Alignment to College and Career Ready Standards: Overall Summary

The Grade 4 My Math instructional materials 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 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 practices. 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

|

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

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
33
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 4 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Seven percent of the lessons are on future grade-level content and are not clearly identified. At least 64% 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 4 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 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 4 My Math instructional materials assess 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 4 My Math materials would not assess future grade level content if teachers created their own assessments.

  • A test generator is included with the digital companion and teachers can build their own assessment, which would not assess future grade level material.
  • The online assessments contain six form assessments per chapter.
  • The assessment for chapter 12, on forms 2A and 2B, question 15 and forms 3A and 3B, question 16, assess combinations which is a Grade 7 expectation.
  • All assessment forms and several questions in chapter 6 assess students using procedures for division, and at this level conceptual understanding should be emphasized.
  • Assessment forms in chapter 7 have 5 questions using parenthesis, a Grade 5 expectation and 3 questions using equations at the Grade 6 level.
  • Four benchmark tests are available online. Benchmark 1 (chapters 1-3), Benchmark 2 (chapters 4-6), Benchmark 3 (chapters 7-10), 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 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 64% 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 4 instructional materials spend the majority of time on the major clusters of the grade. Grade 4 material for My Math is taught in 14 chapters scheduled to be taught in 160 days.

  • Each chapter provides two days for review and assessment, which are included in the 160-day count.
  • In the materials, 105 out of 160 days, or approximately 66%, are focused on the major work of the grade level.
  • Nine of the 14 or about 64% of the time is spent on the major work of the grade.
  • Three chapters (7, 11 and 12) or about 21% of the time is spent on supporting work, which is truly supporting the major work of the grade. This brings the time spent on the major work to closer to 85% of the time.
  • Two chapters (13 and 14) of the 14 chapters, or about 14% of the time, is supporting work, which is treated separately.

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. 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 93% 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 4 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 4 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 4.

  • In Chapter 7, students must use operations (4.OA.A) to complete patterns (4.OA.C).
  • In Chapter 11, lessons 2, 4, 6, 7, 9, 10 and 11 support the major work by using fractions and the four operations to solve problems.
  • In chapter 12, lessons 4-6 are supporting the major work by using the four operations to solve problems.
  • In chapter 13, lessons 2, 4 and 5 are using the four operations to solve problems.

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 4 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.

  • The materials are written for 160 days of a school year.
  • Each chapter also has remediation and enrichment activities available plus chapter projects.
  • The major work of the grade is the focus for 115 of the days.

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 4 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 mostly develop according to the grade-by-grade progressions in the standards.

  • There are eight lessons, which deal with future grade-level content and those are not identified as off grade-level work.
  • The content in chapter 6, lessons 5, 6, 7, 9 and 10, use the division procedures, but at this level conceptual understanding should be emphasized.
  • The content in chapter 7, lessons 7, 8 and 9, are expressions at the Grade 6 level.
  • Each chapter has a section at the beginning called "What's the Math in this Chapter?" On these pages, the progression from grade to grade is shown.
  • 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 6, lesson 1 on page 329A.

Materials give students extensive work with grade-level standards.

  • The chapters in this book contain a check my progress section to make sure students are ready to move on.
  • Only one lesson (lesson 7, chapter 2) exists on subtracting across zeros, which may not be enough for this concept.
  • Differentiated instruction activities are available in the teacher edition for students who are approaching level, on level and above level.
  • Grade level practice is evident in the "Practice the Strategy," "Apply the Strategy," and "Review the Strategy" within each lesson.
  • There are 119 lessons over 160 days.
  • Of these, 111 or 93% of lessons provide work with grade-level problems.
  • The content in chapter 6, lessons 5, 6, 7, 9 and 10, use procedures for division, but at this level conceptual understanding should be emphasized.
  • The content in chapter 7, lessons 8 and 9, are expressions at the Grade 6 level.

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

  • The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from prior grade work or from previous work in grade 4. All prior knowledge is grade appropriate.
  • The materials relate grade level concepts explicitly to prior knowledge from earlier grades.
  • 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 4. Also, each lesson in the chapter has a clearly identified section on coherence which states previous standards needed.
  • Each chapter begins with a readiness quiz. This quiz can be taken in the student edition under "Am I Ready?" or online.
  • Each lesson begins with a review problem of the day to review prior knowledge. For example, in chapter 4, page 197B contains the "review problem of the day."

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
+
-
Indicator Rating Details

Grade 4 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.

  • Each standard is taught in the sequence that the CCSSM is written.
  • In the chapter overview of the teacher edition, each lesson is identified as major, supporting, or additional work. Also, the learning objective is listed below.
  • For example, chapter 4 focuses on major work of 4.NBT.A and 4.NBT.B. Lesson 2 has students estimating products by rounding and lesson 5 has students multiplying by a two-digit number.
  • Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.

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

  • The content in chapters 2, 3, 5 and 6 connect 4.OA and 4.NBT.
  • The content in chapter 7 incorporates both 4.OA and 4.G.
  • The content in chapter 8 uses 4.NF and 4.NBT standards.
  • The content in chapter 14 combines 4.MD and 4.G.
  • The content in lesson 2 in chapter 9 connects 4.NF.B.3 with 4.NBT, 4.NF.B.3.A and 4.NF.D.3.D.
  • The content in lesson 3 in chapter 14 connects 4.MD.C.5.A with 4.G.A.1.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The Grade 4 My Math instructional materials 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 MP 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 4 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 4 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 1-6 and 8-10 specifically and fully address standards which are explicitly outlined as conceptual standards (4.NBT.A, 4.NBT.B and 4.NF.A).
  • Of the 119 lessons, 51 are focused specifically on the conceptual understanding standards.
  • Most 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 491B, 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 example, page 491-492, teacher edition.
  • The majority of the homework contains problems which provide students the opportunity to view and to demonstrate their conceptual understanding. For example, pages 83, 661 and 673-674, teacher/student edition.
  • Procedures for division is emphasized in Grade 4. More attention is needed for the conceptual understanding of division.
  • Procedures for multiplication is emphasized in Grade 4. More attention is needed for the conceptual understanding of multiplication.

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 4 My Math materials give attention throughout the year to individual standards, which sets an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

  • Lessons contain multiple examples of fluency practice pages.
  • In the student edition fluency practice pages in chapters 2 and 6. For example, chapter 2, pages 119-120, and chapter 6, pages 399-400.
  • Homework contains multiple opportunities for students to practice fluency.
  • A "Fact Dash" game is available online with the student login to practice fluency. Students can select the operation and number facts.
  • Each chapter in the online teacher edition has additional fluency pages available for printing.
  • "Sail through the Math" is an app game for fluency is available for purchase ($1.99).
  • Seven lessons out of 119 address 4.NBT.B.4 and are in chapter 2.
  • Procedural skills are present in the majority of the lessons. For example, page 169, teacher/student edition, contains 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 4 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" 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.
  • The majority of lessons begin with "Math in My World" which uses real-world problems to introduce concepts. For example, chapter 7, lesson 2, page 419.
  • The majority of "HOT Problems" address application (for example, pages 488, 508 and 514, 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

The Grade 4 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 to identify levels of complexity by problem or exercise number. For example, chapter 10, lesson 6 has four problems for conceptual learning (understand concepts), eight 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
8/10
+
-
Criterion Rating Details

The Grade 4 My Math instructional materials partially meet the expectations for practice-content connections. The materials meet expectations for identifying the practice standards, prompting students to construct viable arguments, 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 Standards for Mathematical Practice, 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 4 My Math, the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 4. 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 119 lessons. Each lesson has three to four practices as a focus.
  • The student edition does indicate which MP 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 4 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: pages 501-502, 515-516, and 531B, teacher/student edition.
  • MP5, use appropriate tools: pages 499-500, 519-520, and 567B, teacher/student edition.
  • MP6, attend to precision: pages 491A, 515-516, 521-522, and 545, teacher/student edition.
  • Some of the practice standards fully address the intent/context of the MP. Overall, standards for MPs 2, 4, 7 and 8 were 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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 4 My Math 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 and prompt students to analyze other students' arguments.

  • Materials provide opportunities for students to construct viable arguments independent of the teacher.
  • The majority of "HOT Problems" have students constructing viable arguments. For example, pages 110, 258 and 582, teacher/student edition.
  • Some problems in the homework have students constructing viable arguments. For example, pages 504, 662, 679 and 844.
  • 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 4 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.
  • Pages 23 - 24, 757--758, and 787-788 provide opportunities for students to construct arguments.
  • Pages 79A, 153, and 711-712 provide an opportunity for students to construct an argument and analyze the arguments of others.
  • Pages 19 - 20, 198, 593-594, 599-600, and 671-672 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 4 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 10, lesson 1, page 636.
  • 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 supporting vocabulary development.
  • At the beginning some chapters contain "My Math Words." For example, chapter 5, page 274.
  • The teacher, student, and online editions contain extensive glossaries in English and Spanish.
  • Lessons contain mathematical terminology.

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
+
-
Criterion Rating Details

The materials meet the criterion for use and design. The underlying design of the materials makes a distinction between problems (labeled as Math in My World and Guided Practice) and exercises (labeled as Independent Practice and Practice). The difference between the problems/exercises is: in solving problems students learn new mathematics, whereas in working exercises students apply what they have already learned in order to build mastery. Each problem or exercise has a purpose. The design of assignments is not haphazard; exercises are given in intentional sequences. Furthermore, the design is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Additionally, the manipulatives and/or models accurately and consistently represent the mathematical objectives. Overall, the materials reviewed for Grade 4 meet the expectations for this criterion.

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.
2/2
+
-
Indicator Rating Details

The underlying design of the materials does distinguish between problems and exercises, thereby meeting the expectations for this indicator.

  • The design of the materials distinguishes between problems and exercises. In My Math, exercises are labeled as Independent Practice and Practice while problems are labeled Math in My World and Guided Practice. For example, page 513 SE is an Independent Practice, and pages 511–512 SE are Math in My World and Guided Practice.
  • All lessons contain practice exercises that allow students to apply what they have learned. These exercises are broken down into approaching level, on level, and beyond level.
  • Test Practice is used to diagnose student errors. In Chapter 4, students have to draw area models to multiply.
  • In the Write About It section, exercises provide opportunity for students to reflect on a topic and build understanding needed to answer the chapter Essential Question.
  • Math in My World provides the new mathematics. The independent practice gives a chance for the child to practice the new learning with guidance from a teacher. The homework provides yet another opportunity to use the new skill on your own. Examples are on pages 135–138 and 37–40 in the Teacher’s Edition.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
+
-
Indicator Rating Details

The design of assignments is not haphazard; exercises do seem to be given in intentional sequences, which meets the expectations for this indicator.

  • The problems in My Math are purposefully designed and organized. Connections are made and directly stated in the “What’s the Math in this Chapter?” and “Making Connections” sections at the beginning of each chapter in the Teacher’s Edition.
  • Teachers are also directed in the lessons to point out the connections. Examples occur on pages 4–6, 189E–189F, 321E–321F and 478 in the Teacher’s Edition.
  • The sequence in lessons usually goes from a more concrete example using manipulatives or models to more abstract types of problems.
  • Due to the intentional layout of the materials, the “What’s the Math in This Chapter” section provides the reason for lessons being presented as they are. It shows the link between prior knowledge and new information to be learned.
  • The design of the assignments is done in an intentional sequence. For example, the sequence starts with place value, addition and subtraction, and then moves into multiplication and division before working on primes and factors which then segue to fractions.

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.
2/2
+
-
Indicator Rating Details

There is a variety in what students are asked to produce, which meets the expectations for this indicator.

  • Students are asked to produce many types of answers throughout the work they do.
  • Math in My World usually has the student work through the math providing a model first and then moves on to students producing answers using other strategies besides always using a model.
  • Some opportunities are given in the problem-solving sections for students to create arguments about someone else’s work. Examples include pages 237–238.
  • Students are required to justify their answers on some of the Independent Practice and Homework. Examples include pages 503–504.
  • Students are asked to produce a variety of work throughout the materials. For example, Independent Practice found on page 513 SE.
  • Math in My World, page 517 SE, helps students see math in a real world context and students are producing solutions in a grade-appropriate manner.
  • Throughout the materials, students are using mathematical models, for example page 539 SE, problems 2–7. During some HOT problems students are asked to explain their thinking, for example, page 804 SE, problem 26.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
+
-
Indicator Rating Details

The manipulatives are almost always faithful representations of the mathematical objectives they represent and, when appropriate, are connected to written models meeting the expectations for this indicator.

  • Manipulatives are appropriately used and explained in both the student book (for example, page 561 build it) and on homework assignments (for example, page 565 homework helper).
  • The digital website has tools containing virtual manipulatives.
  • Page 657 SE is an example of using base ten blocks to represent fractions.
  • Another example is page 527 SE in Homework Helper where the number line is used to compare and order fractions.
  • The Teacher Edition contains Model the Math sections which provide teachers the materials needed to model the math. Examples are on page 241B, 445B, and 387B.
  • For Math in My World, there is a visual model that is an appropriate representation.

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
+
-
Indicator Rating Details

The visual design is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

  • The visual design of the print text has a consistent layout for each lesson and is not visually distracting but contains pictures and models that support student learning and engage students.
  • The pictures provided are meant to support and engage student learning. For example, page 845 SE, Math in My World, the picture of the sandbox is designed so the students can visualize the sandbox while determining the area.
  • The online text is identical to the print version.
  • The student editions are free from clutter and aesthetically pleasing.
  • There are minimal distractions on student and teacher pages.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
5/8
+
-
Criterion Rating Details

The materials reviewed partially meet the criterion for teacher planning and learning. The materials partially support teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development. Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. The materials rarely contain full adult-level explanations to help teachers improve their own knowledge. The materials only provide the role of grade-level mathematics within the grade level before and the grade-level after, but not the entire K-5 spectrum. Overall, the materials reviewed for Grade 4 partially meet the expectations for this criterion.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
1/2
+
-
Indicator Rating Details

The materials partially support teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

  • Created teacher lesson presentations that follow the text lesson are available online.
  • Lessons contain a Problem of the Day, which reviews learning from other units.
  • The teacher edition has alert boxes to notify teachers of common mistakes students make.
  • Throughout the lessons, there are scripted parts and questions for the teacher to ask.
  • Some quality questions are provided to help guide the students’ mathematical development. Some examples of quality questions can be found on pages 17–18, 79B, 445–446, and 907–908 in the Teacher’s Edition.
  • Some of the questions provided for the teacher are just reciting facts and do not guide the students to further understand the mathematical concepts. Examples of these types of questions can be found on pages 167B, 243–244, 353–354, and 637–638 in the Teacher’s Edition.
  • Quality questions are also included in the independent practice and Homework pages.
  • Some of the suggestions to guide students’ mathematical development only partially get the teacher to the target. For example, on page 141 TE of Investigate the Math, teachers are to ask students to prove that division can be thought of as repeated subtraction. Then during the model and extend portion, teachers are not given clear directions for an investigative activity or how to help their students construct viable arguments.

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.
2/2
+
-
Indicator Rating Details

Materials meet the expectations for containing a teacher edition that has 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.

The teacher edition contains ample annotations and suggestions. Common Errors are noted (for example, page 581 TE, 827–828 TE, 595–596 TE, and 115–116 TE) and ways to incorporate mathematical practices are also noted (for example, page 579 TE).

Each lesson contains differentiation suggestions and ELL support (for example, TE page 583A). • Exit tickets identify common misconceptions/errors (for example, page 584 TE).

Each lesson has an online presentation to mirror instruction in the text to support and enhance student learning.

In the Teacher’s Edition there are many scripted parts of the lesson with expected or anticipated student responses to help guide the teacher.

There are answer keys for most of the student problem sets, exit tickets, homework and tests. Some problems state "see students’ work" or "see students’ models" as the answer key (some examples of this are on pages 115–116 TE, 351–352 TE).

In the Online piece, there is a section called PD. Under PD, there is a section called content videos. These videos do help understand the mathematics a little better and also give the teacher a little better understanding of how to present the information to the students.

Each lesson contains a section called Diagnose Student Errors to help the teachers understand where students may have misunderstandings. For example, see pages 145–146 TE and 15 –152 TE.

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.
1/2
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Indicator Rating Details

The materials partially meet the expectations for containing a teacher edition (in print or clearly distinguished and accessible as such in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematical concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

  • The print materials contain a section before each chapter called “What’s the Math in this Chapter” for example, Chapter 1, page 1c. This section has a brief overview of the mathematics and what students are expected to understand and to do. This section does not go into the depth needed for teachers to expand their content knowledge.
  • The professional development available online contains videos explaining mathematical practice in action and content videos.
  • A few examples of more advanced mathematical concepts are presented in the beyond level work. Even with these pieces there is not an explanation of the mathematics to help further the instructors’ knowledge.

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.
1/2
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Indicator Rating Details

The materials do contain a teacher edition (in print or clearly distinguished and accessible as such in digital materials) that partially explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for Kindergarten through Grade 12.

  • The Teacher’s Edition contains a section "What's the Math?” in this Chapter that explains how grade-level mathematics is connected to the previous grade and the next grades (for example, pages 189E–189F TE and 553E–553F TE).
  • Since this is a K-5 series the expectation is not to connect to the entire K-12 sequence but to at least the K-5. While the materials do connect the mathematics to the prior knowledge and what students will do next with these skills, there is not a clear path outlined to explain the path from K-5.

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
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Indicator Rating Details

The materials do provide a list of lessons in the teacher edition (in print or clearly distinguished/accessible as such in digital materials), cross-referencing the standards covered and providing pacing guidance on the estimated instructional time for each lesson, chapter and unit.

  • Each unit begins with a sequence of learning. Lessons are listed with CCSSM, MPs and objectives as well as a suggested pacing (for example, chapter 9 553A–553D).
  • There is a pacing guide on page vi in the Teacher’s Edition that explains how many days each chapter is expected to take.
  • The teacher edition has a chart on page T17–T24 which aligns each lesson to the CCSSM and to the MPs.
  • At the beginning of each chapter there is a more in depth overview of the lessons and the standards covered in the chapter.
  • Additionally, each chapter begins with pages laying out the chapter, which includes the length of instructional time for the lessons and chapter. For example, page 1A-B TE.

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
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Indicator Rating Details

The materials contain some strategies for informing parents or caregivers about the mathematics program and some suggestions for how they can help support student progress and achievement.

  • Students can share each unit’s "My Common Core State Standards," which states the CCSSM and MPs for the unit (SE 554), with their parents. This could be torn out and sent to parents; however it is not in very friendly language.
  • Teachers or students can print a parent letter, found online, for each unit explaining the standards being taught, suggested activities and vocabulary.
  • A ConnectED Parent Letter is available online. This online resource introduces ConnectED to parents.
  • The online portion has a place for students and parents/caregivers to check progress and watch videos for homework help.

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The materials contain limited explanations of the instructional approaches of the program and identification of the research-based strategies within the teaching materials.

  • Each unit identifies a 21st century skill for the unit (for example pages, 1E TE and 553G TE).
  • Each unit is based on an Essential Question.
  • Lessons contain ideas for differentiation and ELL support.
  • Detailed explanations of instructional approaches are not found.
  • Each chapter also has a foldable, which is explained, including how to use it and what the math is in the foldable, chapter 1, pages 9-10 TE.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
9/10
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Criterion Rating Details

The materials reviewed meet expectations for the criterion of assessment for Grade 4.  A strength is that the materials provide strategies for gathering information about students’ prior knowledge within and across grade levels. Materials provide strategies for teachers to identify and address common student errors and misconceptions. The materials offer formative and summative assessments.  Although some rubrics are provided, suggestions for follow-up are not provided. A note of concern is student’s performing below grade-level may never be held accountable for grade-level standards, if the teachers follow the sequence provided for struggling students.  Overall, the materials reviewed for the Grade 4 meet the expectations for the assessment criterion.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The materials meet the expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels.

  • Each unit contains an "Am I Ready Quiz" which identifies whether students have necessary skills for success in the unit, and an online version is available. For example, see Chapter 9, page 555A TE. Differentiated instruction is then provided based on the answers given by the students.
  • The Teacher Assessment book also contains a pretest for each unit to determine if students already know the standards being taught in the unit.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
2/2
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Indicator Rating Details

Materials meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

  • Some lessons contain test practice problems, which identify common errors and misconceptions (for example, page 572 TE).
  • Some lessons identify common errors that students make (for example, pages 581-582 TE).
  • There are Common Error sections for the teacher to help catch errors students are making and correct them. Examples of this are on pages 571–572 TE, 827–828 TE, 595–596 TE, and 115–116 TE.

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
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Indicator Rating Details

The materials meet the expectations for providing opportunities for ongoing review and practice, with feedback for students in learning both concepts and skills.

  • Each lesson begins with a Common Core Quick Check that reviews the previous day's learning.
  • Each lesson also contains a Problem of the Day that reviews learning from previous units. For example, Chapter 9, lesson 3, page 573A TE.
  • Some lessons provide ideas for Exit Slips (for example page 592 TE).
  • Teachers can also create assessments/practice online through the Manage and Assign tab.
  • Each chapter has a review section designated to diagnose, prescribe and self-monitor for students. Each problem is outlined by standard, and intervention activities and strategies are aligned to students’ errors/misconceptions.
  • Teachers can use the application cards and exit slips as formative assessments and ways to provide feedback for student learning (examples on pages 731–732 TE and 827–828 TE).
  • There are Check My Progress sections in order for the student and the teacher to have formative assessment and an opportunity for feedback from the teacher.
  • Independent Practice provides students the opportunity to practice and teachers the opportunity to provide feedback immediately to students.
  • Each lesson also has homework pages. For example, see Chapter 8, lesson 1, page 489 SE.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The materials meet the expectations for having assessments that clearly denote which standards are being emphasized.

  • The “Am I Ready” that begins each chapter has student exercises broken down by standard (for example, page 625 TE).
  • “Check my Progress” in each chapter identifies concepts being assessed but not standards.
  • Chapter Review at the end of each unit identifies standards and provides intervention support (for example, pages 681–682 TE).
  • A chapter test correlation of questions and the standards can be found online. It is called the Chapter Assessment Question Correlation.

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.
1/2
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Indicator Rating Details

The materials partially meet the expectations for having assessments that include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance but do not include suggestions for follow-up.

  • The assessments suggested at the end of the chapter are scored by the number correct, but there are no suggestions for follow-up or rubrics for test forms 1A, 1B, 2A, 2B, 3A, or 3B.
  • Each chapter has an optional Extended Response test which includes a rubric.
  • The rubric for the Extended Response test, found in the Online portion, only provides scoring information. There are not any suggestions for follow-up.
  • Students performing below grade-level may never be held accountable for grade-level standards if teachers follow the sequence provided for struggling students.
  • Online Powering Up for PARCC and Think Smart for SBAC can be found with answer keys.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

The materials do not encourage students to monitor their own progress.

  • Materials do not provide students a way to monitor their own progress.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
11/12
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Criterion Rating Details

The materials reviewed for Grade 4 meet expectations for the criterion for differentiated instruction. Materials provide strategies to help teachers’ sequence or scaffold lessons so that the content is accessible to all learners. Each lesson has strategies for struggling, advanced, and ELL learners. A strong point is that the materials attempt to provide a balanced portrayal of various demographic and personal characteristics. The materials, however, do not encourage teachers to draw upon home language and culture to facilitate learning. Overall, the materials meet the criterion for differentiated instruction.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

Materials meet the expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

  • Teachers are given Cognates to help ELL learners (for example, page 675A TE).
  • Think-Pair-Share is suggested for formative assessment (for example, page 680 TE).
  • All lessons sequentially practice the new learning, apply the learning, and extend the concepts.
  • Materials provide practice for students using Foldables, Vocabulary Cards, and Math Words. For example, see pages 131–134 TE.
  • Suggestions for follow-up are located within the Test Practice—Diagnose Student Errors. For example, see pages 469–470 TE.
  • The lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations for more abstract representations.
  • Most lessons have an RTI Differentiated Instruction page at the end. These provide the additional instruction for students Approaching Level, On Level, and Beyond Level. Assessments are also provided at these same levels.
  • Each lesson provides ELL support and differentiated instruction support. For example, see Chapter 10, lesson 5, page 661A TE.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The materials meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

  • Differentiated Instruction is provided for each lesson and ELL Learner Support (for example, page 673A TE).
  • Each chapter has a project (for example, page 624 TE) and additional projects are available online under Project-Based Learning.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
1/2
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Indicator Rating Details

The materials partially meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

  • The Problem of the Day at the beginning of each lesson allows students multiple entry points to problems and gives them opportunities to justify their thinking.
  • Math in My World usually presents one strategy using manipulatives or models.
  • The lessons usually only present one strategy or representation.
  • The independent practice and homework provide opportunity to use both the mathematical algorithm and a representation to solve the problems.

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).
2/2
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Indicator Rating Details

The materials meet the expectations for suggesting 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).

  • ELL Instructional Strategies are provided in lessons (for example, page 673A TE).
  • Each lesson contains ELL Differentiation Support (for example, page 641A TE).
  • A multilingual glossary is available online.
  • Additionally, some materials can be printed in Spanish and Arabic.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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Indicator Rating Details

Materials meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

  • Each lesson has a Beyond Level Extension (for example, page 661A TE).
  • Enrichment worksheets are available online.
  • Project-Based Learning Activities are available online.
  • Online Games are available.
  • There is also a differentiated test (test forms 3A and 3B) for those students performing beyond level.

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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Indicator Rating Details

Materials meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

  • Student artwork is featured on each volume cover and information about the artists is provided.
  • Pictures of students from various backgrounds are pictured in the text (for example, pages 680 and 765 TE).
  • Within the Investigate and Model the Math Section, students are exposed to a variety of places, people, and pictures. Jargon is varied throughout the text (i.e., party favors/souvenirs/decorations). For example, see pages 161–162 SE.
  • The names and situations in the story problems represent a variety of cultural groups and genders.
  • The problems include real-world situations that apply to a variety of cultural and gender groups.
  • Within the student editions a variety of demographics and personal characteristics are present. For example, see pages 125 SE, 154 SE, 179 SE, and 190 SE.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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Indicator Rating Details

The materials provide opportunities for teachers to use a variety of grouping strategies.

  • Learning Station Activities are provided (for example, page 765E TE).
  • Projects are available and students can choose to work alone, with a partner, or in groups (for example, pages 765–766 TE).
  • Think-Pair-Share is suggested for formative assessment (for example, page 680 TE).
  • Hands-on activities within the RTI section are clearly labeled and identified as each student or students. For example, see page 165A TE.
  • The materials provide opportunities for children to be grouped based on their ability. There are also opportunities throughout the lessons for think/pair/share and small group interactions.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
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Indicator Rating Details

Materials do not encourage teachers to draw upon home language and culture to facilitate learning.

  • ELL Instructional Strategies for Spanish language learners are provided (for example, page 787A TE) but not for other languages.
  • A Multilingual Glossary online is available in 13 languages.
  • Each lesson provides ELL support; however, the materials do not encourage teachers to draw upon home language or culture to facilitate learning.

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
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Criterion Rating Details

The Grade 4 materials generally support the effective use of technology to enhance student learning.  The digital materials are accessible on multiple devices and multiple browsers.  The materials include limited technology for teachers to collaborate but do not provide students a place to collaborate with each other.  Some of the items are easily customized for local use, however the lessons are set and cannot be modified.   The technology does not use Computer Adaptive Technology items.

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
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Indicator Rating Details

Digital materials are web-based and compatible with multiple internet browsers and are platform neutral.

  • Online teacher and student text edition can be accessed through multiple bowsers, including Google Chrome, Safari, and Firefox and can be accessed on computers or tablets, including iPads.
  • Apps are available from the education website.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
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Indicator Rating Details

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

  • All assessments are available online and can be assigned to students.
  • Countdown to PARCC and SBAC available online gives students test-taking tips.

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
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Indicator Rating Details

Digital materials include some opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.

  • The online website can be used with adaptive technology.
  • Most activities are set and cannot be changed.
  • The technology does not use Computer Adaptive Technology items.
  • Assessments can be easily customized using the e-assessment portion.
  • Some materials can be easily customized for local use.
  • The lessons are set and cannot be modified.
  • Student games are available online.

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
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Indicator Rating Details

Materials include limited technology for teachers to collaborate together but do not include or reference technology for students to collaborate with each other.

  • An online teacher blog is available through the professional development website.
  • On demand webinars are available online.
  • There are no opportunities for students to collaborate with each other using technology.

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
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Indicator Rating Details

Materials integrate technology in ways that engage students in the MPs.

  • The materials promote the use of technology starting each day with a lesson presentation found in the online portion.
  • Chapters each start with a video also found in the online portion.
  • There are virtual manipulatives available to be integrated into certain lessons.
  • There is a fluency game available in the online portion as well.
  • Both the teacher edition and the student edition do a good job of letting teachers and students know when online materials are available.

Additional Publication Details

Report Published Date: Sun Feb 15 00:00:00 UTC 2015

Report Edition: 2014

Title ISBN Edition Publisher Year
null 9780021170722 null null null
null 9780021385171 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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