Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 3 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 when it comes to attending to the full meaning of the MP. Overall, the instructional materials address the content standards very well and identify and partially integrate the practice standards.

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
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 3 meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for each of the two focus criterions by not assessing too many above-Grade 3 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 partially meet quality expectations for 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 3 meet the expectations for assessing grade-level content. Although there are three items that assess content standards from above Grade 3, the omission of these items and the lessons that align to the items from the materials would not substantially affect the underlying structure of the materials for Grade 3. Since the structure of the materials would not be substantially affected, these materials meet the expectations for this indicator. Overall, the instructional materials can be modified without substantially affecting the integrity of the materials so that they 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 3 meet the expectations for assessing grade-level content. Overall, the instructional materials can be modified without substantially affecting the integrity of the materials so that they do not assess content from future grades within the summative assessments provided for each chapter.

  • Question 13 of the test in chapter 10 assesses more-than-two-step word problems involving masses of objects, which is a Grade 4 expectation. Question 13 involves three steps, and this is more than what is asked for in either 3.MD.A.2 (one step) or 3.OA.D.8 (two steps). Question 13 best aligns to 4.MD.A.2.
  • Questions 2 and 17 of the test in chapter 12 assesses right angles, which aligns to 4.G.A.2.
  • Although these three items assess content standards from above Grade 3, the omission of these items and the lessons that align to the items from the materials would not substantially affect the underlying structure of the materials for Grade 3.
  • Since the structure of the materials would not be substantially affected, these materials meet the expectations for this indicator.

*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.
4/4
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 3 meet the expectations for spending the large majority of class time on the major clusters of the grade. Instructional materials spend 75%-83% of time on the major work of Grade 3 because nine to 10 of the 12 chapters are centered on multiplication, division, fractions, time, volume, mass and area. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 3.

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 3 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 3.

  • Instructional materials spend 75%-83% of time on the major work of Grade 3.
  • The series consists of 12 chapters, of which nine to 10 are centered on multiplication, division, fractions, time, volume, mass and area.

Criterion 1c - 1f

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

The instructional materials reviewed for Grade 3 partially meet the expectations for being coherent and consistent with CCSSM. The instructional materials have an amount of content designated for Grade 3 that is viable for one school year, and they also give students extensive work with grade-level problems. The instructional materials only partially have the supporting content enhancing focus and coherence simultaneously, but they do have materials foster coherence through connections at a single grade. Overall, the instructional materials for Grade 3 strongly exhibit characteristics of coherence as noted in indicators 1D and 1F, so for the entire criterion, the instructional materials partially meet the expectations.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 3 partially meet the expectations for having the supporting content, enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not always engage students in the major work of Grade 3.

  • Chapter 2 focuses on representing and interpreting data, and in the first half of the chapter, there are several examples of it supporting the major work of the grade. In the second half of the chapter, the supporting work is treated separately.
  • In chapter 2, students are not assessed on the four operations.
  • In chapter 12, there only exists one lesson, 12.9, in which the supporting content enhances the focus of the major work.

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 3 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 suggested pacing for Grade 3 is 145 days according to the chapter pacing charts provided on the "chapter at a glance" pages in each chapter. This includes assessment days in the series.
  • Additionally, if time permits there is a unit called "Preparing for Grade 4," which has 26 days total in the unit.

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 3 partially meet the expectations for having materials that are consistent with the progressions in CCSSM. Overall, the materials give students extensive work with grade-level problems, but there are a few instances where grade-level concepts are not explicitly related to prior knowledge from earlier grades. Also, the materials mostly develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.

  • Materials are developed according to the grade-by-grade progressions in the standards. Each chapter identifies grade-level work and how it ties into previous and future grades.
  • Chapter 12 has four lessons that address future grade-level material and these are not clearly identified or related to grade-level work.
  • Materials give all students work within the grade-level. RTI activities are provided for work in tier 1, tier 2 and tier 3. Differentiated instruction is clearly mapped out.
  • There are 98 lessons over about 145 days, and 94 of them provide work with grade-level problems.
  • Children are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 8, teacher's manual, pages 441-42.
  • In each lesson, the grade-level progression of the standard is noted. Additionally, the lessons include diagnostics which are connected to the standard from the previous grade levels. For example, in chapter 1, there are recommendations for how to use standards from Grades 1 and 2 to intervene.
  • Each chapter begins with a section called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. See, for example, chapter 8, teacher edition, page 441.

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 3 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.

  • Each lesson contains a section called "Lesson at a Glance," which states the Common Core standards, mathematical practices and learning objectives.
  • Chapter 4 is called "Multiplication Facts and Strategies."
  • Chapters 8 and 9 are shaped by 3.NF.A.
  • With the exception of four lessons in chapter 12, the learning objectives are clearly shaped by the CCSSM cluster headings.
  • The problems and activities connect two or more clusters or domains.
  • Chapter 1 connects operations and algebraic thinking with number and operations in base ten.
  • Chapter 2 connects operations and algebraic thinking with numbers and operations in base ten.
  • Chapter 8 connects geometry with number- and operations-fractions.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 3 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 they do not fully attend 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 need improvements in consistently attending to the full meaning of practice standards where they are identified.

 

*Evidence updated 10/27/15

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 3 meet expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, application, and procedural skill and fluency. The materials address these three aspects with balance, not 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, application, and procedural skill and fluency.

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 3 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.

  • Each chapter includes a “Teaching for Depth” page. This page identifies strategies, research, mathematical practices, and professional development videos to help teachers achieve a deep understanding of content among students (for example, chapter 2, in the teacher guide on page 85E).
  • The beginning of each lesson has an “About the Math” section to give teachers direction on teaching for depth and reasoning to teach each specific skill (for example, chapter 1, in the teacher guide on pages 5A and 17A).

The materials state each lesson has “Understand Concepts,” and many of them support conceptual understanding. For example, in chapter 1, lesson 2, on page 13 in the teacher edition, the “Share and Show” has students finding connections and sharing their thinking about rounding and place value. Chapter 3, lesson 1, has students using “Math Talk” to explain their thinking about making equal groups and how that leads to multiplication. In chapter 6, lesson 6, on page 334 in the teacher edition, students investigate, draw conclusions, and make connections to understand division.

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 3 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.

  • The beginning of each lesson includes a “Fluency Builder” (for example, chapter 3, lesson 3, on page 151B in the teacher edition).
  • Each lesson provides an “On Your Own” section, where students practice fluency and procedural skills (for example, chapter 3, lesson 2, on page 147).
  • Each lesson includes a “Daily Routines” component with a problem of the day.

Many of the practice and homework pages are developing procedural skill and fluency (for example, chapter 9, lesson 5 on page 537).

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 3 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.

  • Materials are designed for students to spend sufficient time working with engaging applications. Real-world applications are clearly identified in each lesson (“Think Smarter & Go Deeper”). An example can be found in chapter 4, lesson 5, in the teacher’s guide on page 217.
  • Chapter 11 is focused on perimeter and area, and about half of the problems have a real-world context. For example, chapter 11, lesson 4, on pages 647 and 648 of the teacher edition, the homework pages for about half the problems have a context.

Many of the lessons have a “Problem-Solving and Applications” page where problems have a context. For example, see chapter 9, lesson 5, on page 536 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 3 meet the expectations for balance. Overall, the three aspects of rigor are not always treated together nor are they always treated separately within the materials, and there is a balance of the three aspects of rigor within the grade.

  • The three aspects of rigor are balanced throughout the material. These aspects are identified in each lesson under Rigor: Understanding Concepts (“Share & Show”), Procedural Skill and Fluency (“On Your Own”), and Application (“Think Smarter & Go Deeper”). An example can be found in chapter 2, lesson 2, on page 93A in the teacher edition.
  • Another example can be found in chapter 1, lesson 3, on pages 19 and 20.

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 3 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, the materials do not attend to the full meaning of every practice standard, especially MP 3, and therefore only partially meet 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 instructional materials reviewed for Grade 3 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, and the MPs are used within and throughout the grade.

  • Each chapter includes a “Teaching for Depth” page that has an explanation of how the mathematical practices will be used throughout. For example, chapter 6, on page 299E in the teacher edition, states that students should explore different types of problems and contexts that pertain to division so that they can learn to make sense of problems and persevere in solving them through the use of groups, arrays, and diagrams using counters and drawings (MP 1).
  • Each Lesson has a “Lesson at a Glance,” where the practices are noted for that particular lesson. For example, chapter 6, lesson 1 on page 301A in the teacher edition demonstrates how students can model with mathematics by considering a general form of an equation that pertains to dividing flowers equally among vases (MP 4).
  • Each lesson has an “Explore” and “Explain” section for the teacher to prompt students to apply and work through the mathematical practices. An example of this is found in chapter 6, lesson 2, on page 309 in the teacher edition, where teachers can prompt students to write multiplication equations from division problems, which allows students to look for and make use of structure (MP 7).
  • Some lessons also contain a box titled, “Mathematical Practices in Your Classroom.” For example, chapter 6, lesson 7, on page 343 in the teacher edition, is another instance where teachers can prompt students to look for and make use of structure between multiplication and division sentences (MP 7).

The MPs are identified in the teaching planning edition on pages 20 through 22. There are questions/prompts teachers can use on page 23 for each mathematical practice. Pages 24 through 29 identify each mathematical practice and the lessons that focus on each standard along with an explanation of what students learn to do.

Indicator 2f

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

The instructional materials reviewed for Grade 3 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.

  • Overall, the materials attend to the full meaning of most of the MPs. One exception is in regards to MP 5, use appropriate tools strategically. In the materials, there are many instances when the MP 5 is listed, and students are given or directed to use a specific tool, which does not allow students to consider and choose the appropriate tool. Two examples of this can be found in chapter 6, lesson 4, on page 321 in the teacher edition, and in chapter 7, lesson 1, on page 365 in the teacher edition.
  • There are instances where MP 5 is listed at the beginning of a lesson and within a lesson, yet there is no discussion within the teacher’s guide how MP 5 is addressed. For examples, see chapter 8, lesson 7, on pages 481 and 481A in the teacher edition, and chapter 7, lesson 4, on pages 383 and 383A in the teacher edition.
  • In chapter 10, lesson 2, on page 567 in the teacher edition, MP 7 is referenced along with a question to ask the students. The question is not supporting students in looking at and make use of structure.

There are times when MPs are identified but do not appear in the lesson. For example, chapter 12, lesson 6, page 729A in the teacher edition identifies MPs 3, 6, 7, and 8, but the lesson never addresses MP 8.

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 3 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 them to analyze other students' arguments.

  • Materials prompt students to construct viable arguments within grade-level mathematics. Examples can be found throughout the materials for opportunities to apply MP 3. Two examples can be found in chapter 10, lessons 4 and 5, in the teacher edition on pages 579 and 587. Lesson 10.4 asks students, “What is a different way to jump on the number line to solve the problem?” Lesson 10.5 prompts teachers to extend children’s thinking by having students explain how they could solve exercise 2 a different way.
  • The “Think Smarter” problems and “Go Deeper” sections of each lesson prompt teachers to help engage students in constructing viable arguments. For example, see chapter 4, lesson 7 on page 232.
  • There are several places where MP 3 is identified in the student materials, but it does not always meet the intent of the standard. For example, chapter 2, lesson 6, page 119 in the student edition, identifies MP 3 as a practice the students will engage in, but students are not required to create an argument or engage with other students.

Another example is in chapter 3, lesson 7, on page 177 in the student edition. MP 3 is listed, but no direction is given for students to construct arguments or critique arguments.

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 3 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.

  • In the “Planning Guide,” page 26 is dedicated to identifying where examples of MP 3 are located throughout the materials. The “Planning Guide” also lists examples of MP 3 on page 98.
  • In chapter 11, lesson 9, on page 676 in the teacher edition, the “Math Talk” box asks students, “Explain how the perimeters of example A and Example B are related. Explain how the areas are related.”
  • In chapter 12, lesson 6, on page 732 in the teacher edition, the “Problem Solving/Thinking” box explains, “Exercise 9 requires students to apply what they know about rectangles to determine why the statement is incorrect. Suggest students list the characteristics of a rectangle and compare to the figure shown.”
  • There are several places where MP 3 is identified, but all places do not meet the meaning of the standard. For example, chapter 4, lesson 7, on page 232 in the teacher edition, lists MP 3, but instead of having students construct an argument and critique the reasoning of others, it is asking for them to simply look at the work provided.

In chapter 11, lesson 1, on page 628 in the teacher edition, MP 3 is listed, but instead of engaging in constructing arguments or critiquing others, students simply find the perimeter of other students’ drawings.

Indicator 2g.iii

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

The instructional materials reviewed for Grade 3 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for students and teachers have multiple ways for students to engage with the vocabulary of mathematics used throughout the materials. 

  • Each chapter has a page titled “Developing Math Language.” For example, see chapter 8, on page 441H in the teacher edition.
  • Each chapter includes a “Vocabulary Builder” and “Vocabulary Game” section, such as in chapter 8, on pages 442, 442A, and 442B in the teacher edition.
  • Each lesson has a “Language Objective” and “Vocabulary Builder” exercise. An example can be found in chapter 8, lesson 1, on pages 443A and 443 B in the teacher edition.
  • In the materials, there are routinely sections of each lesson that are connected to math language. This happens specifically in the “Math Talk” and “Vocabulary Preview” sections of each lesson.

The questions for teachers to ask use correct vocabulary. For example, in chapter 9, lesson 3, on page 519 in the teacher edition, the questions for teachers and students use correct vocabulary such as “denominator.”

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 9780544390539 null null null
null 9780544433373 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.

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