Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 2 do not meet expectations for alignment. The materials do not spend the majority of time on the major clusters in the grade and assess math content from standards in grades above grade 2. The materials do not foster coherence within the clusters of the grade and do not support the full intent and connections that naturally occur between the standards. In the instances where more than one cluster was identified in a lesson, they were generally addressed separately. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
1
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 instructional materials reviewed for Grade 2 do not meet the expectations for alignment to focus on major work of the grade and coherence. The instructional materials do not meet expectations for each of the two focus criterions because they assess above grade-level standards and allocate too large of a percentage of lessons to clusters of standards that are either from prior grade levels or grade levels above Grade 2. Overall, the instructional materials need to eliminate the assessment of above grade-level standards and more clearly define the amount of time to be spent on major clusters of Grade 2, supporting focus and coherence simultaneously.

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 reviewed for Grade 2 do not meet expectations for assessment. The instructional materials for Grade 2 assess several topics that are beyond the expectations for Grade 2 repeatedly in their assessments. Overall, the number of modifications or omissions needed significantly impacts the underlying structure of the instructional materials. A list of the topics that align to expectations beyond Grade 2, the standards or clusters to which they actually align, and the assessments in which the topics appear is provided in the evidence section of the report for this indicator.

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 reviewed for Grade 2 do not meet expectations for assessment. For this indicator, the review team examined all written assessments. The instructional materials for Grade 2 assess several topics that are beyond the expectations for Grade 2 repeatedly in their assessments. Some of the assessments could have items modified or omitted so as to align to Grade 2 expectations, and in other cases, the inclusion of the above, grade-level expectations is mathematically reasonable. Overall, though, the number of modifications or omissions needed significantly impacts the underlying structure of the instructional materials. Following is a list of the topics that align to expectations beyond Grade 2, the standards or clusters to which they actually align, and the assessments in which the topics appear.

  • Continuing patterns aligns to 3.OA.D.9, “Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends,” and 4.OA.C, “Generate and analyze patterns,” and it appears in Written Assessment 1 after lesson 10-2 and Written Assessment 3 after lesson 20-2. The teaching of this topic is found in 5 lessons.
  • Fractions with denominators of 8 and mixed numbers are topics that align to 3.NF.A, “Develop understanding of fractions as numbers,” and 4.NF.B, “Build fractions from unit fractions”, and these topics appear in the following Written Assessments: 8 after lesson 45-2, 11 after lesson 60-2, 14 after lesson 75-2, 15 after lesson 80-2, 21 after lesson 110-2, 22 after lesson 115-2, 24 after lesson 125-2, and 25 after lesson 130-2. The teaching of these topics is found in 12 lessons.
  • The topic of line segments aligns to 4.G.A, “Draw and identify lines and angles, and classify shapes by properties of their lines and angles,” and this topic appears in the following Written Assessments: 9 after lesson 50-2, 22 after lesson 115-2, and 25 after lesson 130-2. The teaching of this topic is found in 5 lessons.
  • The topic of lines of symmetry aligns to 4.G.A.3, “Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry”, and this topic appears in Written Assessment 12 after lesson 65-2. The teaching of this topic is found in 1 lesson.
  • The topic of multiplication aligns to 3.OA.A, “Represent and solve problems involving multiplication and division”, and 3.OA.C, “Multiply and divide within 100,” and this topic appears in the following Written Assessments: 20 after lesson 105-2, 21 after lesson 110-2, 23 after lesson 120-2, 25 after lesson 130-2, and 26 after lesson 135-2. The teaching of this topic is found in 29 lessons.
  • The topic of adding and subtracting with only the standard algorithm aligns to 4.NBT.B.4, “Fluently add and subtract multi-digit whole numbers using the standard algorithm,” and these topics appear in the following Written Assessments: 13 after lesson 70-2, 14 after lesson 75-2, 15 after lesson 80-2, 16 after lesson 85-2, 17 after lesson 90-2, 18 after lesson 95-2, 19 after lesson 100-2, 20 after lesson 105-2, 21 after lesson 110-2, 22 after lesson 115-2, 23 after lesson 120-2, 24 after lesson 125-2, 25 after lesson 130-2, and 26 after lesson 135-2. The teaching of these topics is found in 21 lessons.
  • Drawing and interpreting graphs whose scale is greater than 1 aligns to 3.MD.B.3, “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.For example, draw a bar graph in which each square in the bar graph might represent 5 pets,” and these topics appear in the following Written Assessments: 18 after lesson 95-2, 19 after lesson 100-2, 23 after lesson 120-2, 24 after lesson 125-2, and 26 after lesson 135-2. The teaching of these topics is found in 12 lessons.
  • Telling time to the nearest minute aligns to 3.MD.A.1, “Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram,” and this topic appears in Written Assessment 22 after lesson 115-2. The teaching of this topic is found in 2 lessons.
  • Measuring objects to the nearest half inch aligns to 3.MD.B.4, “Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters,” and this topic appears in Written Assessment 15 after lesson 80-2 and Written Assessment 17 after lesson 90-2. Perimeter aligns to 3.MD.D, “Geometric measurement: recognize perimeter,” and this topic appears in Written Assessment 23 after lesson 120-2. The teaching of these topics is found in 10 lessons.
  • Probability is a topic that aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models,” and this topic appears in Written Assessment 25 after lesson 130-2. The teaching of this topic is found in 3 lessons.
  • Graphing on a coordinate grid aligns to 5.G.A, “Graph points on the coordinate plane to solve real-world and mathematical problems,” and this topic appears in Written Assessment 26 after lesson 135-2. The teaching of this topic is found in 1 lesson.

*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 2 do not meet expectations for focus. The material did not spend the majority of time on the major clusters in the grade. There is little work with addition and subtraction problems in context. There was evidence found where actual student activities do not align with the standards labeled in the materials/table of contents and where students are engaging in work above the grade level, thus diminishing the focus.

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 2 do not meet expectations for focus. In reviewing the table of contents and individual lessons for the year, the review team found 63 of the 138 lessons, or 46%, to reflect the major work of the grade level. Of the major work, a large percentage of the lessons deal with addition and subtraction facts and many lessons review concepts from Grade 1. Beginning with Lesson 53, all future addition and subtraction lessons (18 total) involve fluency instead of understanding. This is outside the scope of the major work in Grade 2. In Grade 2, strategies should be emphasized. So even though computation within 1000 is part of the major work, the fact that it is presented using a procedure causes a misalignment. Eighteen of the 63 previously identified major work lessons feature procedures; if those are removed, the percentage of major work drops to roughly 33%. Notable examples include:

  • Beginning with lesson 101, multiplication and division is taught-neither being part of the major work of the grade level.
  • From lesson 111 through 135, not a single lesson is aligned to the major work of Grade 2.
  • Section 9: Only seven of the 12 lessons claim to be aligned to the major work of the grade.
    • Lesson 81: Calendar, clock, temperature, fact family and pattern routines are not consistent with major work. Fact practice is partially aligned; some facts reflect fluency at lower grades.
    • Lesson 84: Calendar, clock, temperature, problem of day and pattern routine are not aligned to grade level standards. Money and graph routines do not reflect the major work of the grade level.
    • Lesson 85-1: Calendar, graph clock, temperature, problem of day and patterns are not reflective of major work.
    • Lesson 87: Calendar, graph, clock, money, temperature, problem of the day and pattern routines don't reflect major work of the grade. New concept of subtracting dimes and pennies reflects major work. Independent practice partially reflects major work.

Additionally the review team was unable to find any evidence of two-step word problems in any of the lessons, which is major work at the grade. The absence of this work is another contributing factor to the dull focus of the instructional materials.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
1/8
+
-
Criterion Rating Details

The review team found that the coherence between the standards at the Grade 2 level falls short of meeting expectations for these criteria. Indicator 1c partially meets expectations and indicators 1d-1f did not meet expectations.

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 2 partially meet expectations for coherence in that the content in the materials does not support focus and coherence. Overall the review team concluded that there were very few lessons that had supporting/additional clusters that supported the major work. For example:

  • Written assessment 17: Question 2 supports 2.NBT.A as it requires the ordering of numbers from a chart from greatest to least.
  • Guided class practice 38A: Question 4 meets the requirement in that is supports 2.NBT.B as it counts/adds dimes and pennies.
  • Guided class practice 46A: Question 6 meets the requirement in that it supports 2.OA.A.1 by adding a series of nickels.
  • Lesson worksheet 82: Supports 2.OA.A.1 by having to add numbers represented by pictures in a graph and also record data in a chart.
  • 2.MD.C.8: Solves word problems involving money. The instructional materials use dimes and pennies as a context for place value when working with two-digit addition and subtraction. The lessons relate dimes to tens and pennies to ones. Also, numerous opportunities are given for "trading" pennies and dimes. This supports the major work of 2.NBT.A.1. This thread continues throughout the year.

However, with the low percentage of actual lessons that were focused on the major work of the grade level this is not enough evidence to meet criteria. In addition, below are examples of evidence found of supporting work that did not enhance focus:

  • 2.MD.C.7: To "tell or write time to the nearest 5 minutes" is introduced in lesson 78 and counting by 5 is encouraged, but missed is an opportunity to explicitly practice counting by 5s (2.NBT.A.2) each day at meeting (beginning with lesson 79) when telling time to 5 minutes.
  • Lesson 37 cluster is taught in isolation.
  • Lesson 39 graphing is done in isolation.
  • Lesson 82 scale exceeds expectations of the grade level and is not supporting major work.
  • Lesson 85-2 covering composite shapes is taught in isolation.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 do not meet the expectations for this indicator. The pacing described in the program overview indicates that four lessons should be completed in a week, with either an assessment or review on the fifth day. Once these eight review days are added in, the actual number of days needed to complete the curriculum is 146. Although this is a manageable number of days for a school year, only 39 of the 146 lessons are aligned to the major work of the grade level, 14 of the 146 lessons are aligned to the supporting work and 14 of the 146 are aligned to additional work of the grade level. The remaining 71 lessons (approximately 51% of the lessons) are either aligned to the MP, since they don't align to any Grade 2 content standards, or they contain above grade-level content. For these reasons and the evidence cited in 1b, this grade does not cover the major work with enough depth for students to be ready for the work of the next grade level. Additionally, as the evidence in 1a, 1b and 1c show, even when alignment is documented the work with the cluster occurs for only a small portion of the lesson.

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 2 do not meet expectations for consistency with the progressions in the standards. This is evidenced through examples below which were based on materials based on the progression of grade-by-grade content, the access in materials to grade level problems and the connections to concepts from prior grades. The materials address a great deal of off-grade level content that is not clearly identified as such, other than identifying the CCSSM focus of the lesson as a MP rather than a Content Standard. Examples of work that are not consistent with the progressions are:

  • Lesson worksheet 112 has content that asks to write mixed numbers and to create a model of a mixed number which is a Grade 4 standard. This displaces grade level content.
  • Lesson worksheet 82 has a pictograph with a scale of 2 and includes future material that is not identified.
  • Five out of seven questions in homework 128B are future standards (questions 2-6).
  • 2.NBT.B: Lessons involving 2-digit addition and subtraction involve procedural skill and not strategies as prescribed by the standards progression.
  • An inordinate amount of time in lessons 61-68 and 87-91 is spent on non-grade level work.
  • No grade level work is evident in lessons 111-135.
  • Lesson 22 is labeled as aligned to 2.OA.1 but solving one- and two-step word problems is barely addressed in the materials as a whole. Within this lesson the numbers are too small and procedural fluency is expected.

Materials do not relate grade level concepts explicitly to prior knowledge mainly because of the small amount of correctly aligned content/standards throughout the grade. Connections between concepts are not articulated and are always taught independently.

  • Starting at lesson 111, 40 multiplication fact questions are practiced regularly through lesson 135, a future standard.
  • Homework 106B has five questions and one question is on grade level. Question 2 uses prior knowledge of telling time to the nearest 5 minutes to answer.
  • Guided class practice 114A has six questions and two questions are on grade level. Only question 1 uses prior knowledge of subtraction to answer a two-digit subtraction problem.
  • In lesson 38, a Grade 1 level lesson is included prior to introducing Grade 2 level materials and is not identified as it relates to Grade 2 work.

In no instances did the review team find evidence of explicit connections to prior knowledge. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons on these concepts is only a small fraction of the entire lesson time, thus preventing work from being extensive.

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.
0/2
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet expectations for coherence through connections at the grade level. This was evidenced through the absence of CCSSM-aligned learning objectives.

Materials do not include learning objectives shaped by CCSSM. Each individual lesson contains the meeting, the lesson, guided class practice and a homework worksheet. All lessons and daily components do not state the CCSSM, MP and learning objectives. Lessons 89, 64 and 21 are examples of this.

In looking at lessons aligned to 2.NBT.B, no learning objectives stated were found. It seems that the lesson title serves as the objective. Most lessons are not representative of the cluster heading. For example:

  • The objectives of lessons 36 and 44 are aligned to the cluster level heading, but the lessons are limited to adding 10, and not multiples of 10 or 100.
  • Lessons 53, 54 and 61 -64 and all subsequent lessons are not aligned to the cluster heading.
  • In looking at lessons aligned to 2.MD.A, no learning objectives stated were found. The lesson title serves as the objective. Lessons 43, 55-2, 72 and 102 deal only with the actual measurement aspect, but not estimation and decision making concerning the tools as directed by the cluster heading.
  • Lesson 104 does not fit into the cluster heading at all since it deals with perimeter.
  • Identified goals in section 8 lesson 75-2 are to identify gallon, half gallon, quart and liter containers and estimate and find the capacity of containers.
  • Identified goals in section 9 lesson 83 are to write a fraction to show a part of a set and picture a fractional part of a set.

Additionally, a lack of connections in math problems made between and among clusters in a domain and domains in a grade informed the evaluation of instructional materials for this criteria. The connections between 2.OA.A.1, 2.OA.B.2 and 2.NBT.B are limited because many of the lessons only involve single-digit computation. For example:

  • Lessons 8, 11 and 22 in lesson extension activity 1 involve only single-digit numbers in the stories, not multi-digit.
  • Lesson extension activity 7 does involve multi-digit numbers, so it would further work with computation.

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: 2008

Title ISBN Edition Publisher Year
null 9780547746951 null null null
null 9781600327216 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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