Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 4 partially meet the expectations for alignment to the Common Core State Standards for mathematics. 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 standards for mathematical practice. 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
13
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 4 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 criteria by not assessing above Grade 4 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.

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 4 meet the expectations for assessing grade-level content. Standards assessed are clearly identified for each item in the "Data Driven Decision Making" textbox. For example, see chapter 13, teacher edition, page 754A. Overall, 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 4 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.

  • In the planning guide there is a section called "Getting Ready for Fifth Grade." Planning resources for this are described in the planning edition, but they are aligned to Grade 5 CCSSM and are clearly identified. Students are not being assessed on the content; it is an extension in preparation for Grade 4.
  • Standards assessed are clearly identified for each item in the textbox titled "Data Driven Decision Making." For an example, see chapter 13, page 754A, in the teacher edition.
  • Go Math for Grade 4 does not assess any future grade content.

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 4 meet the expectations for spending the large majority of class time on the major clusters of the grade. The Grade 4 materials consist of 13 chapters. Eight (62%) focus on the major work of the grade, and there are a large number of lessons in the other five that strongly support the major work of the grade. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 4.

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 4 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 4.

  • Chapter 1 focuses on place value and subtraction to 1 million (4.NBT.A, 4.NBT.B). Chapters 6, 7, 8 and 9 focus on building understanding of fractions and fraction equivalence (4.NF.A, 4.NF.B and 4.NF.C).
  • The Grade 4 materials consist of 13 chapters. Eight chapters (62%) focus on the major work of the grade.
  • Given the number of lessons in the other five chapters that strongly support the major work of the grade, these instructional materials meet the expectation for this indicator of at least 65% on the instructional materials on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
7/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 4 meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have an amount of content designated for Grade 4 that is viable for one school year, and they also give students extensive work with grade-level problems. The instructional materials only have only some of the supporting content enhancing focus and coherence simultaneously, but they do have materials that foster coherence through connections at a single grade. Overall, the instructional materials for Grade 4 strongly exhibit characteristics of coherence as noted in indicators 1D, 1E, and 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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 4 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 4.

  • Chapter 5 focuses on factors and multiples and treats it separately from the major work of the grade. Chapter 10 focuses on two-dimensional figures and treats them separately from the major work of the grade.
  • In Chapters 11 and 12, four lessons (11.1, 11.2, 12.5 and 12.6) support the major work of the grade on fractions and decimals.
  • Each lesson contains a spiral review that incorporates previously taught major work of the grade. For example, see chapter 12, lesson 1, teacher's manual, page 646. The lesson is focused on the supporting cluster "measurement units," while including "building of fractions and unit fractions" (4.NF.B and 4.NF.C) in the spiral review.

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

  • The suggested pacing for Grade 4 is 155 days according to the chapter-pacing chart provided on the "chapter at a glance" pages in each chapter.
  • If time permits, there is a unit called "Preparing for Fifth Grade," which has 25 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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 4 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, and grade-level concepts are explicitly related to 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 1, teacher's manual, page 3J.
  • Content from previous grades is identified in each chapter in the progression chart. For example, in chapter 6, page 325J, the curriculum identifies the progression for numbers and operations fractions. It identifies the work students do with fractions in Grade 3, Grade 4, and what the work will look like in Grade 5.
  • Materials develop according to grade-by-grade progressions. Content from prior or future grade levels is clearly identified.
  • 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. For example, see chapter 1, teacher's manual, page 3F.
  • Within the grade-level work there is daily review, fluency practice and spiral review for students. Additionally there are activities for reteaching and enrichment for each student to complete.
  • There are 103 lessons over about 155 days. All provide work with grade-level problems.
  • Children are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 1, teacher's manual, pages 3 and 4.
  • Each chapter begins with a section called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. Additionally, each chapter has a page titled "Learning Progressions and Content Standards," where the learning progressions, as well as the standards before and after the grade level, are highlighted.

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 4 meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials include learning objectives that are visibly shaped by 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 "lesson at a glance" section, which states the Common Core State Standards, mathematical practices and learning objectives. For example, see chapter 5, lesson 5.4, teacher's manual, page 299A.
  • Chapter 1 (shaped by cluster headings 4.NBT.A) is titled "Place Value, Addition and Subtraction to One Million," with lesson 1.1 titled, "Model Place Value Relationships."
  • Chapter 5 is titled "Factors, Multiples and Patterns" (4.OA.B and 4.OA.C), with lesson 4 titled, "Factors and Multiples."
  • Chapter 1 connects number and operations in base ten as a critical area to operations and algebraic thinking.
  • Chapter 2 connects 4.OA.A and 4.NBT.B.
  • Chapters 7 and 9 connect number- and operations-fractions with measurement and data.
  • Chapter 10 connects geometry with operations and algebraic thinking.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 4 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.

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 4 meet expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, procedural skill and fluency, and application, and 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 4 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 each chapter and lesson in Go Math, the sections that cover conceptual understandings are identified. For instance, chapter 1, lesson 1, page 5A indicates that conceptual understanding problems will be covered in the "share and show" sections of the lesson. In this section, students use a model to find the place value of an underlined digit and compare the value of underlined digits.
  • Of the 103 lessons in the grade, 71 are primarily conceptual in nature and match the standards calling for conceptual understanding. For example, in chapter 2, lesson 3, the cluster heading for the objective is called "Use Place Value Understanding and Properties of Operations to Perform Multi-digit Arithmetic"; the lesson has students using drawings and number lines to build understanding.
  • The beginning of each chapter has a page heading called "Teaching for Depth." For example, see chapter 6, teacher's manual, page 325E, which specifically identifies what students should have conceptual understanding of in that particular lesson.
  • Another example of "teaching for depth" is chapter 6, lesson 2, teacher's manual, page 333A.

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 4 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.

  • Each lesson in Go Math identifies where it will focus on procedural skills and fluency. For example in chapter 1, lesson 1, this is identified on page 5a as being in the "on your own" section of the lesson.
  • Each lesson has daily routines and a fluency builder. For instance, in chapter 1, lesson 1, the problem of the day is a word problem where students must find the difference in length between two rivers. For fluency, there are eight problems where students have to write the number value of ones, tens, and hundreds (example: 5 tens=50).
  • Of the 103 lessons in the grade, 27 focus primarily on procedural skill and fluency in nature and match the standards calling for procedural skill and fluency. For example, in chapter 4, lesson 3, the objective is to "solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted."
  • Another example of a fluency builder can be found in chapter 5, lesson 1, page 279B.
  • Each chapter has "practice and homework" section to help with fluency. For example, chapter 5, lesson 1, pages 283-84 of the teacher edition.

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 4 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.

  • In each lesson and chapter in Go Math, the application problems are identified. In chapter 1, lesson 1, page 5a, the application problems are identified as being part of the "go deeper and think smarter" problems, which are 13-17.
  • Of the grade's 103 lessons, five are primarily application in nature and match the standards calling for real-world application. For example, chapter 13, lesson 1, the objective is "apply the area and perimeter formulas for rectangles in real world and mathematical problems," and students are using picture frames and gardens to solve area problems.
  • In Go Math, each lesson has a section called "Think Smarter and Go Deeper"; it is meant to give students practice with application while engaging them in the major work of the grade. The majority of these sections in Grade 4 are application problems. For example, in chapter 4, lesson 8, questions 14-16 on page 244 are "think smarter and go deeper" problems.
  • Chapter 2, lesson 11, teacher's manual, page 127 is another example of using "think smarter and go deeper" as an application problem.

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 4 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.

  • In each lesson and chapter of Go Math, the three elements of rigor are identified. At times, they are covered separately, and sometimes they overlap. For instance, question 13, in chapter 1, lesson 1, is identified as being a procedural skill and fluency problem as well as one that addresses application.
  • Each chapter specifically outlines how rigor is addressed and balanced. For example, see chapter 3, lesson 4, teacher's manual, page 163A.

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 4 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 standards, especially MP3, 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 4 meet the expectations for identifying the Standards for Mathematical Practice (MP) 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.

  • The identified MPs are found in the "lesson at a glance" portion of each lesson. For example, in chapter 1, lesson 1, this can be found on page 5A.
  • MP3 is addressed in the "math talk" section of chapter 9, lesson 6.
  • In chapter 9, lesson 6, mathematical practices 2, 6, 7, and 8 are addressed.
  • The practices are related to grade-level work in the "teaching for depth" section, located in the teacher's manual of each chapter. For example, see chapter 5, teacher's manual, page 277C.

Indicator 2f

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

The instructional materials reviewed for Grade 4 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.

  • Materials sometimes attend to the full meaning of the practice standard. For example, in chapter 3, lesson 5, page 171 of the teacher edition, MP7 is referenced along with questions to ask the students. The questions are structured to help students see and make use of structure.
  • An example of not meeting the full standard is found in chapter 4, lesson 5, page 221 of the teacher edition. It lists MP2, but it provides questions with right and wrong answers that do not allow students to reason.
  • The full meaning of MP5 is for students to consider all available tools to solve a math problem. In some instances, the Grade 4 materials give students the tool to use for solving the problem, which means not having them choose strategically. For example, in chapter 7, lesson 3, teacher's manual, page 398, students are told to use a number line to solve a problem.
  • In chapter 2, lesson 3, teacher's manual, page 77, students are asked to communicate about products that end in zero, which is not MP5 even though it is listed as such.
  • In chapter 4, lesson 1, teacher's manual, page 198, the box titled "Math Talk" is identified as MP5 and asks students to explain their thinking, which again would not fall under this practice.
  • Chapter 10, lesson 2, teacher's manual, page 555, activity 1 lists MP5, however this is not what would be considered using appropriate tools strategically.

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 4 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.

  • The materials do not consistently prompt students to construct viable arguments and analyze the arguments of others. There are several places where MP3 is identified on the student materials, but the material does not always meet the intent of the standard.
  • For example, chapter 6, lesson 6, page 359 of the student edition lists MP3 for the students, but gives no directions for having students create an argument or engage with other students.
  • Chapter 7, lesson 3, page 397 of the student edition again MP3 is listed but gives no directions for students to construct or critique arguments.
  • In chapter 4, lesson 9, students are to analyze the explanation and work of two other students and explain how they would solve on their own.
  • Chapter 10, lesson 5, teacher's manual, page 575 has students explain how to tell if a shape has line symmetry, but they do not have to analyze the argument of another student.

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 4 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 MP3 is identified, however the instructional materials do not meet the meaning of the standard.
  • Chapter 10, lesson 5, page 575 of the teacher edition lists MP3, but instead of having students construct an argument and critique the reasoning of others, it has them give a right or wrong question.
  • Chapter 11, lesson 1, page 601A of the teacher edition lists MP3, but in the lesson there is no guidance for teachers to implement the practice or prompt students.
  • Chapter 2, lesson 2 and chapter 10, lesson 2 lists MP3, but the practice is not included in the lessons. Chapter 4, lesson 9 has students analyze the explanations and work of two other students and explain how they would solve on their own. Exemplar responses are included for each question and response.

Indicator 2g.iii

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

The instructional materials reviewed for Grade 4 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 begins with vocabulary builders and vocabulary games. An example can be found in chapter 12 on pages 640-640B.
  • The lessons pay attention to using correct vocabulary. For example, the questions for teachers to ask use correct vocabulary. This can be seen in chapter 12, lesson 1, page 642 of the teacher edition where the questions for teachers to ask use correct terms such as "centimeters," "millimeters," "mass" and "grams."
  • The instructional materials provide teachers with strategies to help students: using semantic maps to analyze relationships, introducing the new words for the chapter, making vocabulary cards and writing prompts to help students learn the vocabulary.
  • The instructional materials have recommendations and examples for how to use a mathematics journal.
  • The beginning of each chapter includes a page called "Developing Math Language." For example, see chapter 12, page 639H of the teacher's manual.

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 9780544390546 null null null
null 9780544433380 null null null

About Publishers Responses

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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