Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 2 partially meet the expectations for alignment to the CCSSM. The instructional materials meet the expectations for gateway 1 as they appropriately focus on the major work of the grade and demonstrate coherence within the grade and across other grades. The instructional materials partially meet the expectations for gateway 2 as they appropriately address rigor within the grade-level standards, but there are missed opportunities in the materials when it comes to attending to the full meaning of the standards for mathematical practice. Overall, the instructional materials address the content standards very well and identify and partially integrate the mathematical practices.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
15
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 2 meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for both of the two focus criterions by not assessing above Grade 2 standards and by allocating a large enough percentage of instructional materials to major standards of the grade. Many strengths are found and noted in the coherence criterion, and the instructional materials meet quality expectations for coherence. Overall, the instructional materials meet the expectations for all of the indicators in Gateway 1.

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 2 meet the expectations for assessing grade-level content. There was no evidence of students being assessed on work from future grade levels. In the planning guide, there is a section called "Getting Ready for Third Grade." Planning resources for this are described on page 50, and all materials aligned to Grade 3 are clearly identified. The instructional materials do not assess content from future grades within the summative assessments provided for each chapter.

Indicator 1a

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

The instructional materials reviewed for Grade 2 meet the expectations for assessing grade-level content. Overall, the instructional materials do not assess content from future grades within the summative assessments provided for each chapter.

  • There was no evidence of students being assessed on work from future grade levels.
  • In the planning guide, there is a section called "Getting Ready for Third Grade." Planning resources for this section are described on page 50, and all materials aligned to Grade 3 are clearly identified. Students are not being assessed on the content.
  • Standards assessed are clearly identified in the textbox, "Data Driven Decision Making." For an example, see chapter 2, pages 147-48 in the teacher edition.

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 2 meet the expectations for spending the large majority of class time on the major clusters of the grade. The instructional materials consist of 11 chapters, and eight of them (73%) are centered on addition, subtraction, place value and measurement. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 2.

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 2 meet the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 2.

  • The materials consist of 11 chapters, and eight of them (73%) are centered on addition, subtraction, place value and measurement.
  • The majority of the content is focused on the major clusters for Grade 2. Chapter 3, 2.OA.A.1, 2.OA.B.2, and 2.OA.C.4, basic facts and relationships.
  • Chapter 4 focuses on two-digit addition and 2.OA.A1.
  • Chapter 5 focuses on 2.OA.A.1, two-digit subtraction.
  • Chapter 1 focuses on number concepts, 2.OA.C.3.
  • Chapters 2 and 6 focus on place value.
  • Chapter 7 focuses on 2.MD.C.7 and 2.MD.C.8, time and money.

Criterion 1c - 1f

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

The instructional materials reviewed for Grade 2 meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have an amount of content designated for Grade 2 that is viable for one school year, and they also give students extensive work with grade-level problems. The instructional materials have supporting content that enhances focus and coherence simultaneously, and they do have materials foster coherence through connections at a single grade. Overall, the instructional materials for Grade 2 strongly exhibit characteristics of coherence as noted in indicators 1C-1F, and for the entire criterion, the instructional materials meet the expectations.

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 2 meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials connect non-major clusters of standards to major clusters, and as a result, the supporting content engages students in the major work of Grade 2.

  • The supporting work of the grade, time, money, data and foundations for multiplication are coherent within the major work. For example, in chapter 3, lesson 11, teacher's manual page 223A. Students are using repeated addition to build a foundation for learning multiplication.
  • Chapter 7 uses time and money to engage students in the major work of the grade of understanding place value. Examples of using time and money while supporting understanding of place value can be found in lesson 7.1, teacher edition, page 467; lesson 7.2, teacher edition, page 473; and lesson 7.8, teacher edition, page 509.
  • Chapter 10 uses data and graphs to enhance and support the major work of adding and subtracting within 20. Examples can be found in lesson 10.1, teacher edition, page 653; lesson 10.3, teacher edition, page 665; and lesson 10.4, teacher edition, page 673,

Indicator 1d

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

The instructional materials reviewed for Grade 2 meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 180 days.

●      The Grade 2 instructional materials have 153 days of content.

●      If time permits, there is a unit (26 days total) preparing for Grade 3.

Lessons, not including days for assessments, account for 120 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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for having materials that are consistent with the progressions in the Common Core State Standards for Mathematics. Overall, the materials give students extensive work with grade-level problems, and grade-level concepts are explicitly related to prior knowledge from earlier grades. Also, the materials develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.

  • Each chapter identifies grade-level work, and how it ties into previous and future grades. For example, see chapter 2, teacher's manual, page 71J.
  • Chapters include a learning progression for what students should master for each learning standard in Grade 2 and prior knowledge as well as what the progression looks like in future grades. See chapter 11, page 701j.
  • The material develops according to the progressions in the standards with students spending time adding and subtracting two-digit numbers and using their knowledge of place value to help them add and subtract within 1,000.
  • Additionally, each chapter has a page about titled "Learning Progressions and Content Standards" where the learning progressions are highlighted, as well as the standards before and after the grade level. See chapter 7, teacher's manual, page 463J.
  • Materials give all students work within the grade-level. RTI activities are provided for tier 1, tier 2 and tier 3 work. Differentiated instruction is clearly mapped out.
  • Lessons include a spiral review as well as daily practice, fluency practice, and each lesson comes with options to enrich and reteach.
  • There are 109 lessons over about 153 days. All of the lessons provide work with grade-level problems.
  • Children are assessed on prior knowledge at the beginning of each chapter. For an example, see chapter 4, teacher's manual, page 234. In addition, on page 233J, Common Core learning progressions are clearly defined for earlier grades.
  • Each grade level includes a progression chart that relates content from prior grades. Additionally, in each chapter there is a diagnostic offered where you can tie in material to previous grade-level standards (in the progression).
  • Each chapter begins with a section called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. For example, in chapter 9, this section is found on page 600 of the teacher edition.

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 2 meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

  • Materials include learning objectives shaped by Common Core cluster headings. For example, see chapter 4, lesson 4.4, teacher's manual, page 255A.
  • Chapters 4 and 5 deal with two-digit addition and two-digit subtraction, respectively; each includes objectives and lesson titles shaped by the cluster level headings, including two-digit addition, writing equations to represent addition, two-digit subtraction, and add-to-find differences. Additionally, in chapter 1, the idea of number concepts is shaped by 2.OA and 2.NBT with chapters titled "Understand Place Value" (lesson 1.3) and "Tens and Ones" (lesson 1.7).
  • The beginning of each chapter clearly defines where these connections take place. A critical area is defined, along with Common Core domains. For example, in chapter 3, as shown in the table of contents of the teacher's manual, the critical areas are "operations and algebraic thinking," "numbers and base ten," and "measurement and data."
  • Lesson 2.10 connects 2.NBT.A and 2.NBT.B. Students are adding and mentally counting within 1,000.
  • The curriculum connects two or more clusters in a domain several times. One instance is in chapter 3, which covers 2.OA.A, 2.OA.B and 2.OA.C.
  • Chapter 14 connects operations and algebraic thinking with numbers and operations in base ten.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 2 partially meet the expectations for rigor and mathematical practices. The instructional materials meet the expectations for the criterion on rigor and balance with a perfect score, but they only partially meet the expectations of the criterion on practice-content connections because of not fully attending to the meaning of each mathematical practice standard. Overall, the instructional materials are strong in regards to rigor, identifying mathematical practices and the language of mathematics, but improvements can be made in consistently attending to the full meaning of practice standards where they are identified.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 meet expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, procedural skill and fluency, and application. The materials address these three aspects with balance, but always treating them separately and not always together. Overall, the instructional materials reflect the balances in the CCSSM, which helps students meet rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application.

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 instructional materials reviewed for Grade 2 meet the expectations for giving attention to conceptual understanding. Overall, the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

  • In Go Math, each lesson identifies conceptual understanding that will be covered in the lesson. In chapter 1, for instance, lesson 1 identifies number concepts (2.OA.C, 2.NBT.A, and 2.NBT.B) as a conceptual concept it will cover in the "share and show" portion of the lesson.
  • In chapter 3 ("Basic Facts and Relationships"), lesson 1 (2.OA.B.2) identifies that conceptual understanding will be the focus of the lesson's "share and show" segment. This happens in questions 1-6 where students are asked to solve a problem and then identify a doubles fact that they could use to help them solve the problem. Then, teachers are prompted to ask "explain your choice."
  • Of the 109 lessons in the grade, 58 are primarily conceptual in nature and match the standards calling for conceptual understanding. For example, in chapter 3, lesson 10, the cluster heading for the objective is "Work with Equal Groups of Objects to Gain Foundations for Multiplication," and the lesson has students solving problems using equal groups.
  • Each lesson has a textbox titled "Teaching for Depth" that specifically identifies what students should have conceptual understanding of in that particular lesson. For example, see chapter 2, lesson 1, teacher's manual, page 75A.

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 instructional materials reviewed for Grade 2 meet the expectations for giving attention to procedural skill and fluency. Overall, the materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

  • In Go Math, each lesson identifies where it will focus on procedural skills and fluency. For instance, chapter 3, lesson 1, page 163A identifies procedural skill and fluency to be covered in the "on your own" section.
  • At the beginning of each chapter and lesson, there are daily routines where students get to practice their fluency skills. In chapter 3, page 263B, the daily routine has students write a number greater than or less than the number 256.
  • Of the 109 lessons in the grade, 51 deal primarily with procedural skill and fluency and match the standards calling for procedural skill and fluency. For example, in chapter 4, lesson 1, the objective is for students to "fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction," and the lesson has them practicing addition facts.
  • Each lesson has a fluency builder to build fluency of the standards asking students to demonstrate fluency. For example, this can be found in chapter 9, lesson 4 on page 621B.
  • Each chapter has a section called "Practice and Homework" to practice fluency. For example, see chapter 3, lesson 1, teacher's manual, page 167.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 meet the expectations for giving attention to applications. Overall, the 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.

  • Each lesson has problems that cover application. For instance, in chapter 3, lesson 1, page 163, application is covered in sections called "Think Smarter and Go Deeper."
  • In the "think smarter" section, question 15 asks students to find a doubles fact (they have to understand their addition facts and understand number sense).
  • In the "go deeper" section, teachers are prompted to give children a doubles fact, 5+5=10, and then they have to write two near-doubles facts, 5+6=11 and 5+4=9. Then, teachers are prompted to ask students how they got their answer and what they notice about the answer.
  • In question 17 of chapter 3, lesson 1, students are asked to solve a word problem to find a doubles fact by using clues, and in question 18, they have to use doubles facts to determine if it would help them solve the problem 4+5.
  • In chapter 6, lesson 2, problem 9 from the "think smarter and go deeper" problem is an application problem.
  • There are also application problems in the "think smarter and go deeper" problems found in chapter 6, lesson 4, page 412 of the teacher edition.

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 instructional materials reviewed for Grade 2 meet the expectations for balance. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials, and there is a balance of the three aspects of rigor within the grade.

  • In each lesson and chapter in Go Math, the three elements of rigor are identified. Each element of rigor can be covered within a lesson, and sometimes they overlap. For instance in chapter 3, lesson 1, students are asked to solve problem 15, and it is considered both a procedural problem as well as an application problem.
  • Each chapter specifically outlines how rigor is addressed and balanced. For example, see chapter 8, lesson 1, teacher's manual, page 541A.

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 instructional materials reviewed for Grade 2 partially meet the expectations for practice-content connections. The materials meet expectations for identifying the practice standards and explicitly attending to the specialized language of mathematics as addressed in indicators 2E and 2G.iii, respectively. However, the materials only partially meet the expectations for attending to the full meaning of each practice standard and engaging students in mathematical reasoning as addressed in indicators 2F, 2G.i and 2G.ii. Overall, in order to meet the expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice, the instructional materials should carefully attend to the full meaning of every practice standard, especially MP3 in regards to students critiquing the reasoning of other students.

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 instructional materials reviewed for Grade 2 meet the expectations for identifying the Standards for Mathematical Practice (MPs) and using them to enrich the mathematical content. Overall, the instructional materials do not over-identify or under-identify the MPs, which are used within and throughout the grade.

  • Each lesson has MPs identified, and they are used to enrich the content of the work. The identified MPs are found in the section called "Lesson at a Glance" of each lesson. For example in chapter 1, lesson 1, this can be found on page 13A.
  • In the Grade 2 teacher edition's planning guide on page 23, the materials identify questions that address the standards for mathematical practice.
  • On pages 24-29, the materials identify some of the sections and specific lessons that will cover each standard.
  • At the beginning of each lesson and within each lesson, the standards for mathematical practice are identified.
  • The practices are related to grade-level work in the "teaching for depth" section, which is located in the teacher's manual of each chapter. For example, see Chapter 7, teacher's manual, page 463E.

Indicator 2f

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

The instructional materials reviewed for Grade 2 partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them.

  • In chapter 3, lesson 9, page 211 of the teacher edition, MP2 (thinking and reasoning) is referred to along with questions to ask the students. The question is direct and does not require the students to reason abstractly or quantitatively.
  • In chapter 4, lesson 9, page 285 of the teacher edition, MP2 is referenced along with questions to ask the students. By asking the questions the way they are stated, the teacher is does not require students to engage in their own thinking and reasoning.
  • In chapter 1, lessons 7 and 8, there are examples of MP1 (making sense of problems and persevering in solving them).
  • The full meaning of MP5 is for students to consider all available tools to solve a math problem. In chapter 10, lesson 6, on page 686 of the teacher's manual, students are asked to read a line plot instead of choosing an appropriate tool.
  • In chapter 9, lesson 1, page 604 of the teacher's manual under the "model and draw" section, students are given unit cubes to measure rather than choosing the best measurement tool.
  • In chapter 8, lesson 2, page 548 of the teacher's manual under the "model and draw" section, students are given 8-inch paper strips and tiles to complete measurement work.

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 instructional materials reviewed for Grade 2 partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials consistently allow students to construct viable arguments, but they do not consistently prompt students to analyze other students' arguments.

  • Chapter 8, lesson 8, page 586 of the student edition identifies activities in which students will engage in MP3, but it does not have any direction for having students to create an argument or engage with other students.
  • Chapter 9, lesson 3, page 615 of the student edition identifies activities in which students will engage in MP3, but the students are not engaging with one another.
  • An example of partially meeting the standard is found in chapter 6, lesson 8, page 435 of the student edition, where students are asked to describe how they did their subtraction. However, they are not asked to defend their argument or critique the arguments of others.
  • In chapter 11, lesson 6, students are asked to write and justify rules that apply to shapes, but they are not prompted to analyze the arguments of others.

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 instructional materials reviewed for Grade 2 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials consistently assist teachers in having students construct viable arguments, but they do not consistently assist teachers in having students analyze other students' arguments.

  • There are several places where mathematical practice 3 is identified, however the materials do not always meet the full meaning of the practice. For example, in chapter 4, lesson 3, page 251 of the teacher edition, MP3 is listed, but instead of having students construct an argument and critique the reasoning of others, it is a right or wrong question.
  • In chapter 4, lesson 8, page 281 of the teacher edition, students are paired but not constructing viable arguments.
  • An example of partially meeting the standard is found in chapter 4, lesson 6, page 270 of the teacher edition. Students are critiquing the reasoning of "Abby," but they are not involved in creating their own arguments.
  • Materials assist teachers in helping students make viable arguments, but the materials do not assist in analyzing the arguments of others. For examples see chapter 1, lesson 2, teacher's manual, page 21 in the "go deeper" section and chapter 4, lesson 6, teacher's manual, page 270.

Indicator 2g.iii

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

The instructional materials reviewed for Grade 2 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics.

  • Each chapter begins with vocabulary builders and vocabulary games. An example can be found in chapter 5 on pages 315-16B.
  • The lessons pay attention to using correct vocabulary. For example, the questions for teachers to ask use correct vocabulary. In chapter 5, lesson 4, page 335 of the teacher edition, the questions for teachers to ask students use correct vocabulary such as "regroup."
  • In chapter 1, page 9H, "developing mathematics language" is identified as part of the chapter vocabulary, vocabulary strategies using a graphic organizer and ELL activities to help build vocabulary. Pages 11-12D include vocabulary builders, a preview, games to help review and learn vocabulary, recommendations for how to use a mathematics journal, and a writing activity involving mathematics.
  • The beginning of each chapter includes a page called "Developing Math Language." For example, see chapter 9, teacher's manual, page 599H.
  • The introduction of each chapter also has activity to help students build vocabulary. For example, see chapter 9, teacher's manual, page 601.
  • Additionally, each chapter includes a vocabulary game. For example, see chapter 9, teacher's manual, pages 602A and 602B.

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 9780544390522 null null null
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About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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