Alignment to College and Career Ready Standards: Overall Summary

The Grade 2 Math in Focus materials lack coherence and consistency and do not devote a majority of the time to the major work of the grade. Assessments often assess future grade-level content. Approximately 37 percent of the content is on the major work of the grade. An additional 32 percent of the time is spent on the supporting/additional clusters; however, these clusters are treated separately and do not support the major work of the grade. Finally, 31 percent of the time is spent on off grade-level material. Grade 2 Math in Focus did not receive any points in Gateway 1. Overall, the materials do not provide a focus on the major work nor are the materials coherent. Materials were not reviewed for Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
0
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 Grade 2 Math in Focus materials lack coherence and consistency and do not devote a majority of the time to the major work of the grade. Assessments often assess future grade-level content. Approximately 37 percent of the content is on the major work of the grade. An additional 32 percent of the time is spent on the supporting/additional clusters; however, these clusters are treated separately and do not support the major work of the grade. Finally, 31 percent of the time is spent on off grade-level material. Grade 2 Math in Focus did not receive any points in Gateway 1. Overall, the materials do not provide a focus on the major work nor are the materials coherent.

Criterion 1a

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

The majority of Grade 2 Math in Focus instructional materials assess topics from future grade-level content. Chapters 3, 5, 6, 8, 9, 10, 12, 14, 15, 16 and 17 all contain future grade level assessments.

Review Team Note: The assessments are included in the teacher edition, but are printed at the small scale of one-eighth of a page. Since the assessments are not included in the student edition and are so small in the teacher edition, an additional assessment book would need to be purchased or teachers would need to reproduce the assessments.

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 the Grade 2 Math in Focus do not meet the expectations for this indicator largely due to the several instances where future grade level work is covered and assessed.

For Grade 2 Math in Focus there are no probability, statistical distribution, or similarity, congruence and transformations items assessed.

  • In Chapter 3, subtraction procedures are expected to be used on the assessment instead of focusing on conceptual understanding.
  • In Chapter 5, questions 3, 5, 8, 9b, 10 and 12 assess division which is a Grade 3 standard.
  • In Chapter 6, questions 1, 2, 5, 7, 10 and 11 assess multiplication, which is a Grade 3 standard.
  • In Chapter 8, all assessment questions are about mass, which is a Grade 3 standard.
  • In Chapter 9, all assessment questions are about volume, which is a Grade 3 standard.
  • In Chapter 10, questions 1, 3, 4, 6, 8 and 11 assess students mentally adding or subtracting more than 10 or 100. Question 5 assesses a Grade 4 standard.
  • In Chapter 12, questions 7, 9, 10, 11 and 12 assess fractions at the Grade 3 standard. Questions 5, 6 and 9 assess fractions at the Grade 4 level.
  • In Chapter 14, questions 2, 3, 4, 5, 8, 9, 10, 11 and 12 assess elapsed time, which is a Grade 3 standard.
  • In Chapter 15, content covers multiplication and all assessment questions are about multiplication, which is a Grade 3 standard.
  • In Chapter 16, all assessment questions assess multiplication or division, which is a Grade 3 standard.
  • In Chapter 17, questions 1, 2, 3, 4, 5 and 7 assess scaled graphs, which is a Grade 3 assessment.

*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

Students and teachers using the Grade 2 Math in Focus materials would not devote a large majority of the time to the major work of the grade. Approximately 37% percent of the time was spent on the major work of the grade. Overall, the materials did not spend the majority of time on the major work of the grade level.

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 the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 2 and on future grade level work.

  • Thirty-seven percent of the chapters are major work (chapters 1, 2, 3, 4, 7, 10, & 13).
  • Sixteen percent of the chapters are supporting clusters (chapters 11, 14, & 17).
  • Sixteen percent of the chapters are additional clusters (chapters 12, 18, & 19).
  • Thirty-one percent of the chapters are off grade level (chapters 5, 6, 8, 9, 15, & 16).
  • There are 102 days of instruction in Grade 2. 43/102 or 42% of the learning time is spent on major work. 13/102 days or 13% are spent on supporting clusters. 11/102 or 11% of instruction time is spent on additional clusters, and 33/102 days or 34% are spent at work above grade level.
  • Many of the multiplication chapters include an introductory lesson that is repeated addition and on Grade 2 level, but as the chapters progress, Grade 3 level work is being taught and assessed.
  • There are 77 lessons in Grade 2. 33/77 lessons or 43% of the time is spent on major work, 11/77 or 14% of the sort is spent on supporting clusters. 8/77 lessons or 11% are spent on additional clusters. 25/77 lessons or 31% of the work is spent on work above grade level.
  • The multiplication and division chapters (5, 6, 15 and 16) covered Grade 3 concepts, and chapter 8 covers mass, which is a fourth grade level topic.
  • The supporting and additional work is treated separately from the major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
0/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 do not meet the expectation of the grade level instructional materials being coherent and consistent with the standards. The materials do not represent a full year of content. Additionally, 33 of the 102 days are spent on future grade level work. Teachers using the materials as written would not be giving their students extensive work in grade level problems, since approximately 69% of the lessons focus on grade-level problems. Due to the amount of future grade level content the materials are not able to develop according to the progressions of the standards. Overall coherence and consistency of the standards is not achieved in Grade 2 Math in Focus.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
0/2
+
-
Indicator Rating Details

For this indicator, all grade level work that is not major work was considered supporting work. The supporting content does not enhance the focus and coherence by engaging students in the major work of the grade.

  • Chapters 11, 12, 14, 17, 18 and 19 represent supporting work of the grade.
  • Though supporting content is often not connected to the major work of the grade, there are some instances where the major work is supported, such as:
  • Chapter 11 is supporting the major work of the addition using money.
  • Lesson three in chapter 17 supports the major work of addition and subtraction using graphs.
  • Chapters 12, 14, 18 and 19 treat the supporting work separately from the major work of the grade.

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 amount of content designated for Grade 2 Math in Focus is not viable for one school year. Overall, the amount of time needed to complete the lessons is not appropriate for a school year of approximately 170-190 days.

  • There are 77 lessons in the program, which cover 102 days of instruction.
  • Only 37 of those instructional days are spent on major work of the grade.
  • This falls approximately 70 days short of the typical school year of 170-190 days.

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

Grade 2 Math in Focus materials are not consistent with the progressions in the CCSSM. Content is not clearly identified, there are not extensive grade-level problems and concepts are not explicitly related to prior knowledge.

Materials do not develop according to the grade-by-grade progressions. Prior or future content is not clearly identified.

  • Chapter 6 is Grade 3 work. However, in the skills trace (found at the front of each chapter) and in the chapter planning guide (found in each chapter) there is not a notation explaining the work is Grade 3 work or how this is related to grade-level work.
  • The skills trace (found at the front of each chapter) and the chapter planning guide (found in each chapter) in Chapter 8 does not notate the content as Grade 3 work or how this is related to grade-level work.
  • Chapters 5, 15 and 16 cover Grade 3 topics (multiplication and division) and the materials do not identify these topics as Grade 3 CCSSM. The student edition and teacher edition both state that these are all Grade 2 standards.

Materials do not give students extensive work with grade-level problems.

  • Grade 2 Math in Focus includes 75 lessons that span 105 days of instruction.
  • Thirty-nine lessons (52% of the time) are spent on grade-level problems.
  • Thirty-six lessons (48% of the time) are spent on work other than grade-level problems.
  • Each lessons begins with at least four guided practice problems followed by independent practice problems.
  • Thirty-five out of 101 days are spent on future grade level work and only 37 out of 101 instructional days spent on major work of the grade.

Most materials do not explicitly relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • All chapters contain a section called "Recall Prior Knowledge;" however, only some sections contain connections to work in Grade 1, other sections only make connections to work in previous chapters. For example, chapter 4 traces prior knowledge from chapters 2 and 3 in Grade 2 instead of 1.OA.A.1 (Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions).
  • The prior knowledge is not always grade-level appropriate with the CCSSM. The prior knowledge addressed in chapters 6, 15 and 16 is not grade-level appropriate because multiplication is a Grade 3 skill.
  • In chapter 8's prior knowledge examples, addition and subtraction procedures are shown instead of focusing on conceptual understanding. Conceptual understanding should not be the focus until Grade 4.
  • Prior knowledge in chapters 9 (prior knowledge required is Grade 3 work) and 12 (prior knowledge required is Grade 2 work) is not grade-level appropriate because the chapters are future grade level work.
  • In the other chapters where prior grade-level work is presented, the materials refer to chapters from the Grade 1 materials rather than the standards or concepts.
  • If prior knowledge were aligned to the standards and not the text, then CCSSM concepts would be explicit. In this case, the skills and strategies from series are explicitly referred to rather than the concepts and skills.

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

Materials do not foster coherence through connections at a single grade level. The learning objectives are not clearly linked to the CCSSM cluster headings, though the material sometimes connects two or more clusters in a domain.

Materials do not include learning objectives visibly shaped by CCSSM cluster headings.

  • There are several chapters that do not have learning objectives that are shaped by the CCSSM cluster headings (chapters 5, 6, 8, 9, 15 and 16).
  • For example, in chapter 5 the objectives are to "make multiplication stories about pictures, make multiplication stories, divide to share equally, solve multiplication word problems, and solve division word problems." These objectives are not shaped by CCSSM cluster headings because multiplication and division are Grade 3 standards.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

  • The chapter planning guide has several references in each lesson from two or more clusters and/or two or more domains; however, a closer look at the activities shows that some of the activities do not truly align to the stated standards. For example, in chapter 9 the opening lesson states it aligns to both 2.MD and 2.NBT. A critical part of those standards is missing since the lesson does not ask students to fluently add and subtract within 100.
  • A positive example of alignment is in chapter 4, lesson 1. This lesson aligns to its stated standards in 2.NBT and 2.OA.
  • Another positive example is in chapter 11, where there are some connections with money to place value.

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: Sun Feb 15 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9780544224063 null null null
null 9780544224070 null null null

About Publishers Responses

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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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