Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 3 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus on major work because of assessing too many topics above grade level and devoting an insufficient amount of time to the major work of the grade. The materials also do not meet the expectations for coherence because they do not make sufficient connections between the standards. Since the materials do not meet expectations for focus and coherence in Gateway 1, they were not reviewed for evidence of rigor and the mathematical practices in Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
1
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
0
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

Does Not Meet Expectations

+
-
Gateway One Details

The materials for Grade 3 do not meet expectations for alignment to focus and coherence. They did not meet the criteria for indicators 1a and 1b. Connecting Math Concepts assesses future grade level content (adding and subtracting decimals, converting measurements, multiplying and dividing large numbers, comparing fractions with unlike denominators, adding and subtracting fractions and calculating volume). Additionally, the instructional materials only devote 53 percent of class time to major work of the grade. The instructional materials reviewed for Grade 3 do not meet the expectations for being coherent and consistent with the standards. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work. The amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days, however there are many major modifications that need to be made in order to teach at the depth required for students to master all grade level standards. The instructional materials do not identify or connect prior or future grade-level work to Grade 3 work, provide students with extensive work with grade-level work, or relate grade-level concepts explicitly to prior knowledge from earlier grades. The materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings. Materials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate. Overall, the Grade 3 materials do not support coherence and are not consistent with the progressions in the Standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The materials for Grade 3 did not meet the criteria for focus. A positive of the assessment program is the continuous assessment of student memory of products and quotients, a required Grade 3 fluency. Additionally, each formative assessment (mastery test) provides a specific remedy section for repeated practice of concepts students have not mastered. Unfortunately, the following above grade level topics are assessed: adding and subtracting decimals, converting measurements, multiplying and dividing large numbers, comparing fractions with unlike denominators, adding and subtracting fractions and calculating volume. Overall, the instructional materials assess numerous topics before they should be introduced. The materials only devote 53 percent of class time to major work of the grade. A larger percentage of major work is presented in Book 2, which is toward the end of the instructional year and may not allow enough time for students to develop mastery. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of third grade.

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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) do not meet the expectations for focus within assessment. For this indicator, the review team examined all mastery tests and both cumulative tests. Overall, the instructional material assesses content from future grades within the majority of the summative assessments. The assessments would not be viable if the above grade level material was omitted, as there are too many assessment questions within the series that are above grade level.

Review Team note: The Level D (Grade 3) teacher guide identifies the cumulative tests as “optional” in two places (pages 3-4); however, the publisher orientation session identified these assessments as a required component of the grade level program. Therefore, the cumulative tests are included in this review.

Mastery Test 1: All items align or partially align to grade level standards.

Mastery Test 2: All items align or partially align to grade level standards.

Mastery Test 3:

  • Items in part 5 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.

Mastery Test 4: All items align or partially align to grade level standards.

Mastery Test 5:

  • Items in part 3 assess writing numbers in standard form given the word form which aligns to standards within 4.NBT.A.

Mastery Test 6:

  • Items in part 5 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.
  • Items in part 6 assess adding and subtracting fractions with like denominators which aligns to standards within 4.NF.B.

Mastery Test 7:

  • Items in Part 6 assess adding and subtracting with numbers greater than 1,000 which aligns to standards within 4.NBT.B.
  • Items in part 9 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 8 assess comparing fractions which aligns to standards within 4.NF.A.

Mastery Test 8:

  • Items in part 3 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 7 assess comparing fractions which aligns to standards within 4.NF.A.

Mastery Test 9:

  • Items in part 5 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.
  • Items in part 6 assess dividing 3-digit numbers which aligns to standards within 5.NBT.B.

Mastery Test 10:

  • Items in part 7 assess dividing 3-digit numbers which aligns to standards within 5.NBT.B.

Mastery Test 11:

  • Items in part 4 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.
  • Items in part 8 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 6 assess finding volume which aligns to standards within 5.MD.C.

Mastery Test 12:

  • Items in part 8 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 5 assess adding and subtracting fractions with like denominators which aligns to standards within 4.NF.B.
  • Items in part 5 assess adding and subtracting fractions with unlike denominators which aligns to standards within 5.NF.A.

Mastery Test 13:

  • Items in part 4 assess adding and subtracting fractions with like denominators which aligns to standards within 4.NF.B.

Cumulative Test 1:

  • Items in part 7 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.
  • Items in parts 12b and 20 assess adding and subtracting with numbers greater than 1,000 which aligns to standards within 4.NBT.B.
  • Items in part 3 assess writing numbers in standard form given the word form aligns to standards within 4.NBT.A.
  • Items in part 10 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 13 assess adding and subtracting fractions with like denominators which aligns to standards within 4.NF.B.

Cumulative Test 2:

  • Items in parts 11 and 22 assess adding and subtracting decimals which aligns to standards within 5.NBT.B.
  • Items in part 4a and 4d assess adding and subtracting with numbers greater than 1,000 which aligns to standards within 4.NBT.B.
  • Items in part 2 assess writing numbers in standard form given the word form aligns to standards within 4.NBT.A.
  • Items in part 28 assess multiplying 1-digit numbers by multi-digit numbers other than tens is a topic that aligns to standards within 4.NBT.B.
  • Items in part 30 assess adding and subtracting fractions with like denominators which aligns to standards within 4.NF.B.
  • Items in part 30 assess adding and subtracting fractions with unlike denominators which aligns to standards within 5.NF.A.
  • Items in part 8 assess comparing fractions which aligns to standards within 4.NF.A.
  • Items in part 15 assess dividing 3-digit numbers which aligns to standards within 5.NBT.B.
  • Items in part 23 assess finding volume which aligns to standards within 5.MD.C.

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
0/4
+
-
Criterion Rating Details

The materials for Grade 3 did not meet the criteria for focus. A positive of the assessment program is the continuous assessment of student memory of products and quotients, a required Grade 3 fluency. Additionally, each formative assessment (mastery test) provides a specific remedy section for repeated practice of concepts students have not mastered. Unfortunately, the following above grade level topics are assessed: adding and subtracting decimals, converting measurements, multiplying and dividing large numbers, comparing fractions with unlike denominators, adding and subtracting fractions and calculating volume. Overall, the instructional materials assess numerous topics before they should be introduced. The materials only devote 53 percent of class time to major work of the grade. A larger percentage of major work is presented in Book 2, which is toward the end of the instructional year and may not allow enough time for students to develop mastery. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of third grade.

Indicator 1b

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

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) do not meet the expectations for spending the majority of class time on the major clusters of the grade. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 3.

To determine this, two perspectives were evaluated: 1) the number of lessons aligned to major work by cluster and/or standard. and 2) the number of exercises aligned to major work (based on reviewer analysis). The review team found the second perspective to be the most accurate, as it indicates an amount of class time devoted to major work each day. A third perspective was not evaluated because the materials spiral and are not organized into units or chapters.

The percent of lessons aligned to major work clusters according to “Level D Correlation to Grade 3 Common Core State Standards for Mathematics” document in Presentation Book 1, pages 528-537, and Presentation Book 2, pages 449-460:

  • The percentage of lessons aligned to 3.OA.A is 92 percent.
  • The percentage of lessons aligned to 3.OA.B is 48 percent.
  • The percentage of lessons aligned to 3.OA.C is 77 percent.
  • The percentage of lessons aligned to 3.OA.D is 57 percent.
  • The percentage of lessons aligned to 3.NF.A is 74 percent.
  • The percentage of lessons aligned to 3.MD.A is 28 percent.
  • The percentage of lessons aligned to 3.MD.C is 35 percent.

In book one, there are 212 out of 581 exercises, about 36 percent, that focus on major work. In book two, there are 360 out of 502 exercises, about 72 percent, that focus on major work. This is 572 out of 1083 total exercises, or about 53 percent.

  • Book one has much less work focusing on the major work of grade. This leaves a majority of the major work toward the end of the year, which may lead to not enough time to develop mastery of that concept.
  • There are several missed opportunities during the skip counting exercises. If the skip counting exercises were linked to multiplication, they could be counted as major work.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
1/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 3 do not meet the expectations for being coherent and consistent with the standards. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work. The amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days; however, there are many major modifications that need to be made in order to teach at the depth required for students to master all grade-level standards. The instructional materials do not identify or connect prior or future grade-level work to Grade 3 work, provide students with extensive work with Grade 3 work, or relate Grade 3 level concepts explicitly to prior knowledge from earlier grades. The materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings. Materials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate. Overall, the Grade 3 materials do not support coherence and are not consistent with the progressions in the Standards.

Indicator 1c

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

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) partially meet expectations that supporting content enhances focus and coherence by engaging student in the major work of the grade. In some cases, the supporting work enhances and supports the major work of the grade level, and in others, it does not. There are several missed opportunities to connect supporting work to major work.

Connections between CCSS Supporting Work and Major Work Math Standards are never identified in the Teacher Presentation Books or the teacher guide. Connecting Math Concepts is a “direct instruction” program, where teachers are encouraged to use instructional materials as written, with little to no deviation from the prescribed presentation script. The Teacher Guide states: “The script indicates the wording you use in presenting the material and correcting student errors. Once you are familiar with the program, you may deviate some of the exact wording; however, until you know why things are phrased as they are, you should follow the exact wording." (page 8). This structured presentation discourages teachers from making missed connections explicit for students.

  • Lessons 71-99 each contain one exercise where students are working with measurement and data (3.MD.B). In this supporting cluster, students are only reading bar graphs and are not asked to use the information to problem solve (3.OA.A).
  • Lessons 76-85 each contain one exercise where students are working with shapes and their attributes (3.G.A). In this supporting cluster, students are only asked to count number of sides and angles and are not asked to determine area measurement (3.MD.C).
  • Lesson 130 is the only time 3.G.A.2 is addressed, and it is treated as a stand-alone topic. Students do not have to partition any shapes. They do count the total shapes and label the partitions using unit fractions. No connection is made to other fraction related concepts, portioning area/array models, or any other major work.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) do not meet the expectations for having an amount of content designated for one grade level as viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 140-190 days; however, due to the large amount of content that is not aligned to the grade level, there is not enough instruction at the depth required to prepare students for learning in future grades.

  • The curriculum supplies 130 lessons, 13 mastery tests, and 2 cumulative tests. Although remedial worksheets are provided to support students struggling on concepts after each mastery test, these do not comprise the same amount of material as is contained in each lesson. These materials, if each mastery test is conducted in one lesson period (45-60 minutes) would be completed over 145 instructional days.
  • A substantial number of unaligned exercises focus on skills and understandings not included in CCSSM and/or mastery of above level standards from Grade 4 and beyond (see report for Indicator 1b); this focus on above grade-level objectives takes time and focus away from foundational grade level understandings. Teachers using this program would need to make significant modifications to the daily lessons and/or omissions that would affect the integrity of the grade level program.
  • Measuring area by counting unit squares, 3.MD.6, which is part of a major cluster, appears in only four exercises (lessons 28.8, 34.5 92.8 and 95.9).
  • Partitioning shapes into parts with equal areas, 3.G.A.2, appears only in one exercise (lesson 121.3).
  • Understanding division as an unknown-factor problem, 3.OA.B.6, appears only in three exercises (lessons 124.8, 125.8, 126.8).

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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) do not meet the expectations for materials being consistent with the progressions in the standards. Overall, the instructional materials do not identify or connect prior or future grade-level work to Grade 3 work, provide students with extensive work with Grade 3 work, or relate Grade 3 level concepts explicitly to prior knowledge from earlier grades.

i. Materials do not develop according to the grade-by-grade progressions. Prior or future content is not clearly identified.

  • Prior grade level topics taught and not identified include 2.OA.B addition and subtraction number families (lessons 1-20), addition and subtraction facts (lessons 2-35); 2.MD.C telling time (beginning lesson 53); and 2.MD.D picture and bar graphs (beginning lesson 61).
  • Future grade level topics taught and not identified include 4.NF.B addition and subtraction of fractions with like denominators (beginning lesson 54); 5.NF.A addition and subtraction of fractions with unlike denominators (beginning lesson 54); 5.NBT.B three-digit division (lessons 65-117); 5.MC.C calculating volume (lessons 101-112); 4.NBT.B multiplying multi-digit numbers (lessons 65-117); 5.NBT.B adding and subtracting decimals (lessons 17-104); 4.MD.A converting measurements (lessons 19-118); and 4.NF.A comparing fractions with unlike denominators (beginning lesson 62).

ii. Materials do not give students extensive work with grade-level problems.

  • The addition/subtraction work that builds from lessons 1-39 as independent work and continues through lesson 130 begins with numbers in the second grade range and focuses on the standard algorithm. The depth of the standard is not met by including place value, properties of operations and the relationship between addition and subtraction.
  • Multiplication and division (3.OA.A) is taught with emphasis on learning fact families and little time is spent on conceptual understanding. Students are not asked to model/draw equations or problems.
  • Students are not asked to create line plots (3.MD.B.4).
  • Standard 3.OA.B.6 is addressed in only three exercises.
  • Standard 3.OA.D.8 is addressed in only 17 exercises.
  • Standard 3.MD.B.4 is addressed in only six exercises.
  • Standard 3.MD.C.6 is addressed in only four exercises.
  • Standard 3.G.A.2 is addressed in only one exercise and two activities in practice software.
  • Students who fail parts of the mastery test can be assigned Remedies aligned to standards below the current grade level to complete during independent practice, so these students would not be working with grade-level problems. Opportunities for enrichment of grade-level work do not exist in the program.

iii. Most materials do not explicitly relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • Prior knowledge to other grade levels is not referred to in the curriculum.
  • Coherence in connecting prior work in creating 10s/100s, place value with addition/subtraction or other place value work is not made (3.NBT.A). Students work primarily with number lines to identify nearest 10s (Teacher Edition, pages 123-124).
  • The standard 3.MD.B.3 addressed in 61 exercises over 51 lessons does not make connections to multiplication/division when using scaled bar graphs.
  • When exercises do occur over subsequent lessons, little of the teacher script connects back to a previous day’s learning/understanding.
  • Opportunities to extend previous understandings are not made because lessons provide isolated practice of the standards.

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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Connecting Math Concepts Level D (Grade 3) do not meet the expectations for fostering coherence through connections at a single grade level.

The materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings.

  • Lessons are composed of exercises that are unrelated. In cases where there could be connections made, they are still treated as separate exercises.
  • Lessons and exercises are not marked with CCSSM.
  • Pages 12-13 provides a chart with the lessons and the CCSSM for Level D.
  • Pages 170-180 of the Teacher Guide shows how the CCSSM are presented in sample lessons.
  • A comprehensive listing of the CCSSM and the correlated exercises are found in the back of Presentation Book 1 and Book 2.
  • CCSSM aligned exercises do not meet the true intent of the standard:
    • 3.OA.D Addition/Subtraction Word Problems (lessons 6-64) presents number families for sentences that compare two letters.
    • 3.OA.D Addition/Subtraction Number-Family Tables (lessons 30-50) presents column addition and subtraction using number-family tables.
    • 3.OA.A Division Problems (beginning lesson 76) teach using the traditional algorithm instead of conceptual models.
    • 3.MD.B.4 Students are never asked to both make measurements with a ruler and create a line plot using this data

Materials rarely connect two or more clusters in a domain or two or more domains in a grade when appropriate.

  • Partitioning shapes (3.G.2) and its relationship to visual fraction models (3.NF.A) is not presented in any of the 130 instructional lessons but do appear in the Level D Practice Software Block 5 Activities 2 and 5, which is not part of the core instructional materials.
  • Scaled picture and bar graphs (3.MD.B) is not connected with the context of solving multiplication and division problems (3.OA.C) in lessons 61-130.

Gateway Two

Rigor & Mathematical Practices

Not Rated

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.
0/8

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.
0/2

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.
0/2

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
0/2

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.
0/2

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
0/10

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
0/2

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
0/2

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.
0/2

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.
0/2

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
0/2

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: Mon Jan 25 00:00:00 UTC 2016

Report Edition: 2013

Title ISBN Edition Publisher Year
null 9780021036165 null null null
null 9780021036172 null null null
null 9780021036219 null null null
null 9780021036240 null null null
null 9780021036325 null null null
null 9780076555734 null null null

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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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