Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 8 partially meet the expectation for alignment to the CCSSM. The materials meet expectations in the areas of Focus and Coherence, but they only partially meet the expectations for alignment to the CCSSM in the areas of rigor and the mathematical practices.

For focus, the instructional materials meet the criteria for the time devoted to the major work of the grade. Also, the majority of the chapters and the respective days allocated in the timeline align to the major work of this grade. For coherence, supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade. Overall the Grade 8 materials meet the quality expectations for focus on major work and coherence.

The instructional material meets the expectations for the criterion of rigor and balance by reflecting the balances of all three aspects of rigor throughout the lessons and helping students meet the standards rigorous expectations. Within the concept development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings. Procedural skill and fluency is a focus throughout the material. It is most evident in module 3 which is devoted to 8.EE.7 and 8.EE.8.B. Application of the mathematical concepts is evident in real-world problems in the beginnings of lessons and in guided and independent practice. The MPs are identified and often used to enrich mathematical content. Materials sometimes attend to the full meaning of each practice standard. There are many places where students are prompted to construct viable arguments and analyze the work of others. However, there are many places where the label does not match the problem or the problem covers more than one practice, but only one is listed. Materials are very limited in assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Also, only some materials actually attend to the specialized language of mathematics.

Since instructional materials reviewed for Grade 8 partially meet the expectation for alignment to the CCCSSM the materials were not reviewed for usability.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
12
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 8 meet the expectation for alignment to the CCSSM. For focus, the instructional materials meet the criteria for the time devoted to the major work of the grade. Also, the majority of the chapters and the respective days allocated in the timeline align to the major work of this grade. For coherence, supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade. Overall the Grade 8 materials meet the quality expectations for focus on major work 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 8 meet the expectations for assessing grade-level content. In each of the assessments included in each unit, only Grade 8 content is assessed. Prerequisite skills from previous grades are assessed in the "Are you Ready" assessments. However content from future grades is not assessed.

Indicator 1a

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

The Grade 8 materials reviewed meet the expectations for assessing grade-level content. The materials also include assessment items for previously learned material to determine if students have the needed prerequisite skills. Overall the instructional materials only assess the grade-level content for Grade 8 and prerequisite skills and not content from future grades.

  • Each unit includes module quizzes, assessment readiness review, end-of-unit review and a performance task. In all of these assessment materials, only Grade 8 material was assessed.
  • Each module has an "Are You Ready" assessment. This looks at skills from previous grades that will be needed in order to complete the module successfully.

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 8 are developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. Eighty-five percent (85%) of the lessons and 83% of the teaching days address the major work of the grade.

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 8 meet the expectations for spending the large majority of class time on the major work of each grade. Eighty-five percent (85%) of lessons are spent on the major work and, based on the pacing guides in the teacher edition, 123 of the 148 teaching days (83%) are spent on the major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
6/8
+
-
Criterion Rating Details

The instructional material reviewed for Grade 8 partially meets the expectations for coherence and consistency with the Common Core Standards. Clearly, the majority of the chapters and the respective days allocated in the timeline align to the major work of this grade. Supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials. This includes problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade. The weak aspect of the materials is that it only partially meets the expectations for consistency with the progressions in the standards. Overall the Grade 8 material partially meets the expectations for the coherence criterion.

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 8 meet the expectations for the supporting content, enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

The unit titled "Relationships in Geometry" has many modules where there are examples of support for the major clusters. Overall, the supporting units and the individual lessons support focus and coherence to the major work of the grade level.

  • Unit 1 contains work with irrational numbers that supports the major work with the Pythagorean Theorem.
  • Unit 2 (module 5, lesson 30 and unit 6 (modules 13 and 15) contain work with bivariate data that supports the major work with expressions and equations.
  • In Unit 6, students will be using the major work 8.EE and 8.F while learning about statistics. Students will use their knowledge of solving equations, slope, dependent and independent variables, and functions.

Indicator 1d

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

The instructional materials reviewed for Grade 8 partially meet the expectations for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. With only 150 days of lessons in the materials, there needs to be additional material other than unit tests to ensure sufficient materials. Overall, the amount of content that is designated for this grade level is short of the amount of material needed to make it truly viable for one school year.

  • According to the pacing guide, there is a suggested 149 days of lessons for a 45-minute class. There is guided practice and independent practice for each lesson. There is also a quiz and a formative assessment check for each module. All of this is included in the pacing guide.
  • A summative end of the unit test is not included in the pacing guide. If you allowed one day per unit this would bring the total to 155 days.
  • There are many references in the teacher's guide to online resources that provide more practice opportunities, however those resources are not accessible in the basic program.

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 8 partially meet the expectations for the material to be consistent with the progressions in the standards. The strongest point is that at the beginning of each module there is a section called "Unpacking the Standards." Although there is a page with the progressions listed, there are no references to other grades' standards anywhere within the lessons. Overall, the materials in Go Math-Grade 8 to some extent identify the progressions from prior grades in the standards.

  • At the beginning of the book there is a pre-assessment that identifies and reviews Grade 7 standards.
  • In the beginning of each module there is a section called "Unpacking the Standards." This puts the standards into student-friendly language and provides examples of what they will be learning.
  • Unit 1 in the teacher edition lets the teacher know what students should know before each lesson.
  • There are no references to other grades within the lessons.
  • There is a page with progressions that shows Grades 6, 7 and 8.

The instructional materials reviewed for Grade 8 minimally meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials give students of varying abilities some, but not extensive work with grade-level problems.

  • The lessons are broken down into 5 sections: Engage, Explore, Explain, Elaborate, and Evaluate.
  • There are tips and ideas for differentiating and extending the material.
  • The teacher edition includes references to online additional resources, including Math on the Spot, which is a video available by scanning the QR code in the student edition. Although the teacher edition does not contain all of these resources, access to some of it is available without any separate purchase.

The instructional materials reviewed for Grade 8 partially meet the expectation of relating grade level concepts explicitly to prior knowledge from earlier grades. Overall, materials only generally relate grade level concepts to prior knowledge from earlier grades.

  • Students are assessed on prior knowledge at the beginning of each module.
  • The section for teachers called Math Background explains concepts of the unit for teachers.
  • The Grade 8 standards are unpacked, but there is no connection or explanation of how they relate to Grade 7, even when the cluster says apply and extend previous understanding.
  • At the front of each unit there is a "Before this Unit," "In this Unit," and "After this Unit" section at the bottom of the page. This is a good reference within the Grade 8, but does not refer to previous work, nor does it extend to future work beyond Grade 8.
  • The publisher does print the progressions of the CCSSM in the teacher edition. The document only has the progressions for Grades 6, 7 and 8. However, it does not show within the materials how the content is related.

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 8 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, materials include learning objectives and essential questions that are visibly shaped by CCSSM cluster headings.

  • Unit 2 containing modules 6 (functions), 5 (writing linear equations), and 7 (solving linear equations) align with 8.F.B and 8.EE.B, both of which are major work clusters of Grade 8.
  • There are also specific "cluster connection" identifiers in the teacher edition, such as those on pages 19, 55 and 87.
  • In unit 3, module 7, teacher edition, pages 195-97, MPs are clearly explained along with the domains and strands of the focus work.

The instructional materials reviewed for Grade 8 include problems and activities that serve to connect two or more clusters in a domain. They include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Overall the materials foster coherence through connections at the Grade 8.

  • There is a natural connection between 8.EE.B and 8.F. Students must use their knowledge of solving equations to solve questions pertaining to functions.
  • Grade 8 also used previous work of Grade 7 of proportional relationships. These connections occur naturally with the progressions of mathematics.
  • Unit 3, module 7 (solving equations) gives the CCSSM, the mathematical practice(s), the essential question and questioning strategies, along with an activity that connected fractions and percents, which are major work of the grade level.
  • In Unit 5, students need to use 8.EE to complete the work within 8.G.
  • On page CC1-CC5 of the teacher edition, there is a CCSSM chart. It clearly states the standard, provides a description and also tells when it is taught and when it is reinforced.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials for the Grade 8 partially meet the quality expectations for rigor and MPs. The instructional material meets the expectations for the criterion of rigor and balance by reflecting the balances of all three aspects of rigor throughout the lessons and helping students meet the standards rigorous expectations. Within the concept development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings. Procedural skill and fluency is a focus throughout the material. It is most evident in Module 3 which is devoted to 8.EE.7 and 8.EE.8.B. Application of the mathematical concepts is evident in real-world problems in the beginnings of lessons and in guided and independent practice.

The instructional materials for Grade 8 partially meet the expectations for the practice-content connections criteria. The MPs are identified and often used to enrich mathematical content. Materials sometimes attend to the full meaning of each practice standard. There are many places where students are prompted to construct viable arguments and analyze the work of others. However, there are many places where the label does not match the problem or the problem covers more than one practice, but only one is listed. Materials are very limited in assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Also, only some materials actually attend to the specialized language of mathematics. Overall, the instructional materials partially meet the quality expectations for Gateway 2 in rigor and the 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.
7/8
+
-
Criterion Rating Details

The materials reviewed for Grade 8 meet the quality expectations for these criteria by reflecting the balances of all three aspects of rigor throughout the lessons and helping students meet the standards' rigorous expectations.

Within the concept development sections of each lesson, the mathematical topic is developed through understanding, as indicated by the standards and cluster headings. In Grade 8, procedural skill and fluency is most evident in module 3 which is devoted to 8.EE.7 and 8.EE.8.B. There are places that practice fluency throughout the material. Application of the mathematical concepts is evident in real-world problems in the beginnings of lessons and in guided and independent practice. In the instructional materials, the three aspects are balanced within the lessons and modules.

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 8 for this indicator meet the expectations by attending to conceptual understanding within the lesson.

  • In module 3, there is conceptual development of the connection between proportional relationships, lines and linear equations. There are guided practice activities that have the students use whiteboards to draw graphs of the independent and dependent variables from a table to see the line they make when the points are connected.
  • In module 3 (8.EE.B), modules 4 and 6 (8.F.A) and modules 9-11 (8.G.A), there were ample opportunities for students to develop these concepts. All modules had opportunities to answer thought provoking questions.
  • Connections and further conceptual development continue in module 4, when the module introduces non-proportional relationships and connects them to y=mx+b. Another great place to help build understanding is the "Unpacking the Standards" material, which shows exemplars of what it looks like when the standard is completed correctly.
  • In module 9, conceptual understanding is taught by using models and tracings to demonstrate that figures are congruent after translations occur.
  • In module 10, students will connect similarity to proportionality when learning about dilations.
  • In module 12, students again will engage with whiteboards, use manipulatives and watch interactive models to demonstrate the Pythagorean Theorem.

Each module has an evaluation page that states the concept and skill and how knowledge develops along with the mathematical practice. Throughout the unit and modules, teachers are directed to key ideas for which students should develop a deep understanding. Items in the teacher edition that will aid in conceptual understanding in every lesson or module include:

  • "Unpacking the Standards"
  • "Reading Startup/Visualize Vocabulary/Active Reading"
  • Questioning strategies
  • Engagement with whiteboards or other manipulatives
  • "Avoid Common Errors"
  • "Focus on Critical Thinking"
  • Blue heading boxes that provide different tips
  • Many questions on guided practice and independent practice that have students explain their answers.

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 8 for this indicator meet the expectations by attending to fluency and procedural work within the lessons.

  • All units spend time on the procedural skills of the major work of the grade.
  • Students must use the skills they have acquired in Grades 6 and 7 and use them to solve equations, systems of equations, slope, functions and the Pythagorean Theorem.
  • Module 3 (solving equations and systems of equations) is devoted to 8.EE. Although additional examples may be required for some students to attain fluency, solving equations is done elsewhere in the book, thus addressing these throughout the year.

There are places that practice fluency throughout the textbook:

  • At the beginning of each module, there is an activity called "Are You Ready?" Its primary focus is skill prerequisites for the lessons to come.
  • Most guided practice pages have a few skill practice problems.
  • Module quizzes called "Ready to Go On?"
  • Mixed review of assessment readiness.
  • Study guide review.

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
1/2
+
-
Indicator Rating Details

The materials reviewed in Grade 8 for this indicator partially meet the expectations for being designed so that teachers and students spend sufficient time working on engaging the applications of the mathematics,

  • Several problems ask the student to apply their knowledge to real-world situations.
  • In module 12, page 379 of the student edition asks the student to read and analyze the question about a painter using a ladder. Students must apply the Pythagorean Theorem and come up with an answer to the nearest tenth and then use the answer to connect to two additional parts of the problem.

Places where application is evident:

  • Each lesson begins with "Motivate the Lesson," a question that puts the mathematics concept into a real-world situation and is meant to engage the student in the learning.
  • The examples at the beginning of the lesson are often real-world problems and tie the learning to context.
  • A section titled "Guided and Independent Practice" has numerous problems that have students apply their knowledge.

Areas in need of improvement:

  • Very few problems are multistep; those that are break the problem down for the students.
  • The performance tasks are lengthy questions but do not require students to do more than answer similar question to that on the independent practice and are often can be solved in one step.
  • Many problems are simply "word problems" that use an algorithm to solve.

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 8 for this indicator meet the expectations by providing a balance of rigor. The three aspects are not always combined together nor are they always separate.

  • Conceptual understanding, fluency and procedural work, and application are practiced in most lessons.
  • There is a blend that naturally happens for conceptually understanding equations, systems, and functions since this understanding also needs integer and rational number fluency skills.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
7/10
+
-
Criterion Rating Details

The materials reviewed for Grade 8 partially meet the criteria of meaningfully connecting the Standards for Mathematical Content and the standards for Mathematical Practice. In the instructional material, the MPs are identified and often used to enrich mathematical content. Materials sometimes attend to the full meaning of each practice standard. There are many places where students are prompted to construct viable arguments and analyze the work of others. However, when looking beyond the labels of the practices there are many places where the label does not match the problem or the problem covers more than one practice but only one is listed. Materials are very limited in assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Also, only some materials actually attend to the specialized language of mathematics. Overall, the materials partially meet the expectations for the practice-content connections criteria.

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 8 meet the expectation for identifying the Standards for Mathematical Practice (MPs) and using them to enrich mathematics content.

  • The front of the teacher edition has the practices listed and where to find them being utilized.
  • The teacher edition describes what students should be able to do for each practice and gives examples from the book where they are to demonstrate the skill.
  • Each module in the teacher manual has a section called "Professional Development," which tells how the MP is integrated (an example is found in module 7, lesson 7.1 on page 197).
  • In the section called "Explore and Explain," found in the lessons in the teacher edition (see page 197), the MP focus is listed.
  • On the evaluation page of the teacher edition (see module 7 on page 201 for an example), the MP is again listed, along with its associated Depth of Knowledge and the exercise to which it is connected.
  • Additional references to the MPs can be found in the teacher edition's index.
  • Charts at the end of each lesson in the teacher edition show what mathematical practices are covered in the independent practice questions. An example of this is on page 233, for lesson 8.1.
  • Throughout the teacher edition, there are general references to MPs, but specific MPs are not designated by number. An example of this would be on pages 83 and 85 in lesson 3.3 in the teacher edition.
  • Assessment readiness questions have also been analyzed based on the practices.
  • Unit performance tasks include the use of the mathematical practices and identify the standards.

Indicator 2f

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

The Grade 8 materials meet the criteria of attending to the full meaning of each Standard for Mathematical Practice.

  • Locations of MPs are listed in the teacher edition. In looking through each page where MP6, MP7 and MP8 are identified, the practices sometimes occurred only in the questioning strategies as opposed to the independent practice, where the students would have to employ the practices on their own.
  • Following the listed pages on CC6-CC9, the activity or problem(s) do correspond with the stated practices. MPs 1, 2, 3, 4 and 8 are accurately listed in all occasions, while MP5 is named correctly 14 of 15 times, MP6 is correctly presented 8 of 11 times and MP7 is correctly presented 20 of 21 times.

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.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 8 partially meet the expectation for appropriately prompting students to construct viable arguments concerning grade-level mathematics detailed in the content standards.

  • There are places where students are prompted to construct viable arguments and analyze the work of others. When looking beyond the labels of the practices there places where the practice is listed but not evidence of being used.

Places where evidence for MP3 is found:

  • In the student edition on page 20, 100 and 146, MP3 is evident because it asks the student to explain an error or relate data in order to explain why or why not a statement is true.
  • In the student book, students consider this question: "If irrational numbers can never be precisely represented in decimal form. Why is this?" Students must use and apply previous knowledge in stating or arguing that this is true or false and provide evidence to back it up.
  • P.CC.13 describes MP3 and then shows examples of where it is evident in the book. It can be found in each lesson as an "essential question check-in" and in the independent practice section under such question headings as "Critique Reasoning," "Error Analysis," "Justify Reasoning" and "Communicate Mathematical Ideas."
  • At the end of each lesson the question analysis lists the questions that are connected to MP3.

Problems with the evidence.

  • MP3 is not evident in in the "Assessment Readiness" section or in performance tasks in the units
  • There is only one question in Unit 6 that claims to address MP3.
  • Four of the six performance tasks had MP3 listed, but at no point were students asked to critique the work of others. When they were asked to explain, it was to explain how they solved it, not to explain how they know they are correct or to justify.

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 8 partially meet the expectation of assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others.

  • On page 100 in the student book there are exercises that relate to MP3. MP3 does match with exercises 10, 11, and 12, which ask students to analyze relationships, communicate mathematical ideas and critique reasoning, respectively.
  • On page146 in the Student book there are exercises that relate to MP3. They are listed as 14, 16, 17 and 18 and they ask students to Make a Conjecture, Critique Reasoning and Explain the Error.

All lessons include many "why/how/explain" questions. These are in the questioning strategies for the teachers, as well as in the independent practice sections for students.

  • Each lesson has a whiteboard activity. This is electronic and does not come with the teacher's textbook. Of the several that were looked at only one had langue that could engage students in discussion.
  • There is a section called "Extend the Math." It only describes part of the activity as the rest is online. Only one of the 22 activities had students engaged in looking at each other's work and discussing.
  • In the lessons is a section called, "Talk about It." These are questions to which the students respond. There is not any instruction on how the students should respond or any guidance for how to engage the students in meaningful conversation.

Indicator 2g.iii

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

The materials reviewed for Grade 8 partially meet the expectation for attending to the specialized language of mathematics.

  • Vocabulary is taught with pages titled "Reading Start-Up" and "Unpacking the Standards." The former is a review of previous vocabulary and the latter covers current and includes a real-life example. The vocabulary is highlighted when introduced.
  • "Math Talk" is throughout the book. The publisher considers this a formative assessment. Students could discuss, or write their response.
  • The study guide review includes a re-cap of the vocabulary.
  • The "H.O.T." questions expect students to respond and explain using precise language.
  • Attending to the specific language of mathematics is not evident in "Assessment Readiness" for any unit even though two units list MP6.
  • Attending to the specific language of mathematics was evident in five of the six performance tasks, units 1, 2, 4, 5 and 6.
  • In the teacher edition on page CC9 it states that MP6 is evident on pages 56, 106 and 143. In the teacher guide on the "Evaluate" page (page 55) MP6 is there and listed as questions 28 and 30. Students are to describe and identify and/or write about scientific notation and the relationships to adding and subtracting to scientific notation.
  • On page 143 of the teacher edition, it states MP6 should be evident; however, MP6 is not identified on any of the questions.
  • In the teacher edition on page CC9 it states that MP6 is evident on page 13. However, on page 13 the "reflect" question (1) asks the student only to look at the accompanying data and number line to solve the problem; there is no specific language or vocabulary.
  • Vocabulary is not evident in "Assessment Readiness" for any unit.
  • Vocabulary is evident in only two of the six performance tasks, units 1 and 3.

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: 2015

Title ISBN Edition Publisher Year
null 9780544056787 null null null
null 9780544065512 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.

X