Alignment to College and Career Ready Standards: Overall Summary

The Grade 3 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 identifying MPs to the specialized mathematical vocabulary. There are missed opportunities in the materials when it comes to fluency with multiplication and division within 100 and attending to the full meaning of the standards for MP, 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
12
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
14
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 3 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Six percent of the lessons are on future grade level content and are not clearly identified. About 65% 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 3 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 3 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 3 My Math materials would not assess future grade level content if teachers created their own assessments.

  • The online assessments contain six assessments per chapter.
  • My Math assesses content from future grades on four chapter assessments.
  • The assessment for chapter 4, on forms 2A and 2B, question 8 and form 3A and 3B, question 10, assess combinations which is a Grade 7 expectation.
  • In chapter 9 assessment forms 1A and 1B, questions 4,5 and 6; form 2A and 2B, questions 4 5 and 6; and form 3A and 3B questions 4, 5 and 6 all assess factors, which is a Grade 4 expectation.
  • In chapter 10, form 1A and 1B questions 8 and 9; form 2A and 2B questions 8 and 9; and form 3A and 3B questions 7 and 9 all assess compare and contrasting fractions at the Grade 4 expectation level.
  • An online test generator is included with the digital companion and teachers can build their own assessment, which would not assess future grade level material.
  • The content in chapters 2, 8 and 13 have 2 formative assessments and a chapter review which are in the student edition.
  • The rest of the chapters 1, 3, 4, 5, 6, 7, 9, 10, 11, 12 and 14 have one formative assessment and a chapter review in the student edition.
  • Four benchmark tests are available online. Benchmark 1 (chapters 1-3), Benchmark 2 (chapters 4-7), Benchmark 3 (chapters 8-10), and Benchmark 4 (chapters 11-14).

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 devote the majority of the time to the major work of the grade. Time spent on the major work was figured using days, lessons and chapters. Grade 3 spends about 65% of the time on the major work of the grade. Technically this meets the standard, however there is concern about the amount of time spent on multiplication, division and fractions. Grade 3 is the foundation for multiplication, division and fractions. With only 36% of time spent on multiplication and division and 7% of the time spent on fractions, mastery of those concepts may not occur with the materials provided.

Indicator 1b

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

The Grade 3 instructional materials spend the majority of time on the major clusters of the grade. Grade 3 material for My Math is taught in 14 chapters which is scheduled to be taught in 160 days.

  • Approximately nine of the 14 or about 65% of the time is spent on the major work of the grade.
  • Five of the 14 chapters (1, 2, 3, 12 and 14), or about 35% of the time, represent supporting work, which is treated separately.
  • There are 109 total lessons in Grade 3. Of those, 69 lessons focus on major work (63%), 15/109 lessons focus on supporting work (14%), and 25/109 (23%) focus on additional clusters.
  • The first 3 chapters are spent on additional work and students do not begin major work until chapter 4.
  • Only five chapters or 36% of the time is spent on multiplication and division.
  • Only one chapter or 7% of the time is spent on fractions.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
6/8
+
-
Criterion Rating Details

The instructional materials are mostly coherent and consistent with the standards. Seven 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 94% 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 3 My Math.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

Supporting content for Grade 3 My Math partially enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials miss some opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content sometimes engages students in the major work of Grade 3.

  • Five and half chapters consist of supporting work and the half chapter (chapter 13) enhances the major of work of the grade.
  • The content in chapter two has two lessons (2 and 3) that use patterns of addition to solve problems.
  • Chapters 1, 3, 12 and 14 treat the supporting work separately.

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 3 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.

  • 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.
1/2
+
-
Indicator Rating Details

Grade 3 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 grade-by-grade progressions in the standards. Future content from prior or future grades is not clearly identified.

  • There are seven lessons, which deal with future grade level content, and those are not identified as off grade level work.
  • The content in lesson 6, chapter 4 is over combinations, a Grade 7 expectation.
  • The content in lessons 8 and 9, chapter 8 is over multiplication and division beyond 100, which is a Grade 4 expectation.
  • The content in lessons 1-4, chapter 9 is over factors, which is a Grade 4 expectation.
  • Each chapter has a page titled "What's in this chapter?" where the CCSSM standards are laid out along with a box that says "What will my students do next with these skills?" An example of this is chapter 5, page 235D.
  • 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 5, lesson 1 on page 245A.

Materials give students extensive work with grade-level problems.

  • There are 109 lessons over about 160 days. Of these, 102 of the lessons provide work with grade-level problems.
  • The content in lesson 6, chapter 4 is over combinations, which is a Grade 7 expectation.
  • The content in lessons 8 and 9, chapter 8 is over multiplication and division beyond 100, which is a Grade 4 expectation.
  • The content in lessons 1-4, chapter 9 is over factors, which is a Grade 4 expectation.
  • Differentiated instruction activities are available in the teacher edition and in the digital companion for students who are approaching level, on level and above level.
  • The chapters in this book also contain a check my progress section to make sure students are ready to move on.

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, in chapter 6, page 601B contains the "review problem of the day."
  • 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 chapter 5, page 235D.
  • 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 5, lesson 1 on page 245A.
  • 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.
  • 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 3 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. Also, the learning objective is listed below.
  • For example, chapter 4 focuses on major work of 3.OA.A. Lesson 1 has students using models to explore the meaning of multiplication. Then lesson 2 has students relating multiplication to addition. Plus, each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

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

  • For example, chapters 2 and 6 connect operations and algebraic thinking and number and operations in base ten.
  • The content in lesson 2 in chapter 4 connects 3.OA.A.1 with 3.OA.A.3 and 3.OA.D.8.
  • The content in lesson 1 in chapter 4 connects 3.NBT.A.3 with 3.OA.D.8.
  • The content in chapter 3 combines 3.NBT.2 and 3.OA.D.8.
  • The content in chapter 6 combines 3.OA.A.1 through 3.OA.C.7 and 3.NBT.
  • The content in chapters 11 and 12 combine measurement and data standards along with operations and algebraic thinking.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The Grade 3 My Math instructional materials partially meet the expectations for Gateway 2's review of rigor and mathematical practices. The instructional materials partially meet the expectations for the criterion on rigor and balance due to a lack of lessons attending to multiplication and division within 100. 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 identifying MP 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.
7/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 3 My Math partially meet expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, and application, and the materials address these three aspects with balance, not always treating them separately and not always together. However, fluency and procedural skill do not give enough treatment to multiplication and division. With multiplication and division within 100 being a required fluency for Grade 3 and the beginning of multiplication and division, six lessons are not sufficient. Overall, the instructional materials partially help 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

Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

  • The content in chapters 1-3 and 9 and 10 specifically and fully address standards which are explicitly outlined as conceptual standards. (3.NBT.A, 3.NF.A and 3.OA.B)
  • The content in chapter 6, lesson 8, focuses on 3.NBT.A, which is a conceptual understanding standard.
  • Of the 110 lessons 33 are focused specifically on the conceptual understanding standards.
  • The majority of lessons in Grade 3 My Math have a section called "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 697B, 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 page 16, teacher edition and student edition.
  • In the student edition, some of lessons in Grade 3 My Math have a section "Explore and Explain" to begin the lessons which targets conceptual understanding. For example, see page 779, 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 93-94, 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.
1/2
+
-
Indicator Rating Details

The materials give limited attention throughout the year to individual standards which set an expectation of procedural skill and fluency.

  • Lessons contain multiple examples of fluency practice pages.
  • In the student edition fluency practice pages in chapters 2 and 3 and 6-8. For example, chapter 2, pages 119-120; chapter 3, pages 177-178; chapter 6, pages 351-352; chapter 7, pages 415-416; and chapter 8, pages 487-488.
  • 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 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).
  • The math standard 3.OA.C.7 (fluently multiply and divide within 100) has 6 lessons out of 110 which address the standard and are in chapters 5, 6 and 8. With multiplication being a required fluency for Grade 3 and the beginning of multiplication, 6 lessons are not sufficient.
  • The math standard 3.NBT.A.2 (fluently add and subtract within 1000) has 14 lessons out of 110 which address the standard and are all in chapters 2 and 3.
  • Procedural skills are present in the majority of the lessons. For example, see page 101, teacher/student 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

The Grade 3 My Math materials give attention throughout the year to individual standards which set an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

  • The teacher edition states "Math in my World"," HOT (Higher Order Thinking) Problems", 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.
  • Beginning in Grade 3, the majority of lessons begin with a "Math in my World" which uses real-world problems to introduce concepts. For example, see chapter 3, lesson 2, page 139.
  • Some "HOT Problems" address application (for example, pages 32, 38 and 370, teacher/student edition). However, some do not (for example, pages 64 and 367, teacher/student edition).
  • Real-world problems are found in the majority of lessons 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

Grade 3 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.

  • At the beginning of each lesson a "rigor" section exists identifying levels of complexity by problem or exercise number. For example, chapter 1, lesson 5 has two problems for conceptual learning (understand concepts), 16 problems for fluency/procedural skill (apply concepts), and five 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 3 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 MPs, the instructional materials should carefully attend to the full meaning of every practice standard, especially practice 3 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 3 My Math, Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 3. 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 MP and the corresponding pages.
  • The practices are identified throughout all 110 lessons. Each lesson has three to four practices, which are the focus.
  • The student edition does indicate which MPs the student is working in the lesson and in the homework.

Indicator 2f

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

The Grade 3 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. Some practice standards do not fully address the intent/context of the MPs. Some examples include:

  • MP1, make sense of problems and persevere in solving problems, chapter 2, lesson 5 page 90, teacher/student edition.
  • MP2, reason abstractly and quantitatively, pages 579-580, 581B and 583-584. Overall, practices labeled as reason quantitatively addressed the full intent of the practice, however those labeled as reason abstractly do not.
  • MP4, model with mathematics, pages 30 and 163 teacher/student edition.
  • Some practice standards fully address the intent/context of the MP. Overall, standards for MPs 5, 6, 7 and 8 are well developed.

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 3 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 sometimes provide opportunities for students to construct viable arguments independent of the teacher.
  • Some "HOT problems" have students constructing viable arguments. For example, pages 82, 214, 392 and 604 in teacher/student edition.
  • 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 3 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 in pages 36, 403-404 and 429B, provide opportunities for students to construct arguments.
  • The content in pages 45, 339A and 457-458 provides an opportunity for students to construct an argument and analyze the arguments of others.
  • The content in pages 265A, 309, 401-402 and 613 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 3 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 1, page 14.
  • 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 which supports vocabulary development.
  • At the beginning of some chapters there is "My Math Words" like in chapter 4, page 186.
  • 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 9780021170715 null null null
null 9780021408726 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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