Alignment to College and Career Ready Standards: Overall Summary

The materials reviewed for Grade 1 are partially aligned to the CCSSM. The materials are focused within assessments and spend the majority of time on the major work of the grade. The materials are also coherent, following the progression of the standards and connecting the mathematics within the grade level. The Grade 1 materials include all three aspects of rigor and attend to the balance of the three. The MPs are identified and generally used to enhance the mathematical content, but the materials do not attend to the full meaning of each math practice nor do they fully support the teacher and students in mathematical reasoning opportunities. Overall the materials are only partially aligned to the CCSSM.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
14
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

Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 1 meet the expectations for Gateway 1, focus and coherence. The assessments contain grade appropriate items. The instructional materials spend the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: 1.OA, 1.NBT and the first cluster within 1.MD. The instructional materials reviewed for Grade 1 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, the materials use data as a resource for continuing their work on addition and subtraction. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems, even struggling students, and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level, with a good example of these connections being between iterating length units and collecting data. Overall, the materials reviewed for Grade 1 meet the requirements of Gateway 1 by attending to focus and coherence.

Criterion 1a

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

The instructional materials reviewed for Grade 1 meet the expectations for this criterion. While most of the assessments assess grade level work, there are a few instances where the assessments include concepts above the grade level. There are examples in unit 8 of adding 2-digits to 2-digits that do not include a multiple of 10 as expected by 1.NBT.C.4. This is in the final assessment of the year and it follows a clear and appropriate mathematical progression of learning. Overall, the instructional materials meet the expectations for focus within assessment.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 meet the expectations for this indicator.

  • All units include a focus on grade level standards in all assessments.
  • There are examples in unit 8 of adding 2-digits to 2-digits that do not include a multiple of 10 as expected by 1.NBT.C.4. This is in the final assessment of the year and it follows a clear and appropriate mathematical progression of learning.

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.
4/4
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 1 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 1.OA and 1.NBT and the first cluster within 1.MD.

Indicator 1b

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

The instructional materials reviewed for Grade 1 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 1.OA and 1.NBT and the first cluster within 1.MD.

  • Of the eight units, five of them are focused on major work.
  • Of the lessons in unit 6, the majority focuses on major work.
  • Unit 7 generally includes supporting or additional work for this grade level.
  • Unit 8 contains lessons within the major work and several lessons that go above grade level.
  • More than 80% of the program is focused on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 1 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, the materials use data as a resource for continuing their work on addition and subtraction. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems, even struggling students, and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. For instance, materials make connections between iterating length units and collecting data. Overall, the Grade 1 materials support coherence and are consistent with the progressions in the standards.

Indicator 1c

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

The instructional materials reviewed for Grade 1 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 1, reviewers focused on the use of data as a method for supporting addition and subtraction and place value.

  • Unit 6 contains lessons on data. These lessons connect data to the addition and subtraction work of the grade level.
  • Unit 6 lessons include counting, comparing, organizing, representing and interpreting.
  • Some unit 6 lessons include requiring students to write equations in order to answer questions about the data.
  • These lessons are reinforced with homework and "remembering" worksheets.

Indicator 1d

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

The instructional materials reviewed for Grade 1 meet the expectation for this indicator by providing a viable level of content for one school year.

  • Materials provide for 150 days of instruction, quizzes, fluency checks, and formal assessment.
  • Most lessons are appropriate in length for Grade 1.
  • Some lessons may take longer than indicated.
  • There are 43 days devoted to place value, an important Grade 1 concept.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 partially meet the expectation for this indicator and are generally consistent with the mathematical progressions in the standards.

  • Materials generally follow the progression of learning.
  • Learning progressions for CCSSM are described at the beginning of each unit.
  • Many materials contain Kindergarten level work without identifying as such.
  • Intervention strategies, generally based on reading and writing levels, suggest that students stay with grade level content.
  • Materials make connections to previous grade level content in the unit preparation section, not within the lessons.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 foster coherence through grade level connections.

  • Test objectives are visibly shaped by the cluster headings of the standards.
  • Students are expected to use place value understanding as they work on addition and subtraction.
  • Some connections are made between 1.OA and 1.MD.
  • Unit 7 focuses on 1.G and 1.MD only and does not connect to other domains.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The materials reviewed for Grade 1 partially meet the requirements for Gateway 2. All three aspects of rigor are present in the materials and they are balanced. The MPs are listed in the specifics of the lessons and the way they are listed enhances the learning. Attention is not paid to the full meaning of each MP and one lesson in each unit focuses on MP, and not content standards. The materials are not strong in their expectation for mathematical reasoning. The students and teachers are not given enough support nor is the vocabulary development sufficient. The materials reviewed for Gateway 2 meet the expectation for rigor and partially meet expectations for mathematical practices.

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.
8/8
+
-
Criterion Rating Details

The materials reviewed for Grade 1 meet the requirements for this criterion. All three aspects of rigor are addressed individually and all three are used to deepen the understanding of the others. Conceptual understanding, fluency and application are balanced within the Grade 1 materials.

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.
2/2
+
-
Indicator Rating Details

The materials reviewed in Grade 1 for this indicator meet the requirements of attending to conceptual understanding within the lessons.

  • In unit 4, attention is given to understanding place value and to using that understanding in addition and subtraction.
  • Students work on their understanding of place value with teen numbers in a variety of ways including visualizing, modeling, classroom routines and classroom discussion.
  • In unit 4, lesson 4, students are asked to make a drawing to prove that 10+3 is the same as 9+4.
  • The "Formative Assessment: Check Understanding" boxes attend to conceptual understanding. These could be used for classroom discussions instead of individual assessment checks.

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.
2/2
+
-
Indicator Rating Details

The materials reviewed in Grade 1 for this indicator meet the requirements by attending to fluency and procedural work within the lessons. In Grade 1 this includes the ability to add and subtract within 10 (1.OA.C.6).

  • Lessons include a variety of daily routines for fluency including number partners, partner houses, and add and subtract within 10.
  • Lessons attend to the use of a variety of addition and subtraction strategies including the relationship between addition and subtraction, counting on, making ten and decomposing to create equivalent sums.

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
2/2
+
-
Indicator Rating Details

The materials reviewed in Grade 1 for this indicator meet the requirements by attending to application within the lessons.

  • Each unit ends with a real world problem to solve.
  • Word problems are interspersed throughout the lessons in all units.
  • Students are given opportunities to generate their own word problems.
  • Multiple problem types are attended to and described for the teacher.

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.
2/2
+
-
Indicator Rating Details

The materials reviewed in Grade 1 for this indicator meet the requirements of providing a balance of rigor. The three aspects are not always treated together nor are they always treated separately.

  • The lessons and activities within provide ample opportunity to practice all three aspects of rigor.
  • The daily routines address fluency expectations, and these expectations are also embedded throughout the lessons.
  • The application problems are used to develop fluency and to deepen understanding of the mathematics at hand.
  • Conceptual understanding portions of the lessons address the need for fluency and use real-world situations to further explore understanding.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
+
-
Criterion Rating Details

The materials reviewed for Grade 1 partially meet the requirements for Gateway 2. All three aspects of rigor are present in the materials and they are balanced. The MPs are listed in the specifics of the lessons and the way they are listed enhances the learning. Attention is not paid to the full meaning of each MP and one lesson in each unit focuses on MP, and not content standards. The materials are not strong in their expectation for mathematical reasoning. The students and teachers are not given enough support nor is the vocabulary development sufficient. The materials reviewed for Gateway 2 meet the expectation for rigor and partially meet expectations for mathematical practices.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
+
-
Indicator Rating Details

The materials reviewed for Grade 1 meet the requirement of this indicator by identifying the Standards for Mathematical Practice (MPs) and using this identification to enhance the learning.

  • MPs are identified in the "Getting Ready to Teach" sections in every unit.
  • MPs are identified within the lessons in a way that supports the learning. For example, MP1 is identified and used in unit 2 as students act out a scenario in order to make sense of the problem.
  • MP8 is identified and used to examine fluency practice cards in unit 4. Students discuss ways to use the number 10 to subtract with teen numbers attending to repeated reasoning.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 1 partially meet the requirement of this indicator.

  • MP1 is consistently expected as students solve problems throughout the year.
  • Within unit 4 the materials identify MPs 2, 5, 6, 7, and 8 frequently.
  • The full meaning of MP5 is not attended to. MP5 is noted 22 times in unit 4, but none of these offer students the opportunity to choose their own tool.
  • The final lesson in each unit focuses on all 8 MPs rather than the content standards. These lessons do not attend to the full meaning of all 8 MPs.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0
+
-
Indicator Rating Details

The materials reviewed for Grade 1 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • There are vocabulary terms listed for most lessons, however this often includes strategies specific to the curriculum instead of mathematical language. For example, the phrase "partner train" is listed as a vocabulary word in unit 1. In unit 2 the phrase "circle drawing" is listed as vocabulary.
  • In unit 4 lesson 8 students are asked to explain how the numbers 2, 12, and 20 are the same and how they are different. Explanations are expected to include the number word differences and also what the digit "2" represents in each number attending to precision in mathematical language.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 1 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • Students are occasionally prompted to construct viable arguments.
  • In differentiation cards, students are occasionally prompted to discuss their strategies with the group.
  • Most of the student pages include numbers, symbols, and spaces for answers, but they do not include spaces for students to explain their thinking or opportunities to share these explanations.
  • Students are asked to analyze a response from the "Puzzled Penguin," but this analysis is an opportunity for catching errors and not an opportunity for student reasoning.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 1 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • The teacher's manual provides questions to promote MP3.
  • Several lessons are labeled with "Math Talk in Action" as a way to promote to high quality classroom discussions.
  • Teacher questions often simply ask for the answer and not the reasoning nor the opportunity to analyze arguments of other students.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 1 partially meet the requirement of this indicator of attending to the standards' emphasis on mathematical reasoning.

  • There are vocabulary terms listed for most lessons, however this often includes strategies specific to the curriculum instead of mathematical language. For example, the phrase "partner train" is listed as a vocabulary word in unit 1. In unit 2 the phrase "circle drawing" is listed as vocabulary.
  • In unit 4 lesson 8 students are asked to explain how the numbers 2, 12, and 20 are the same and how they are different. Explanations are expected to include the number word differences and also what the digit "2" represents in each number attending to precision in mathematical language.

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: Wed Feb 11 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9780547824727 null null null
null 9780547824949 null null null

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

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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