Alignment to College and Career Ready Standards: Overall Summary

The Grade 2 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
13
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
15
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
0
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

Students and teachers using the materials as designed will devote a majority of time in Grade 2 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Four percent of the lessons are on future grade level content and are not clearly identified. About 74% 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.

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 2 My Math instructional materials assess topics from future grade levels, however an online test generator is available, so points were not deducted. The form assessments are featured in the digital companion. 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 Grade 2 My Math instructional materials assesses future grade-level content on form assessments, however 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 2 My Math materials would not assess future grade level content if teachers created their own assessments.

  • My Math assesses content from future grades on three of its form assessments.
  • The assessment for chapter 3 on form 3A and 3B, questions 9 and 17 assess elapsed time which is a Grade 3 expectation.
  • The chapter 10 assessment form 1A and 1B, questions 11 and 12, form 2A and 2B, questions 16 and 17; and form 3A and 3B, questions 15 and 16 all assess elapsed time, which is again, a Grade 3 expectation.
  • The chapter 11 assessment form 1A and 1B, questions 5 and 8, form 2A and 2B, questions 6 and 10 and form 3A and 3B, question 7 all assess conversion of units which is a Grade 4 standard.
  • Six assessment forms and a test generator is included with the digital companion and teachers could build their own assessment, which would not assess future grade level material.
  • In chapters 1, 2, 5 and 9, two formative assessments and a chapter review are in the student edition.
  • The rest of the chapters 3, 4, 5, 6, 7, 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 1-2), Benchmark 2 (chapters 3-4), 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 80% 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 2 instructional materials spend the majority of time on the major clusters of the grade. Grade 2 materials for My Math is taught in 12 chapters which is scheduled to be taught in 160 days.

  • Six of the 12 or about 50% of the time is spent on the major work of the grade.
  • Four chapters of the 12 or about 33% of the time is spent on supporting work which truly supports the major work of the grade. This brings the time spent on the major work to closer to 83% of the time.
  • Two of the 12 chapters (chapters 10 and 12) or about 17% of the time are supporting work, which is treated separately.
  • Each chapter provides two days for review and assess which is included in the 160-day count. In the curriculum, 128 out of 160 days (approximately 80% of the time) are focused on the major work of the grade level. .
  • Furthermore, 32 out of the 160 days are spent on supporting and additional clusters.
  • All chapters are focused on Grade 2 curriculum.

Criterion 1c - 1f

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

The instructional materials are mostly coherent and consistent with the standards. Four lessons from future grade level content are present and are not clearly identified as such. 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 2 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 2 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 2.

  • Six chapters consist of supporting work and four of those chapters enhance the major work of the grade.
  • The content in chapters 2, 8, 9 and 11 are strong examples of using supporting work to engage students in the major work of the grade.
  • In chapter 2, Number Patterns, students must understand place value (2.NBT.A) in order to use repeated addition to add equal groups (lesson 4).
  • In chapter 8, Money, students must add (2.OA.A) in order to problem solve (lesson 4).
  • In chapter 9, Data Analysis, students must add (2.OA.A) in order to answer questions about graphs (lesson 3).
  • In chapter 10, Time, students must add (2.OA.A) in order to problem solve (lesson 3).
  • In chapter 11 every problem-solving page in each lesson (see lesson 9 page 699-700 TE) has students engaging in 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 amount of content designated for Grade 2 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.

  • The suggested pacing for Grade 2 is 160 days according to the suggested pacing provided in the chapter overview. This includes assessment days in the series.
  • 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 in the digital companion.

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

Grade 2 My Math materials are partially consistent with the progressions in the standards. Future grade level content is not clearly identified. There are extensive grade-level problems and concepts are explicitly related to prior knowledge.

Materials develop mostly according to the standards. Future grade level content is not clearly identified.

  • There are four lessons that deal with future grade level content, and those are not identified as off grade-level work.
  • The content in lesson 3, chapter 10 concerns elapsed time, a Grade 3 expectation.
  • The content in lessons 5, 6 and 10 in chapter 11 concerns conversions, a Grade 4 expectation.
  • The major work of the grade is found within the first seven chapters (chapter 2 is the exception and is supporting work) and supporting work is found in the last five chapters.
  • Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box titled "What will my students do next with these skills?" An example of this is chapter 11, page 635F. In each chapter, there is also a spot for coherence, which lists what happened before, now and next in the standards. An example of this can be found in chapter 11, lesson 1 on page 645A.

Materials give students extensive work with grade-level problems.

  • There are 99 lessons that span approximately 160 days.
  • Of the 99 lessons, 95 provide work with grade level problems.
  • The content in lesson 3, chapter 10 concerns elapsed time which is a Grade 3 expectation. The content in lessons 5, 6 and 10 in chapter 11 concerns conversions which is a Grade 4 expectation.
  • In addition, 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.
  • With each lesson giving time to explore and explain the math at the beginning and following with see and show, on my own and finally homework, there is extensive work in grade level work. Explore and explain, see and show, on my own and homework are all sections in the student editions.

Materials relate grade level concepts explicitly to prior knowledge from earlier grades.

  • Each lesson begins with a review problem of the day to review prior knowledge, for example, chapter 3, page 165B.
  • Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box titled "What will my students do next with these skills?" An example of this is chapter 11, page 635F.
  • In each chapter there is also a spot for coherence, which lists what happened before, now, next in the standards. An example of this can be found in chapter 11, lesson 1 on page 645A.
  • In the teacher guide, 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 2.
  • 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.
  • The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from Grade 1 work or from previous work in Grade 2.
  • All prior knowledge is grade appropriate.

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 2 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.

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 below.
  • For example, chapter 5 focuses on major work of 2.NBT.A and 2.NBT.B. Lesson 1 has students relating hundreds, tens and ones, then lesson 2 has students reading, writing and modeling numbers to 999.
  • Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

Materials include problems that connect two or more clusters in a domain or two or more domains in a grade.

  • For example, chapters 2 and 4 connect operations and algebraic thinking and number and operations in base ten.
  • Lesson 1 in chapter 3 connects 1.OA.C.5 with 1.0A.C.6.
  • Lesson 4 in chapter 2 connects 2.OA.B with 2.NBT.A
  • At the beginning of each chapter, the standards are clearly marked.
  • 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 2 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 2 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 2 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 5-7 specifically and fully address standards which are explicitly outlined as conceptual standards (2.NBT.A and 2.NBT.B).
  • In Chapter 2, lessons 1-3; and chapter 4, lessons 1 and 3-7, focus on 2.NBT.A and 2.NBT.B, which are conceptual understanding standards.
  • Thirty-one of the 99 lessons are focused specifically on the conceptual understanding standards.
  • All lessons in the series have a section "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 223B, teacher edition.
  • All lessons in the series have a section "Talk Math" which targets conceptual understanding. This is contained in the online lesson presentation. For an example, see page 230 in the teacher edition and student edition.
  • In the student edition, the majority of lessons in the materials have "Explore and Explain" to begin the lessons which targets conceptual understanding. For an example, see page 351 in the 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 an example, see pages 53-54 in the 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 2 My Math materials give attention throughout the year to individual standards to set an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

  • Lessons contain multiple examples of fluency practice pages.
  • The student edition contains fluency practice pages in chapters 1-4. For example, chapter 1, pages 93-94; chapter 2, pages 151-152; chapter 3, pages 209-210; and chapter 4, pages 279-282.
  • Homework contains multiple opportunities for students to practice fluency.
  • The "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 digital component teacher edition has additional fluency pages available for printing.
  • "Sail through the Math," an app game for fluency, is available for purchase ($1.99).
  • There are 10 lessons that address standard 2.OA.B.2 (add and subtract within 20), all in chapter 1.
  • There are 6 lessons that address standard 2.NBT.B.5 (fluently add and subtract within 100), all in chapter 4.
  • Procedural skills are present in the majority of the lessons. For an example, see page 261B, teacher edition, for 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 2 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" all 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.
  • Teacher edition page T5 states "Math in my World" is a component of application, however it was not found in the teacher or student editions or in the digital companion.
  • Some "HOT Problems" address application (for example, pages 90, 558 and 718, teacher/student edition), but the majority address fluency or conceptual understanding (for example, pages 76 and 232, teacher/student edition).
  • Real-world problems are found in the majority of lesson and homework assignments.
  • "Count-down to Common Core" provides performance tasks requiring application of the standards.

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 Grade 2 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 "rigor" section exists identifying levels of complexity by problem or exercise number. For example, chapter 2, lesson 1 has three problems for conceptual learning (Understand Concepts), five problems for fluency/procedural skill (Apply Concepts), and three 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 2 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 the Grade 2 My Math, the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout Grade 2. 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 list the MPs and the corresponding pages.
  • The practices are identified throughout all 99 lessons. Each lesson has three to four practices which are 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 2 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:

  • MP1, make sense of problems and persevere in solving problems, exercise 5 page 506, teacher/student edition.
  • MP2, reason abstractly and quantitatively, page 357A, teacher edition.
  • MP5, use appropriate tools strategically, page 336, teacher/student edition.
  • MP6, attend to precision, page 625A, teacher edition.
  • MP7, look for and make use of structure, pages 671, teacher/student edition.
  • Overall, standards for MP4 and MP8 are 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 2 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 examples, see pages 200, 226, 660 and 668 in the teacher and student edition.
  • More time is given to constructing arguments than analyzing the arguments of others for MP3.

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 2 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 students to construct arguments or analyze the arguments of others.
  • The content on pages 39-40, 267 and 276, provide opportunities for students to construct arguments.
  • The content on pages 180, 442, 512 and 544 provides an opportunity for students to construct an argument and analyze the arguments of others.
  • The content on pages 21-22, 25-26, 330 and 549 is marked as MP3, but 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 Grade 2 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 5, lesson 1, page 300.
  • 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 supports vocabulary development.
  • "My Math Words" is at the beginning of some chapters. For example, chapter 6, page 346.
  • The teacher, student and online editions contain extensive glossaries in English and Spanish.

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 9780021170708 null null null
null 9780021408719 null null null

About Publishers Responses

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

Educator-Led Review Teams

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

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

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

Math K-8 Rubric and Evidence Guides

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

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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