Alignment to College and Career Ready Standards: Overall Summary

The Kindergarten My Math instructional materials do not meet the expectations for alignment to the CCSSM. The materials partially meet the expectations for Gateway 1. The instructional materials partially meet the expectations for Gateway 2. 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 attend to the specialized Mathematical vocabulary and do a nice job of identifying and partially integrating the practice standards.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets 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
13
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 materials reviewed for Kindergarten partially meet the expectations for Gateway 1.  Students and teachers using the materials as designed would not devote a majority of time to the major work of the grade. The materials are coherent or consistent with the standards. Assessments only represent grade-level work. However, only about 67% of the time is spent on the major work of the grade and in Kindergarten the amount of time spent on the major work of the grade should be closer to 85% of the time. Overall, the materials do not provide a focus on the major work, although the materials are coherent.

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 do not assess any topics from future grade levels. The assessments are featured online. Six assessment forms exist for each chapter and an online test generator is available.

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 Kindergarten My Math instructional materials only assess grade-level content on form assessments. An online test generator is included in the materials for teachers to create their own assessments.

  • Chapters 1 and 2 include two formative assessments and one chapter review in the student edition. The remaining chapters have one formative assessment and one chapter review in the student edition.
  • Final chapter assessments are found in the digital companion and six assessment forms exist for each chapter.
  • Four benchmark tests are available in the digital companion: Benchmark 1 (chapters 1-2), Benchmark 2 (chapters 3-5), Benchmark 3 (chapters 6-8), and Benchmark 4 (chapters 1-12).
  • A test generator is included with the digital companion and teachers can build their own assessment.

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.
0/4
+
-
Criterion Rating Details

Students and teachers using the materials as designed would not devote the large majority of class time to the major work of the grade. Time spent on the major work was figured using days, lessons and chapters. Only about 67% of the time is spent on the major work of the grade and in Kindergarten the amount of time spent on the major work of the grade should be closer to 85% of the time.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The instructional materials do not spend the majority of the time on the major work of the grade. Kindergarten My Math consists of 12 chapters scheduled to be taught in 160 days.

  • In Kindergarten, the major work should happen closer to the 85% of the time benchmark.
  • Eight of the twelve chapters or about 67% of the time is spent on the major work of the grade or in support of the major work.
  • Four of the twelve chapters (8-12) or about 33% of the time is spent on the supporting work of the grade.
  • The chapters are written to be taught and assessed over 160 days.
  • Each chapter has a certain number of days set aside for instruction and two days for each unit are focused on assessment.
  • Chapters 1-7 are focused on the major work of the grade level. This is 102 out of 160 days, which is 64% of the instruction is focused on major work of the grade level.
  • The remaining 58 days or 36% of the work is focused on additional and supporting clusters. Chapter 9 focuses on a supporting cluster, while chapters 8-12 focus on additional clusters.
  • The major work of the grade, specifically counting and cardinality, are not given daily practice.

Criterion 1c - 1f

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

The Kindergarten instructional materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade level problems, with 97% of the lessons representing grade-level work. Materials describe how the lessons connect with the grade level standards and with prior and future standards. Overall coherence and consistency of the standards is achieved in Kindergarten My Math.

Indicator 1c

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

Supporting content for Kindergarten My Math enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters and as a result, the supporting content does engage students in the major work of Kindergarten.

  • In chapter 9 on classifying objects, students must count objects (K.CC) in order to classify objects into groups (lesson 5).
  • In chapter 8 on measurement, students must count objects (K.CC) in order to estimate lengths of objects (lesson 3).
  • In chapter 11 on two-dimensional shapes, students must count (K.CC) vertices and sides of objects (lesson 2).

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 amount of content designated for Kindergarten My Math is 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.

  • There are 160 days of instruction/assessment.
  • Each lesson is designed for one day of instruction.
  • Chapter assessments and reviews are calculated to take two instructional days per chapter.
  • Each chapter also has remediation and enrichment activities available plus chapter projects.

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

Kindergarten My Math materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems and concepts are explicitly related to prior knowledge.

The Kindergarten materials develop according to grade-by-grade progressions in the standards and are clearly identified and related to grade-level work.

  • Each chapter identifies how students will apply current learning to the next chapter and also in the next grade.
  • In chapter 1, students are working on numbers 0-5. In chapter 2, students will be learning to count, represent and name number objects up to 10 (K.CC.A.1). This standard progresses to the Grade 1 standard, where students will be learning to read and write numerals and represent a number of objects with a written numeral up to 120 (teacher edition 1F).
  • Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade.
  • There is no content from prior or future grade levels.
  • The major work of the grade is found within the first seven chapters and supporting work is found in the last five chapters.
  • Each chapter has a page titled "What's in this chapter?" This page explains the skills associated with each CCSSM standard that is included within the chapter. An example of this can be found in chapter 1, page 1F.
  • Each chapter contains a section that explains what happened before, now and next with each of the standards. An example of this can be found in chapter 1 on page 11A.
  • The teacher edition has a page at the beginning of each chapter that shows what information the student should know before the chapter and also shows the progression to what standard will be taught in the next unit.

The Kindergarten materials give all students extensive work with grade-level problems.

  • There are 89 lessons over about 160 days.
  • Eighty-six of the lessons provide work with grade-level problems.
  • Two lessons address ordinal numbers and one lesson addresses creating patterns, both of which are concepts that are not in the standards.
  • Students are given time to explore and explain or problem-solve in the beginning of all lessons.
  • Lessons include sections that give students time to have extensive practice in the standards and also for the teacher to formatively assess students learning.
  • There are many supplemental lessons in the digital companion teacher's edition to provide more extensive work on a standard if needed.
  • Differentiated instruction activities are available in the teacher's edition for students who are approaching level, on level and beyond level.

The Kindergarten materials relate grade level concepts explicitly to prior knowledge from earlier grades.

  • In the teacher's edition, each chapter contains a section called "What's the Math in this Chapter?" with information on what students should already know prior to entering Kindergarten. An example can be found on chapter 1, page 1F.
  • Each lesson in the chapter has a clearly identified section on coherence that states prior knowledge needed using the CCSSM language. An example of this can be found in chapter 1 on page 11A.
  • Each chapter begins with a readiness quiz. This quiz can be taken in the student edition under "Am I Ready?" in the student edition or in the digital companion.
  • Each lesson begins with a review problem of the day that addresses prior knowledge. For example, in chapter 5, page 339B contains the "review problem of the day."

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

Kindergarten materials foster coherence through connections at a single grade level. 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.

The Kindergarten materials include learning objectives visibly shaped by CCSSM cluster objectives.

  • The chapter overview of the teacher edition identifies each lesson as major, supporting, or additional work. The learning objective is listed below.
  • For example, chapter 1 focuses on major work of counting and cardinality. Lesson 1 has students counting 1, 2, and 3, then lesson 2 has students writing 1, 2 and 3.
  • Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

  • Activities in lesson 1, chapter 1 connect K.CC.B.4.A with K.CC.B.4.B and K.OA.A.1.
  • Activities in lesson 3, chapter 8 address K.MD.A.1 with connections to K.CC.B.4.B.
  • Chapter 2 connects clusters under counting and cardinality.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The Kindergarten My Math instructional materials partially meet the expectations for rigor and mathematical practices. The instructional materials partially meet the expectations for the criterion on rigor and balance and partially meet the expectations on the criterion for 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 the language of mathematics.

 

Evidence updated 10/27/15

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
6/8
+
-
Criterion Rating Details

The instructional materials reviewed for Kindergarten My Math partially meet the expectations for rigor and balance. The instructional materials do not give appropriate attention to conceptual understanding and procedural skill and fluency. Application is appropriately addressed, and the materials address these three aspects with balance, not always treating them separately and not always together. Overall, the instructional materials do not always 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.
1/2
+
-
Indicator Rating Details

Kindergarten My Math materials partially meet the expectations for developing conceptual understanding of key mathematical concepts, where called for, in specific content standards or cluster headings.

  • The majority of the homework contains problems that provide students the opportunity to practice procedural skill and fluency and not conceptual understanding.
  • Procedures for addition/putting together and subtraction/taking apart are emphasized in Kindergarten. More attention is needed for the conceptual understanding of addition/subtraction
  • The content in chapters 1 and 4 through 6 address standards that are explicitly outlined as conceptual standards. (K.CC.B.4 and K.NBT.A.1)
  • Of the 88 lessons, 16 are focused specifically on the conceptual understanding standards.
  • The majority of lessons in Kindergarten My Math have a section called “Investigate the Math” which targets conceptual understanding. This is contained in the online lesson presentation. For example, see page 705B in the teacher edition.
  • All lessons in the series have a section called “Talk Math” which targets conceptual understanding. This is contained in the online lesson presentation. For example, see pages 495 – 496 in the teacher and student editions.  
  • In the student edition, some of the lessons in Kindergarten My Math have a section “Explore and Explain” to begin the lessons which targets conceptual understanding. For example, see page 705 in the teacher and student editions.
  • Most Investigate the Math is conceptual understanding; however, there are a few instances where this is not true. For examples, see chapter 1, lesson 8, page 55B TE; chapter 2, lesson 10, page 151B TE; and chapter 2, lesson 11, page 157B.
  • The time spent on conceptual understanding of numbers is limited. For example, understanding 0 – 5 only has 15 days of instruction, and only two of those lessons, lessons 1 and 3, actually deal with the conceptual understanding.

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

Kindergarten My Math materials partially meet the expectations for giving attention throughout the year to individual standards to set an expectation of procedural skill and fluency. Lessons contain some examples of fluency practice pages.

  • Lessons contain few examples with fluency practice pages.
  • In the student edition, K.OA.5 is addressed in chapters 5 and 6. For example, see chapter 5, pages 339-344, and chapter 6, pages 415–420.
  • Homework does not contain multiple opportunities for students to practice fluency.
  • A “Fact Dash” game is available online with the student login to practice fluency. Students can select the operation and number facts.
  • The online teacher edition does have fluency pages available for printing.
  • “Sail through the Math” is an app game for fluency and is available for purchase ($1.99).
  • Eight lessons out of 89 address K.OA.A.5 Fluently add and subtract within 5 and are in chapters 5 and 6, which does not provide enough time to become fluent.
  • Procedural skills and fluency are present in the majority of the lessons in "Model the Math" (TE 43B).
  • Daily practice of counting /counting sequence is not provided in Kindergarten My Math.
  • In the student edition, fluency practice to write numbers is present in many lessons.
  • Math standard K.CC.A.1 (count to 100 by ones and tens) is addressed in 11 lessons out of 88 in chapters 1, 2 and 3. With counting to 100 by ones and tens being a required fluency for Kindergarten, 11 lessons are insufficient.
  • The cluster K.OA.A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from) has 13 lessons out of 88 that address the standard and are all in chapters 2 and 3.
  • Procedural skills such as writing numbers are present in most of the lessons.
  • Within the Connect Ed website, there are more opportunities to give fluency, but they are difficult to find.

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

Kindergarten My Math materials meet the expectations for being designed so teachers and students spend sufficient time working with engaging applications of the mathematics without losing focus on the major work.

  • The majority of lessons include "Explore and Explain” which uses real-world problems to introduce concepts. For example, see chapter 1, lesson 5, page 35 and chapter 8, lesson 1, page 489.
  • The teacher edition states “Explore and Explain” and “Real-World Problem Solving Readers” address application.
  • While “Real-World Problem-Solving Readers” are available to provide additional problems, they were not reviewed by EdReports.org as they are not included in the basic package with the student and teacher editions and were therefore considered supplementary.
  • In the online portion, several chapters include “Project-Based Learning,” which has students’ applying mathematics to real-world situations.

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

Kindergarten My Math instructional materials meet the expectations for balance. Overall, the three aspects of rigor are neither always treated together nor always treated separately within the materials, and there is a balance of the three aspects of rigor within the grade.

  • At the beginning of each lesson a section on rigor exists to identify levels of complexity by problem or exercise number. For example, lesson 8 in chapter 3 has two workbook pages (pages 225 – 226) for conceptual learning (understand concepts), one workbook page (page 227) for fluency/procedural skill (apply concepts), and one workbook page (page 228) for application (extend concepts).

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 Kindergarten My Math instructional materials 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. Attending to mathematical vocabulary is a strength of the materials. However, the materials only partially meet the expectations for attending to the full meaning of each practice standard and engaging students in mathematical reasoning. Overall, in order to meet the expectations for meaningfully connecting the CCSSM and the mathematical practices, 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

In Kindergarten My Math, the materials meet the expectations for identifying the MPs and using them to enrich mathematics content within and throughout Kindergarten. Overall, the instructional materials do not over-identify or under-identify the MPs, and they are used within and throughout the grade.

  • The teacher edition, pages T22 – T24, states the MPs and the corresponding pages.
  • The practices are identified throughout all 89 lessons. Each lesson addresses three to four practices as a focus.
  • The teacher edition indicates which Mathematical practice the student is working with in the lesson and in the homework.
  • The student edition for Kindergarten does not indicate which Mathematical practice is present.

Indicator 2f

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

Kindergarten My Math instructional materials 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. The full meaning of each practice standard is not consistently addressed. Some examples include:

MP2, reason abstractly and quantitatively, pages 35 – 40, 383 – 388 and 583 – 588. Overall, practices labeled as “reason quantitatively” addressed the full intent of the practice; however, those labeled as “reason abstractly” do not.

The following list includes examples of when MPs are not met:

MP1: chapter 1, lesson 3, page 23 – 24 TE; chapter 1, lesson 5, page 35B TE; and chapter 1, lesson 8, page 55B TE.

MP2: chapter 1, lesson 2, page 17 – 18 TE; chapter 1, lesson 4, page 29A TE; and chapter 1, lesson 5, page 35 – 36 TE.

MP4: chapter 1, lesson 1, page 11B TE; chapter 1, lesson 2, page 17 – 18 TE; and chapter 1, lesson 6, page 43A TE.

MP5: chapter 1, lesson 3, page 23 – 24 TE; chapter 1, lesson 10, page 69 – 70 TE; and chapter 3, lesson 1, page 179A TE.

MP6: chapter 1, lesson 5, page 35A TE; chapter 2, lesson 9, page 145B TE; and chapter 3, lesson 2, page 185 – 186 TE.

MP7: chapter 2, lesson 2, page 99 – 100 TE; chapter 2, lesson 6, page 125 – 126 TE; and chapter 3, lesson 6, page 211A TE.

MP8: chapter 2, lesson 4, page 111 – 112 TE; chapter 2, lesson 9, page 145-146 TE; and chapter 3, lesson 8, page 225B TE.

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

  • Materials providing opportunities for students to construct viable arguments in teacher chapter: chapter 1 (pages 11 – 12), chapter 2 (pages 105 – 106), chapter 3 (pages 197 – 198), chapter 4 (pages 289 – 290), chapter 5 (pages 351 – 352), chapter 6 (pages 409 – 410), chapter 7 (pages 469 – 470), chapter 8 (pages 509 – 510), chapter 9 (pages 559 – 560), chapter 10 (pages 583 – 584), chapter 11 (pages 629 – 630) and Chapter 12 (pages 705 – 706).
  • More time is given to constructing arguments than analyzing the arguments of others.
  • Examples of only constructing arguments: chapter, 4, lesson 1, pages 257 – 258 TE; chapter 4, lesson 22, pages 263 – 264 TE; and chapter 4, lesson 9, pages 307 – 308 TE.
  • Examples of only analyzing arguments: chapter 4, lesson 8, page 301 – 302 TE
  • Examples of non-alignment: chapter 3, lesson 8, page 225 – 226 TE; chapter 4, lesson 4, page 275 – 276 TE; and chapter 5, lesson 4, page 345 – 346 TE.
  • Examples of full alignment to MP 3: chapter 5, lesson 3, page 339B TE and chapter 8, lesson 3, page 501 – 502 TE.

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 Kindergarten My Math 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 do not consistently assist teachers in having students construct viable arguments or analyze other students' arguments.

  • The content in lessons 1 and 8 in chapter 4 and lesson 2 in chapter 8 provide opportunities for students to construct arguments.
  • The content in chapter 2, lesson 6, pages 339A and 457 – 458 provides an opportunity for students to construct an argument and analyze the arguments of others.
  • The content in chapter 10, lesson 2, pages 623B, 629 – 630 and 693 – 694 does not provide opportunities for students to construct arguments or analyze the arguments of others as stated in the teacher edition.

Indicator 2g.iii

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

The Kindergarten My Math instructional materials 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 consistently present throughout the materials.

  • The special language of mathematics is a strength of the series.
  • Individual vocabulary cards are found at the beginning of each chapter in the student edition.
  • Vocabulary checks are included in some homework assignments. For example, see chapter 3, page 172.
  • Vocabulary assessments can be created online.
  • Virtual word walls are available online.
  • “Match the Pairs” is an interactive vocabulary component.
  • “Check my Progress” assesses vocabulary.
  • Each chapter begins with a foldable that supports vocabulary development.
  • “My Math Words” is at the beginning of some chapters. For example, see chapter 5, lesson 1, page 325A TE.
  • The teacher, student, and online editions contain extensive glossaries in English and Spanish.

Oral and listening assessments are available online.

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: 2014

Title ISBN Edition Publisher Year
null 9780021170685 null null null
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About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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