Alignment to College and Career Ready Standards: Overall Summary

The Grade 1 My Math instructional materials partially meet the expectations for alignment to the CCSSM. The materials meet the expectations for Gateway 1 due to appropriately focusing on the major work of the grade and demonstrating coherence within the grade and across other grades. The instructional materials partially meet the expectations for Gateway 2 due to appropriately addressing rigor within the grade-level standards and attending to the specialized mathematical vocabulary. 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, 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
14
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

Students and teachers using the Grade 1 My Math materials as designed will devote a majority of time in Grade 1 on the major work of the grade. The materials are coherent or consistent with the standards. Assessments only represent grade-level work. At least 60% of the time is spent on the major work of the grade. Overall, the materials do provide a focus on the major work and the materials are coherent in Grade 1 My Math.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
+
-
Criterion Rating Details

The Grade 1 My Math instructional materials assess topics from future grade levels, but an online test generator is available, so points were not deducted. The form 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 instructional material assesses future grade-level content on form assessments, but an online test generator is included in the materials for teachers to create their own assessments. With the inclusion of the digital test generator, the Grade 1 My Math materials would not assess future grade level content if teachers created their own assessments.

  • A test generator is included with the online portion and teachers can build their own assessment.
  • Final chapter assessments are found online and six assessment forms exist for each chapter. Most of the form assessments do not assess future grade-level content.
  • My Math assesses content from future grades on one assessment. The assessment for chapter 5, on form 2A-6, form 2B-6, form 3A-5 and 3A-8, and form 3B-5 and 3B-8 all assess money which is a Grade 2 expectation.
  • Chapters 1, 2, 5 and 9 have two formative assessments and a chapter review in the student edition. The rest of the chapters (3-8 and 10) have one formative assessment and a chapter review in the student edition.
  • There are also four benchmark tests available online. Benchmark 1 (chapters 1 and 2), Benchmark 2 (chapters 3 and 4), Benchmark 3 (chapters 5-7), and Benchmark 4 (chapters 1-12).

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

Students and teachers using the materials as designed would 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. At least 60% of the time is spent on the major work of the grade.

Indicator 1b

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

The Grade 1 instructional materials spend the majority of time on the major clusters of the grade. Grade 1 materials for My Math is taught in 10 chapters which is scheduled to be taught in 160 days.

  • The first six chapters of My Math are spent on major work of the grade. Students do not begin additional/supporting work until chapter 7.
  • The first 106 days out of 160 days of instruction (66% of the time) are spent on major work.
  • Chapters 1-6 focus on major work (6/10 chapters or 60%). Chapter 5, lesson 9, includes a Grade 2 skill (counting by 5's using nickels).
  • Chapter 7 focuses on supporting work (1/10 chapters or 10%).
  • Chapters 8, 9 and 10 focus on additional work (3/10 chapters or 30%).
  • The first 70/95 lessons focus on major work (74%), 6/95 lessons focus on supporting work (6%) and 19/95 (20%) focus on additional clusters.
  • In the text, 110 out of 160 days are focused on the major work of the grade level. This means 69% of the work is focused on the major work of the grade.

Criterion 1c - 1f

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

The instructional materials reviewed for Grade 1 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 96% 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 Grade 1 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 Grade 1 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 Grade 1.

  • In chapter 7 on how to organize and use graphs, students must apply addition and subtraction operations (1.OA) in order to answer chart questions. An example is lesson 1.
  • In chapter 8 on measurement and time, students must apply addition and subtraction operations (1.OA) in order to solve story problems. An example is lesson 5.

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 Grade 1 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 days.

  • Each chapter has remediation and enrichment activities available plus chapter projects.
  • The suggested pacing for Grade 1 is 160 days according to the suggested pacing provided in the chapter overview. This includes assessment days in the series.
  • Each chapter also provides additional activities on each standard in the online teacher edition.

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

Grade 1 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.

Grade 1 My Math materials develop according to the grade-by-grade progressions in the standards and content is clearly identified from prior or future grades.

  • 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. An example can be found in chapter 5 on page 347A.
  • For example, in chapter 2 students are working on subtraction concepts. These skills build to the content in chapter 3, where students will be learning subtraction strategies to 20. When students transition to Grade 2, they will be learning to subtract two- and three-digit numbers (teacher edition 99G-99H).
  • Each chapter has a section at the beginning called "What's the Math in this Chapter?" On these pages, the standards progression from grade to grade is shown.
  • The major work of the grade is found within the first six chapters and supporting work is found in the last four chapters.
  • Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box that says "What will my students do next with these skills?" An example of this is in chapter 5, page 337H.
  • The content in chapter 14, lessons 3 and 9 deal with money, which is a Grade 2 concept.

Grade 1 My Math materials give students extensive work with grade-level problems.

  • Ninety of the 95 lessons provide work with grade-level problems.
  • Two lessons address money, which is a Grade 2 standard, one lesson is creating a pattern, which is a Grade 5 standard, and one lesson where students work with equal groups, which is a Grade 2 standard.
  • There are enrichment and remediation worksheets available in the digital companion.
  • Differentiated instruction activities are available in the teacher edition for students who are approaching level, on level and above level.
  • Each lesson gives time to explore and explain the math at the beginning then follows with see and show, on my own and finally homework. Explore and explain, see and show, on my own and homework are all sections in the student edition.

Grade 1 My Math materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • In the teacher edition, each chapter contains a section called "Where's the Math in this Chapter?" with information on what students should already know prior to entering Grade 1.
  • Each lesson in the chapter has a clearly identified section on coherence which states previous skills needed to address the standards.
  • Each chapter begins with a Readiness Quiz. This quiz can be taken in the student edition under "Am I Ready?" or in the digital companion.
  • Each lesson begins with a review problem of the day to review prior knowledge.
  • For example, in chapter 4, page 293B contains the "review problem of the day."
  • In each chapter, there is a spot for coherence, which lists what happened before, now, and next in the standards. An example of this can be found in chapter 5 on page 347A.

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

Grade 1 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.

Grade 1 My Math materials include learning objectives visibly shaped by CCSSM cluster headings.

  • In the chapter overview of the teacher edition, each lesson is identified as a major, supporting, or additional work and the learning objective is listed.
  • For example, chapter 2 focuses on major work of 1.OA. Lesson 1 has students using addition and subtraction within 20 to solve word problems, then lesson 2 has students subtracting parts from whole using models.
  • Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

Grade 1 My Math materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

  • Lesson 1 in chapter 3 connects 1.OA.C.5 with 1.0A.C.6.
  • The chapters connect many standards in a chapter. For example, chapters 1 and 2 focus on standards 1.OA.A.1, 1.OA.B.3, 1.OA.C.6, 1.OA.D.7 and 1.OA.D.8. Another example is the standards presented in chapters 3 and 4, which are 1.OA.A.1, 1.OA.A.2, 1.OA.B.3, 1.OA.C.5 and 1.OA.C.6. Many of the chapters use the standards as a natural progression to build on the skills.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The Grade 1 My Math instructional materials 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, however, the materials 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.

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 1 My Math 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, not always treating them separately and not always together. Overall, the instructional materials reflect the balances in the CCSSM which helps students meet rigorous expectations by developing conceptual understanding, 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

Grade 1 My Math materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

  • The content in chapters 5 and 6 specifically and fully address standards which are explicitly outlined as conceptual standards (1.NBT.A).
  • In chapter 1, lesson 13; chapter 2, lesson 14; and chapter 4, lessons 6 and 8, the focus is on 1.OA.B.4 or 1.OA.D.7 which are conceptual understanding standards.
  • Fourteen of the 95 lessons are focused specifically on the conceptual understanding standards.
  • All lessons in the series have a section called "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 359B, 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, pages 359-360, teacher edition and student edition.
  • In the student edition, the majority of lessons in the materials have a section called "Explore and Explain" to begin the lessons which targets conceptual understanding. For example, pages 55-56, teacher edition and student edition.
  • The majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding. For example, pages 375-376, teacher edition and student edition.

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 Grade 1 My Math materials give attention throughout the year to individual standards with an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

  • In the student edition, fluency practice pages in chapters 1-4. For example, chapter 1, pages 93-94; chapter 2, pages 197-198; chapter 3, pages 267-268; and chapter 4, pages 331-332.
  • Homework contains multiple opportunities for students to practice fluency.
  • "Fact Dash" game is available online with the student login to practice fluency. Students can select the operation and number facts.
  • Each chapter in the online teacher edition has additional fluency pages available for printing.
  • "Sail through the Math" is an app game for fluency and is available for purchase ($1.99).
  • In chapter 5, lessons 12, 13 and 14 are the only lessons addressing standard 1.NBT.A.1. Three lessons out of 95 does not provide the necessary practice to become fluent.
  • 1.OA.C.6 (add and subtract within 20) has 20 lessons out of 95 which address the standard and are all in chapters 1-4.
  • Procedural skills are present in the majority of the lessons. For example, pages 223-224, teacher edition, contain procedural skill.

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

Grade 1 My Math materials are designed so teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work.

  • The teacher edition states "Math in My World," "HOT (Higher Order Thinking) Problems," and "Real-World Problem Solving Readers" addresses 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.
  • Teacher edition page T5 states "Math in My World" is a component of application, however it was not found in the teacher edition or in the online edition.
  • Some "HOT Problems" address application (for example, pages 664 and 670, teacher/student edition), but the majority address fluency or conceptual understanding (for example, pages 156 and 684, teacher/student edition).
  • Real-world problems are found in the majority of lesson and homework assignments.
  • "Count-down to Common Core," a digital component, provides performance tasks requiring application of the standards. However, some future grade level content is included such as money and elapsed time.

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 three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within Grade 1 My Math.

  • At the beginning of each lesson a "rigor" section exists identifying levels of complexity by problem or exercise number. For example, chapter 9, lesson 9 has four problems for conceptual learning (Understand Concepts), seven problems for fluency/procedural skill (Apply Concepts), and two problems 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 Grade 1 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 MPs, 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 the Grade 1 My Math, Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 1. Overall, the instructional materials do not over-identify or under-identify the MPs, and the MPs are used within and throughout the grade.

  • The teacher edition, pages T22-T24 state the MPs and the corresponding pages.
  • The practices are identified throughout all 95 lessons. Each lesson has three to four practices as the focus.
  • The student edition does not indicate which MP with which the student is working.

Indicator 2f

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

The Grade 1 My Math instructional materials reviewed 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. Non examples include:
  • MP1, make sense of problems and persevere in solving problems, "HOT Problem," page 512, teacher/student edition.
  • MP2, reason abstractly and quantitatively, page 433-434 teacher/student edition.
  • MP4, model with mathematics, page 471A teacher edition.
  • MP5, use appropriate tools strategically, pages 17-18 and 23-24 teacher/student edition.
  • MP6, attend to precision, pages 665-666 and 667B, teacher edition.
  • MP7, look for and make use of structure, pages 37A, teacher edition.
  • MP8, look for and express regularity in repeated reasoning, pages 257-258 teacher/student edition. MP8 was well represented.

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 1 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 provide limited opportunities for students to construct viable arguments independent of the teacher.
  • Some "HOT Problems" have students constructing viable arguments. For example, pages 58, 170 and 572 teacher and student editions.
  • "Write the Math" sometimes has students constructing a viable argument. For example, pages 52, 388 and 562.
  • More time is given to constructing arguments than analyzing the arguments of others.

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 1 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.

  • Teacher materials do not consistently provide true opportunities for student students to construct arguments or analyze the arguments of others.
  • Pages 512, 518 and 544 provide opportunities for students to construct arguments.
  • Page 638 provides an opportunity for students to construct an argument and analyze the arguments of others.
  • Pages 61, 602, 608 and 635A do 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 Grade 1 My Math instructional materials explicitly attend 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 are 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, chapter 1, lesson 2, page 22.
  • Vocabulary assessments can be created in the digital component.
  • Virtual word walls are available in the digital component.
  • "Match the Pairs" is an interactive vocabulary component.
  • "Check my Progress" assesses vocabulary.
  • Each chapter begins with a foldable supports vocabulary development.
  • At the beginning of some chapters contain "My Math Words." For example, chapter 3, page 206.
  • The teacher, student, and online editions contain extensive glossaries in English and Spanish.
  • Lessons contain mathematical terminology.

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 9780021170692 null null null
null 9780021408702 null null null

About Publishers Responses

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

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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