the textbook and the STEM/Art projects.
  • Based on the timeline given by the publishers there are about 51 days of assignments in the student textbook. Those textbook activities are evenly distributed between Grade 7 standards. The rest of the time is spent on STEM/Art projects. The STEM book in Grade 7 covers about 100 days of work. Counting only the projects that claim to support a Grade 7 standard, there is not enough work to fill a school year.
  • Furthermore, the STEM projects do not offer complete coverage of any given standard. For example, only two STEM projects cover 7.EE.B. "The Art of Balancing" covers 7.EE.B.4. The STEM project only shows how to solve equations, and does not spend time solving word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q and r are specific rational numbers. The project called "Balancing with the Property of Opposites and the Property of Reciprocals" offers some practice with solving equations but does not offer practice on solving inequalities nor does it have students solve multi-step, real-world and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions and decimals) using tools strategically. Students following this progression will not be prepared for Grade 8 topics.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 do not meet the expectations that materials are consistent with the progressions in the standards. Overall the materials do not develop according to the grade-by-grade progressions in the standards, content from prior or future grades is not clearly identified and not related to grade-level work. Materials do not offer students extensive work with grade-level problems and even though the materials do try to relate grade-level concepts explicitly to prior knowledge, this is limited to only prior knowledge from Grade 6.

  • All Grade 7 standards are taught in the textbook with additional materials in the STEM book. The textbook spends an equivalent amount of time on each of the standards and little to no time is spent on topics from other grades. However, the STEM book incorporates standards from both Grade 6 and Grade 8. Though they may support the work of Grade 7 some of the Grade 6 standards are labeled as Grade 7 standards (see pages xvi-xvii).
  • In the lesson plan for 7.G.A.1, the material provided in the teacher notes contains one reference to supporting students in reasoning about how lengths compare multiplicatively, as called for in the progression documents. In examining the student work pages however, there are no questions to elicit student understanding of how students reason with scaled drawings.
  • The textbook progresses in the order that domains are listed rather than aligning with the CCSSM. The STEM projects focused on non-sequential standards in the projects so teachers have to ensure when assigning the projects that the standard has been addressed in the textbook first.
  • The textbook lacked repetition of skills to help students become fluent. Teachers would need to find additional resources for extending the lesson.
  • The Grade 7 materials lack extensive work in many areas. For example, 7.RP.A.3 is to "Use proportional relationships to solve multistep ratio and percent problems" with examples like simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. For each topic mentioned there are only two problems for practice. 7.NS.A.1.C is to "Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q)". This is a very difficult topic for Grade 7 students to understand, yet the materials only spend one day on the topic. 7.G.B.4 is to "know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle." The materials spend no time deriving any formulas for circle measures. In fact, the work on circles is mostly spent memorizing formulas and plugging numbers into those formulas.
  • While there are opportunities for students to extend the work via the STEM book, the amount of work presented in the student text does not always treat the material to the fullest extent possible. The material in the student text does not have many places for students to practice.
  • The materials offer a statement of what students should already know, and the introduction connects to prior knowledge. The connections are tied to the topics covered in the Grade 6 text.
  • Every lesson is only about the grade level standard. The teacher edition asks to "remind student about..." but it does not specifically state that this example comes from an earlier grade or if it leads to a topic in a later grade.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 partially meet the expectations that the materials foster coherence through connections at a single grade. Overall the materials do include learning objectives that are visibly shaped by CCSSM cluster headings. However the materials lack problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

  • The textbook does not present a prescribed order for domains. As a result, it is difficult to connect two or more domains. For example, in the section for 7.EE.B, the expression and equations involve mostly operations with whole numbers, and only a few problems use the rational number coefficients and constants that would serve to connect it to 7.NS.A.
  • The learning objectives are clearly shaped by the CCSSM cluster headings. In most cases the objective is an appropriately simplified version of the CCSSM cluster headings. For example, 7.NS.1.A  says to "Describe situations in which opposite quantities combine to make 0." The objective in the text states, "Students will be able to describe situations in which opposite quantities combine to make zero."
  • The materials rarely make connections between domains. For example, in the section for 7.EE.B the expression and equations involve mostly operations with whole numbers, and only a few problems use rational number coefficients and constants.

Gateway Two

Rigor & Mathematical Practices

Not Rated

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
0/8

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
0/2

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
0/2

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
0/2

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
0/2

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
0/10

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
0/2

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
0/2

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
0/8

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
0/2

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
0/2

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
0/2

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
0/2

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
0/2

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
0/2

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
0/2

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
0/2

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/10

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
0/2

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
0/2

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
0/2

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
0/2

Indicator 3q

Materials encourage students to monitor their own progress.
0/0

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
0/12

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
0/2

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
0/2

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
0/2

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
0/2

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
0/2

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
0/2

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0

Additional Publication Details

Report Published Date: Fri Feb 13 00:00:00 UTC 2015

Report Edition: 2012

Title ISBN Edition Publisher Year
null 9781587807327 null null null
null 9781587807334 null null null
null 9781847005243 null null null
null 9781847005250 null null null

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Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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