Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 5 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 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 5 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 5 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 each indicator in Gateway 1 except for indicator 1C.

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 5 meet the expectations for assessing grade-level content. The instructional material assesses grade-level content. Content from future grades is identified only in the "planning ahead" section, where it covers CCSSM from Grade 6 and prepping for Grade 6. 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 5 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.

  • The instructional material assesses grade-level content. Content from future grades is identified only in the "planning ahead" section where it covers CCSSM from Grade 6 and prepping for Grade 6.
  • Future content is not assessed in the Grade 5 series. Standards assessed are clearly identified in the textbox titled "Data Driven Decision Making." For example, Chapter 3, page 230A in the teacher's edition, gives a Grade 5 standard for each item assessed.

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 5 meet the expectations for spending a large majority of class time on the major clusters of the grade. The series consists of 11 chapters. Nine (82%) are centered on place value, decimals, multiple operations, fractions and volume. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 5.

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 5 meet the expectations for spending a 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 5.

  • The series consists of eleven chapters. Nine of the 11 chapters (82%) are centered on place value, decimals, multiple operations, fractions and volume.

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 5 meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have an amount of content designated for Grade 5 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 5 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 5 partially meet the expectations for having the supporting content enhance 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 5.

  • There are only three instances in the two supporting chapters where the content enhances the major work of the grade: lesson 9.1, lesson 10.5 and lesson 10.6 support the major work on decimals and fractions.
  • There are missed opportunities for connecting supporting work to the major work of decimals and fractions.

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 5 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 5 is 153 days according to the chapter's pacing chart provided on the "chapter at a glance" pages in each chapter. This number includes assessment days.
  • If time permits, there is a unit preparing for Grade 6; it has 25 days total in the unit.
  • Not including days for assessment, the amount of content is viable within one school year because lessons account a total of 122 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 5 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 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 1, teacher's manual, page 3J.
  • Each chapter identifies the progression of the standard from previous grades (for example, chapter 1, page 3I has "progression of operations and algebraic thinking and number and operations in base ten").
  • Each chapter has a page titled "Learning Progressions and Content Standards," where the learning progressions are highlighted as well as the standards before and after the grade level. Chapter 2, teacher edition, page 85J is an example.
  • 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 grade-level work there is daily review, fluency practice and spiral review for students. Additionally there are reteaching and enrichment activities for each student to complete.
  • There are 99 lessons that span 153 days. All of the lessons provide work with grade-level problems.
  • Students are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 3, teacher's manual, pages 149-50.
  • Each chapter begins with a segment 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 are highlighted as well as the standards before and after the grade level.
  • The content explicitly reviews material from prior grades. Examples include a list of progressions at the beginning of the chapter, a link to coherence at the beginning of each lesson, diagnostics that connect reteaching based on the prior grade level standards and spiral review in each lesson.

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 5 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. Each lesson contains a segment called "Lesson at a Glance," which states the Common core standards, mathematical practices and learning objectives. For example, see Chapter 3, lesson 3.3, teacher's manual, page 163A.
  • Chapter 1 connects place value, multiplication and expressions.
  • Chapter 3 connects add and subtract fractions to equivalent fractions.
  • Chapter 2 connects Numbers and Base Ten to Numbers & Operations-Fractions.
  • Chapter 5 connects 5.NBT.A to 5.NBT.
  • Chapter 1 connects NBT to OA; Chapter 9 connects NBT to NF; and Chapter 6 connects OA to NBT.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 5 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 due to 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 5 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 5 meet the expectations for giving attention to conceptual understanding. Overall, the materials develop conceptual understanding of key mathematical concepts, especially where specific content standards or cluster headings call for it.

  • In each chapter and lesson of Go Math, the alignment to conceptual understanding is identified. For example, chapter 1, lesson 1, page 5A notes that conceptual understanding will be covered in the "share and show" portion of the lesson.
  • Chapter 10, lesson 1, page 585A identifies the "share and show" activity as the venue where students are asked to identify conceptual understandings.
  • Of the 99 lessons in the grade, 26 are primarily conceptual in nature and match the standards calling for conceptual understanding. For example, in chapter 1, lesson 1, the cluster heading for the objective is "Understand the Place Value System," and the lesson has students using base-ten blocks to build understanding.
  • The beginning of each chapter has a page heading, "Teaching for Depth." For example, see chapter 8, teacher's manual, page 489C.
  • Lessons have a "teaching for depth" box that specifically identifies what students should have conceptual understanding of in that particular lesson. For example, see chapter 8, lesson 5, teacher's manual, page 517A.

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 5 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 has a daily routine and fluency builder that provide procedural skill and fluency practice. For instance, in chapter 1, lesson 1, page 5b, the problem of the day has students solving a word problem that has one-step multiplication.
  • The fluency builder of chapter 1, lesson 1 has 10 problems where students have to find the value of the underlined number ("place value in numbers up to five digits long").
  • Of the 99 lessons in the grade, 58 are primarily concerned with procedural skill and fluency and match the standards calling for procedural skill and fluency. For example, in chapter 5, lesson 6, the objective is "add, subtract, multiply, and divide decimals to hundredths," and the lesson has students building procedural fluency and skill.
  • Another example of a fluency builder is in chapter 7, lesson 4, on page 439B.
  • Each chapter has segment called "Practice and Homework" to help with fluency. For example, see chapter 9, lesson 4, teacher's manual, pages 555-56.

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 5 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 chapter and lesson of Go Math, the areas that focus on application are identified. For instance in chapter 1, lesson 1, page 5a, the application problems are identified as being found in the "think smarter and go deeper" sections of the lesson.
  • Of the 99 lessons in the grade, 15 are primarily application in nature and match the standards calling for real-world application. For example, in chapter 8, lesson 5, the objective is "solve real-world problems involving division of whole numbers by unit fractions," and students are using recipes and food to solve problems.
  • In chapter 2, lesson 5, questions 16 and 19 on page 166 are "think smarter and go deeper" problems that are applications.
  • In chapter 10, lesson 4, the "think smarter and go deeper" questions on page 606 of the teacher's manual are application problems.

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 5 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.

  • Each component of rigor is identified and covered within the lessons, and sometimes they overlap or are covered separately. For instance, in chapter 1, lesson 1, there is no overlap of the three aspects of rigor.
  • Each chapter specifically outlines how rigor is addressed and balanced. For example, see chapter 11, lesson 9, page 687A of the teacher's manual.

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 5 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 5 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 they are used within and throughout the grade.

  • Each lesson has MPs identified, and they are mostly used to enrich the content of the work.
  • The identified MPs are found on the "lesson at a glance" page. For an example, see chapter 3, lesson 1, page 151A.
  • Chapter 11, lesson 3, page 649A of the teacher's manual has a "lesson at a glance" page.
  • In the Grade 5 teacher planning guide on page 23, there are a list of questions that teachers can use to prompt students that are aligned to the practices.
  • 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 11, teacher's manual, page 635E.

Indicator 2f

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

The instructional materials reviewed for Grade 5 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.

  • Chapter 8, lesson 3, page 504 of the teacher edition lists MP2 and asks students to reason abstractly about a different way to make four equal shares.
  • Chapter 8, lesson 5, page 517 of the teacher edition lists MP2 and provides teachers with questions to help student reason about the problems.
  • The full meaning of MP5 is for students to consider all available tools to solve a mathematics problem. In some instances, Grade 5 materials give students the tool to use for solving the problem, which means students do not get to choose strategically. For examples, see chapter 6, lesson 1; chapter 8, lesson 1; and chapter 7, lesson 3. In chapter 8, lesson 1, page 491 of the teacher's manual directs students to use a number line or fraction strips to solve problems.

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 5 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.

  • There are several places where MP3 is identified on the student materials, but the full intent of the practice is not met.
  • In chapter 11, lesson 6, page 669 of the student edition identifies MP3 as a practice the students will engage in, but the lesson has directions for students to create an argument or engage with other students.
  • In chapter 11, lesson 11, page 699 of the student edition identifies MP3, but the students are not engaging with one another.
  • In chapter 4, lessons 1 and 4, there are two examples of students getting to engage in the full intent of MP3: problem 10 of lesson 1 and page 252 in lesson 4.

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 5 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 not in having students analyze other students' arguments.

  • The materials do not assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others.
  • In chapter 7, lesson 5, page 445 of the teacher edition lists MP3, but instead of having students construct an argument and critique the reasoning of others, they are asked to give a right or wrong question.
  • In chapter 4, lesson 4, page 252 of the teacher edition has students walk through an example.
  • There are some opportunities within lessons where the materials prompt students to create dialogue, share their thinking on how they got their answer and explain their rationale. For example, see page 30 of lesson 5 in chapter 1.

Indicator 2g.iii

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

The instructional materials reviewed for Grade 5 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 that is present throughout the materials.

  • Each chapter begins with vocabulary builders and vocabulary games. An example can be found in chapter 6 on pages 350-350D.
  • The lessons pay attention to using correct vocabulary. For example, the questions for teachers to ask use correct vocabulary, as seen in chapter 6, lesson 1, page 352 of the teacher edition where the questions for teachers to ask students use correct vocabulary such as "denominator," "fraction," and "equivalent."
  • Vocabulary is developed in the vocabulary builder, mathematics talk, the literacy connection, the writing prompts, and the mathematics journal.
  • In chapter 4, page 231H, the chapter vocabulary is identified as well as a vocabulary activity for ELL students and vocabulary strategies for using a graphic organizer.
  • Within the introduction of each chapter is a vocabulary builder exercise for students to complete. For example, see pages 232-232B that show a vocabulary builder which gives teachers prompts to help students visualize the vocabulary along with games they can play, writing prompts, and ways to incorporate a vocabulary journal.
  • The beginning of each chapter includes a "developing math language" page. For example, see chapter 9, page 531H of the teacher's manual.
  • A vocabulary game is included in each chapter. For example, see chapter 9, pages 532B-532C 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

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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