Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 6 do not meet the expectations for alignment to the CCSSM. The instructional materials partially meet the expectations for gateway 1 as they appropriately focus on the major work of the grade but do not demonstrate coherence within the grade and across other grades. The instructional materials do not meet the expectations for gateway 2 as they do not appropriately address rigor within the grade-level standards and miss opportunities in the materials when it comes to attending to the full meaning of the MP. Overall, the instructional materials address focus very well, but they do not meet expectations for coherence, rigor, and the MP.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
10
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
6
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

Partially Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 6 partially meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for the two focus criteria by not assessing above Grade 6 standards and by allocating a large percentage of instructional materials to major standards of the grade. Some strengths are found and noted in the coherence criterion, but too many areas of weakness lead to the instructional materials not meeting quality expectations for coherence, particularly for connecting content throughout the units and aligned with the progressions.

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 6 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.

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 6 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.

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 6 meet the expectations for spending the large majority of class time on the major clusters of the grade. The text allocates 106 days out of 154 (68.8%) for instruction on major work for the grade, and 42 out of 65 (66%) of the lessons are aligned with the major standards. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 6

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 6 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 the major work of Grade 6.

  • Forty-two of 65 (66%) of the lessons are aligned with the major standards of Grade 6.
  • The text allocates 106 days out of 154 (69%) for instruction on major work for the grade.
  • Section 8-5 and chapter 9 are aligned to supporting standards, but they support the major work of the grade by asking students to calculate the volume of solids with rational side lengths and giving students data sets to analyze with rational numbers, respectively.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
4/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have an amount of content designated for Grade 6 that is viable for one school year, and they also give students extensive work with grade-level problems. The instructional materials partially have the supporting content enhancing focus and coherence simultaneously, but they do not have materials foster coherence through connections at a single grade. Overall, the instructional materials for Grade 6 strongly exhibit some characteristics of coherence as noted in indicators 1d and 1e, but for the entire criterion, there are too many weaknesses for the materials to 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 6 partially meet the expectations for having 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 6.

  • Lessons 8.2 and 8.4 have some opportunities for students to become fluent with multiplying fractions within area, surface area and volume.
  • Chapter 9 covers supporting content, but it somewhat supports the major work of the grade by giving students data sets to analyze with rational numbers. Chapter 9 could have more data sets with rational numbers, including some on the chapter assessments, in order to better connect with the major work of the grade.

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 6 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 170-190 days.

  • As noted in the pacing on page T42, the book totals 150 days of instruction, leaving time for review and enrichment, additional activity labs, assessments and projects.
  • Days beyond the 150 suggested by the materials can be used for assessment purposes or utilizing some of the guided problem-solving items.

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

  • Chapter 2, on expressions and equations, has not been written with CCSSM progressions in mind. For example, expressions involving whole-number exponents (6.EE.A.1) are absent from chapter 2 and are found in chapter 3 instead.
  • Problems in the textbook do use appropriate numbers for Grade 6.
  • Chapter 2 does not progress order of operations to algebraic expressions from numbers.
  • Given the instructional materials have very few problems aligned to standards prior to Grade 6, students are given extensive work, almost exclusive, with grade-level problems.
  • A "Math Background" section is found in the teacher edition and explains the prior knowledge students should have from the previous grade and how it is linked to the upcoming chapter.
  • In chapter 1, the "Math Background" section includes what students have learned in a previous course and then also lists "What You'll Learn Next."
  • Chapters 2-5 and 7-10 do not mention knowledge or skills from a previous course.

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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings and the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.

  • Cluster 6.EE.B, solving one-variable equations and inequalities, is spread over several chapters.
  • Section 4.3 discusses "invert and multiply" which does not support applying and extending previous understandings of multiplication and division to divide fractions by fractions.
  • Lessons are not aligned to cluster headings. 6.NS.A could possibly be aligned to the introductory lab 4.1a, but the objective is absent.
  • 6.SP.A and 6.SP.B are connected to each other in chapter 9.
  • 6.NS and 6.G standards are connected in lesson 7.2 (page 248, 14-17).
  • In chapter 1, 6.EE and 6.NS are connected in the pacing guide, but there is no part of the lesson that includes "letters standing for numbers."
  • All problems in lessons 1.5 and 1.6 are to be solved with the traditional algorithm and do not include any variables.
  • The text does not connect 6.RP.A to 6.NS.B in the pacing guide.
  • There are missed opportunities in linking major clusters with supporting clusters. For example, 6.NS and 6.G are loosely connected, but there are no opportunities for division.

Gateway Two

Rigor & Mathematical Practices

Does Not Meet Expectations

+
-
Gateway Two Details

The instructional materials reviewed for Grade 6 do not meet expectations for rigor. Overall, the instructional materials do not reflect the balances in the CCSSM, which help students in meeting rigorous expectations by developing conceptual understanding, procedural skill and fluency, and application, and they do not meaningfully connect the Standards for Mathematical Content and the MP.

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.
3/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 6 do not meet expectations for rigor and balance. The instructional materials do not give appropriate attention to conceptual understanding, and they partially address procedural skill and fluency and application. The materials partially address these three aspects with balance, by not always treating them separately and not always together. Overall, the instructional materials do not reflect the balances in the CCSSM, which help students in meeting 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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for giving attention to conceptual understanding. Overall, the materials miss opportunities for students to make connections among standards and develop conceptual understanding of key mathematical concepts, especially where specific content standards or cluster headings call for it.

  • Chapter 5 addresses the cluster 6.RP.A by developing ratio language, describing a ratio relationship, and describing the use of ratio and rate relationships through tables, equivalent ratios, tape diagrams, double number line diagrams and equations. However, the models are presented as a strategy, and problems are not given for students to use in building connections.
  • RP.A.2 prompts the conceptual understanding of a unit rate, but the materials in lesson 2 of chapter 5 lose the conceptual nature of the standard as they state, “The rate for one unit of a given quantity is called the unit rate,” and “When you know a unit rate, you can use multiplication to solve a problem.”
  • In lesson 3 of chapter 5, the different representations that would build connections about equivalent ratios (i.e., using tables and plotting ordered pairs on a graph) are modeled in example 2, but then the materials do not ask students to plot points from a table of equivalent ratios in the lesson.
  • Lessons 1, 2, and 3 of chapter 5 address the individual standards of 6.RP.A, but the materials do not later provide opportunities for the development of conceptual understanding by bringing the work of the three lessons together.
  • Chapter 3 addresses standard 6.EE.A.3 which develops conceptual understanding by introducing prime factorization, factors, GCF, LCM, factor trees, and division ladders to build connections to the distributive property. However, when it comes to the distributive property, the exercises of lessons 6 and 7 proceduralize the concepts, and there are no direct connections with the previous topics.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet the expectations for giving attention to procedural skill and fluency. Overall, the materials give opportunities to practice with procedural skills when those skills are first introduced, but the materials do not give opportunities with different procedural skills throughout the year so that fluency is completely addressed and developed.

  • In lesson 6 of chapter 1, students encounter 50 percent of problems that require them to divide by a multi-digit number.
  • The test prep and mixed review sections in each lesson provide an opportunity for repeated practice, but the items do not have students divide by multi-digit numbers throughout the year (page 177, problem 23; page 187, problem 54).
  • In lesson 6 of chapter 2, students are given problems that allow for more practice with dividing rational numbers and have opportunistic strategies that can be used (i.e., 16j=80 or 2.5g=17.5) and also generic cases where students must use the algorithm (5.6k=19.152).
  • Students simplify expressions in chapter 3, but they have little opportunity to become fluent with generating a variety of equivalent expressions instead of only simplified equivalent expressions (6.EE.A).

Students multiply and divide decimals (6.NS.B.3) in chapter 1, but they have limited opportunities to do so throughout the text.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet the expectations for giving attention to applications. Overall, the materials are designed so that teachers and students spend limited time working with engaging applications of the mathematics, without losing focus on the major work of each grade, and there are very few opportunities for students to engage in non-routine problems.

  • There are some non-routine, real-world problems given in the homework as challenge questions, but there is typically only one question provided per lesson.
  • There is a problem-solving handbook in the beginning of the book. Problem-solving strategies are modeled, and then, five or six problems are provided. The problems require students to solve each situation by entering the situation from a different angle of the standard and are connected to the major work of the grade.
  • Each chapter has a “Guided Problem Solving” activity toward the end of the chapter, and these have real-world scenarios or contexts.
  • The “What You Might Think” questions have generic questions that scaffold student thinking, but the “What You Might Write” sections are too suggestive to encourage alternate solution paths (page 77).

In chapter 6, approximately one out of five exercises, including the lessons and chapter test, include applications.

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially 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, but there is not a balance of the three aspects of rigor within the grade.

  • The materials have an emphasis on procedural skill and fluency by providing numerous skill-driven problems. The materials do not create a balance between the three aspects of rigor as they don’t fully promote the development of conceptual understanding or provide enough non-routine problems.

Examples of models to develop conceptual understanding are provided on a limited basis, and some real-world problems are provided in the homework sections.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
3/10
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 6 do not meet expectations for Practice-Content Connections. The instructional materials partially meet the expectations for identifying and using the MP to enrich the mathematics content throughout the grade; prompting students to construct viable arguments and analyze the arguments of others; and attending to the specialized language of Mathematics. The instructional materials do not meet expectations for carefully attending to the full meaning of each practice standard and assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Overall, the instructional materials do not meaningfully connect the Standards for Mathematical Content and the MP.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 partially meet the expectations for identifying and using the MP to enrich the mathematics content throughout the grade. Overall, the MP are identified in different places in the materials, but the places where they are identified do not provide enough explanation as to how the practices enrich the mathematics content. 

  • The MP are identified on pages T26-T31.
  • Each practice is defined and explained how it is used throughout the materials, such as: MP1 found in the Guided Problem Solving exercise within the homework problems; MP3 and Error Analysis; and MP5 found in the Activity Labs and Choose a Method exercises.
  • The pages are provided as to where to find the use of the MP; however, when viewing the pages, there is no additional guidance provided on the use of the MP.
  • There is reference to MP1 in the student edition found on pages xxxii – xlix, but the practice itself is not identified or referenced.
  • MP2 is noted in the teacher edition to be located on pages xx – xxii in the student edition, but the pages are an index of “Connect Your Learning” activities.

The MP are found in the student edition on page viii, but there is no explanation of their meaning or importance.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the materials partially attend to the full meaning of some of the MP, but for others, the materials do not even partially attend to the full meaning.

  • The teacher edition provides an explanation as to how the program supports each MP, but the indicated pages with the problems do not provide any other guidance and support for the MP.
  • The student edition provides problems that support some of the MP, such as the “Reasoning” exercises, “More than One Way” problems, and “Error Analysis” problems.
  • Without mentioning the MP within the lessons in the student text, students are not able to attend to the full meaning of each MP.
  • Students have very few opportunities to look for and express regularity in repeated reasoning or look for and make use of structure.

Students are not given enough opportunities to attend to the full meaning of MP1.

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 6 partially meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials provide opportunities for students to construct viable arguments and analyze the arguments of others, but the instructions for those opportunities do not always prompt students to give explanations for their answers. 

  • There are opportunities for students to construct viable arguments and analyze the arguments of others in the content standards through check your understanding and homework exercises titled “Error Analysis” and “Writing in Math.”
  • On page 77, students are asked how much fuel would a plane have when landing, but there is no expectation of explaining the reasoning.
  • Page 110 provides a reasoning problem, but it only asks to apply an algorithm to use the distributive property.
  • Under the section for MP3, page 11 is listed as having examples of the practice. Problems 30 and 31 are labeled Reasoning and ask the student to place parentheses to make the statement true, but students do not have to provide any information about the thinking behind their choice.
  • In the Writing in Math, problem number 35, students are told to explain the steps to find the value of an expression, but they do not have to build an argument about why subtraction comes first in this case.
  • In More Than One Way, students are supposed to “analyze and critique the solution plans of two students.” On pages 133 – 134, two different methods are explained step by step.  Students are asked to choose a method to model the quotient of 3¾ divided by 1/8.  They are not asked any follow up questions in order to evaluate the methods.

Some sections have an “error analysis” exercise so that students can find and correct an error; however, they are told that there is an error to correct.

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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 do not meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others. Overall, the materials provide opportunities for students to construct viable arguments and analyze the arguments of others, but the support provided for teachers is insufficient for more deeply developing students’ arguments and analysis of others’ arguments.

  • Opportunities for students to construct viable arguments and analyze arguments of others are provided in the “Error Analysis” and “Writing in Math” problems. However, there is no specific assistance for teachers in engaging students in constructing viable arguments and analyzing the arguments of others.
  • Students are mostly expected to produce numerical values for answers. On page 149, one question out of 22 asks students how they can tell the solution to b/4 = 2.5 is greater than 8.
  • The Reasoning and Challenge problems in each section could be modified by the teacher in order for students to construct arguments, but few prompts are included for students to build them without some variation on the part of the teacher. For example, in problem number 46 on page 111, students pick which expression is not equivalent instead of proving which ones are equivalent by transforming each.

There is some opportunity for the text to assist teachers in the solutions for “error analysis” and “writing in math;” however, the solutions are listed briefly with no detail for pushing and probing student thinking.

Indicator 2g.iii

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

The instructional materials reviewed for Grade 6 partially meet the expectations for explicitly attending to the specialized language of Mathematics. Overall, the materials typically address Mathematical language appropriately, but there are few opportunities for students to demonstrate using the language correctly.

  • Materials provide vocabulary with definitions throughout the lessons when key terms are being introduced. Key terms are highlighted when used within the lessons (Key Concepts).
  • Vocabulary is built as definitions within the examples of each lesson. Key terms and concepts are identified by highlighted text and often followed by a diagram that models the word or an example of the process.
  • Since little explanation is required in most of the lessons, students do not have as many opportunities to practice using the language.
  • New vocabulary is called out at the beginning of each section, and references to new vocabulary are highlighted within each section.

A key example of lack of attention to the specialized language of Mathematics is evident when dividing by fractions, particularly on page 137 when students are told to remember division of fractions by thinking “invert and multiply.”

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: Fri Feb 13 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9781256737162 null null null
null 9781256737193 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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

X