Alignment to College and Career Ready Standards: Overall Summary

The Grade 3 Math in Focus materials lack coherence and consistency and do not devote a majority of time to the major work of the grade Assessments often assess future grade-level content including similarity, congruence, and transformations. Approximately 58 percent of the content are on the major work of the grade. An additional 37 percent of the time covers the supporting/additional clusters; however, these are treated separately therefore not counted as a part of the major work. Grade 3 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 3 Math in Focus materials lack coherence and consistency and do not devote a majority of time to the major work of the grade assessments often assess future grade level content, including similarity, congruence, and transformations. Approximately 58 percent of the content are on the major work of the grade. An additional 37 percent of the time covers the supporting/additional clusters; however, these are treated separately therefore not counted as a part of the major work. Grade 3 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

Grade 3 Math in Focus instructional materials assess topics from future grade-level content. This includes assessing congruence, similarity, and transformations in Chapter 18. Chapters 2, 4, 5, 7, 8, 9, 11, 12, 14, 17, 18 and 19 all contain future grade-level assessments.

Review Team Note: The assessments are included in the teacher edition, but are printed at such a small scale at 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 3 Math in Focus do not meet the expectation for this criterion, due to assessing similarity, congruence, and transformation. Additionally, there are several instances where future grade-level work is covered and assessed.

  • In Chapter 2, questions 4, 5, 10 and 11 assess rounding multi-digit numbers, which is a Grade 4 standard.
  • In the Chapter 3 assessment, all questions assess adding over 1000, which is a Grade 4 standard.
  • In Chapter 4, questions 1, 2, 3, 4, 6, 7, 8, 9, 10, 11 and 12 assess subtracting with numbers over 1000, which is a Grade 4 standard.
  • In Chapter 5, questions 2, 3, 5, 6 and 8 assess adding and subtracting over 1000, which is a Grade 4 standard.
  • In Chapter 7, questions 3, 4, 5, 7, 8, 9, 10, 11 and 12 assess multiplication of multi-digit numbers, which is a Grade 4 standard.
  • In Chapter 8, questions 2, 5, 6, 7, 8 and 9 assess remainders, which is a Grade 4 standard.
  • In Chapter 9, questions 1 2, 4, 5, 6, 8, 11 and 12 assess multiplication of multi-digit numbers, which is a Grade 4 standard. The Chapter 9 assessment also has students using procedures to solve division, when conceptual understanding should be emphasized at this level.
  • In Chapter 11, questions 1, 2, 3, 4, 5, 6, 7, 8 and 10 assess conversion of units, which is a Grade 4 standard.
  • In Chapter 12, questions 1, 3, 6, 7, 9, 10, 11 and 12 assess conversion of units, which is a Grade 4 standard.
  • In Chapter 14, questions 4, 6 and 8 assess equivalent fractions with different numerators and denominators, which is a Grade 4 standard.
  • In Chapter 17, questions 4, 5, 8, 9, 10, 14 and 15 assess line segments and parallel lines, which is a Grade 4 standard.
  • In Chapter 18, questions 4, 5, 10 and 11 assess lines of symmetry, which is a Grade 4 standard. In chapter 18, question 3 assesses congruence, which is a Grade 8 standard. Questions 8 and 9 assess flips, turns and slides, which is also a Grade 8 standard.
  • In Chapter 19, questions 1, 2, 5, 6, 7, 8 and 9 assess area of special quadrilaterals and polygons, which is a Grade 6 standard.

*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 3 Math in Focus materials would not devote a large majority of the time to the major work of the grade. Approximately 58% percent of the time was spent on the major work of the grade. Overall, the materials did not provide 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 3 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 3 and on future grade level work.

  • Grade 3 contains 19 chapters.
  • Eleven out 19 chapters (5, 6, 7, 8, 9, 11, 12, 14, 15, 16 and 19) or about 58% of the time is focused on the major work of the grade.
  • Seven out of 19 chapters (1, 2, 3, 4, 13, 17 and 18) or about 37% of the time is focused on the supporting work of the grade, which is treated separately from the major work of the grade.
  • Additionally, because of the amount of future grade level work introduced and assessed it takes away from the major work of the grade.
  • Sixty-three out of the 112 instructional lessons/days are spent on the major work of the grade. This represents approximately 56% of the instructional time. Assessment time was not included in these calculations.

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 3 do not meet the expectation of coherence and consistency The materials do not represent a full year of content and there is not enough time devoted to the major work of the grade. Approximately 58% of the time is spent on the major work of the grade. Teachers using the materials would not be providing their students with extensive work in grade level problems, since only about 49% 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 3 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

There is limited supporting content in the Grade 3 Math in Focus materials. When the supporting content is present, it does not enhance the focus and coherence by engaging students in the major work.

  • Chapters 1, 2, 3, 4, 13, 17 and 18 represent supporting and additional work of the grade.
  • The content in chapters 1-4 are treated separately and do not support the major work of the grade.
  • In chapter 13, lesson 13.1 briefly supports the major work of multiplication by using skip-counting on the graphs.
  • The content in chapters 17 and 18 are treated separately from the major work of the grade level.

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 3 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 74 lessons in the program, which covers only 93 days of instruction.
  • Only 63 of those instructional days focus on the major work of the grade.
  • This falls approximately well short of the typical school year.

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 3 Math in Focus materials are not consistent with the progressions in the standards. 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 progression in the standards. Prior or future content is not clearly identified.

  • Chapter 1 does not address any Grade 3 content standards, and only addresses MP.
  • Chapters 3 and 4 are focused on addition and subtraction to 10,000. The CCSSM only states that a Grade 3 student needs to be able to add and subtract within 1,000.
  • In chapter 7, lessons 7.2 and 7.3 address standards that are not supposed to be covered until Grade 5.
  • Chapter 8, lesson 8.2 introduces division with a remainder which is a Grade 4 CCSSM. In lessons 8.4 and 8.5, division procedures are used, conceptual understanding should be emphasized until Grade 6.
  • In chapter 11, length-a Grade 4 standard- is covered. Also in chapter 11, conversion of units is presented, which is a Grade 5 standard.
  • Chapter 12 addresses length and conversion. Length is a Grade 4 standard and conversion of units is a Grade 5 standard.
  • Chapter 13, bar graphs, are Grade 2 CCSSM and line plots belong in Grade 4 CCSSM. Neither of these are labeled as connected to prior year's work or to current year's standards to future year's work.
  • In Chapter 15, length is a Grade 4 standard. In chapter 16, conversion of time, time intervals and elapsed time are covered, which are Grade 4 standards.
  • Chapter 17 covers angles and lines, which are Grade 4 CCSSM.
  • Chapter 18, the vocabulary for lesson 18.2-"flip," "slide," "turn," "rotate," and "congruent"-are more appropriate for Grade 8. Similarly, lesson 18.3 uses "symmetry," which is a Grade 4 standard.
  • The teachers and student editions do not state that standards that are taught are for future or previous grade levels.
  • The skills trace (found at the front of each chapter) and the chapter planning guide (found in each chapter) do not include notations explaining which work is off grade or how this work relates to grade level work.

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

  • Grade 3 Math in Focus has 75 lessons over about 93 days.
  • Thirty-seven lessons or about 49% of the time is spent on grade-level problems.
  • Thirty-eight lessons or about 51% is spent on work other than grade-level problems.
  • On a positive note, each chapter contains at least four guided practice problems and at least 10 independent practice problems.

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

  • Each chapter contains an initial lesson called "Recall Prior Knowledge." In this lesson, students are recalling prior knowledge from earlier grades and chapters; however, it does not directly trace back to the skills and concepts in the standards. For example, chapter 13 states "students learned to collect data in a tally chart. Students showed and understood the same set of data in a bar graph;" however, the standard 1.MD.C.4 states "organize, represent and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another." If prior knowledge were aligned to the standards and not the text, then the CCSSM concepts would be explicit. Instead skills and strategies from series are explicitly covered in the prior knowledge section.
  • Chapter 18 traces prior knowledge from chapter 17 in Grade 3 instead of tracing the standard 1.G.A.2.
  • Chapter 12 shows procedures for all operations in the prior knowledge pages and conceptual understanding should be emphasized.
  • Chapter 16, the prior knowledge section has students telling time to the nearest minute. In Grade 2, students should only have learned to tell time to the nearest 5 minutes making the prior knowledge off grade level.
  • The teacher's and student editions do not state when skills and concepts are not at grade level or assessing off grade-level standards.

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 and the material rarely connects two or more clusters in a domain.

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

  • There is a section in the teacher's edition that includes CCSSM correlations, however the alignment is not always correct.
  • In chapter 12, the objective is to draw bar models to solve one-step measurement problems. The use of bar models is a strategy and is not mentioned in the CCSSM.
  • In addition, there are many chapters that do not address learning objectives in the cluster headings of major work for Grade 3 (e.g., chapters 1 and 17).

Materials do not include problems and activities connecting 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, the activities in the lessons not always align to the stated standards.
  • For example, in chapter 14, lesson 1 states it aligns to both geometry and 3.G and 3.NF. When looking at the lesson, it does not ask students to understand fraction as a number on the number line or represent fractions on a number line diagram as stated in the standard.
  • Scaled bar graphs, chapter 13, could have been connected with multiplication and division.
  • A positive example of meeting this criteria is in chapter 12, lesson 1, where 3.MD is connected to 3.NBT and 3.OA.

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 9780544224162 null null null
null 9780544224179 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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