Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for enVisionMATH California Common Core Grade 3 do not meet expectations for alignment to the CCSSM. The instructional materials do not meet expectations for focus and coherence in Gateway 1 as they do not meet expectations for focus and partially meet expectations for coherence. Since the instructional materials do not meet expectations for focus and coherence, evidence was not collected regarding rigor and practice-content connections in Gateway 2 and usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
6
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 instructional materials reviewed for enVisionMATH California Common Core Grade 3 do not meet expectations for focus on major work and coherence in Gateway 1. The instructional materials do not meet expectations for focus as they assess topics before the grade level in which the topic should be introduced, and they do not devote the large majority of class time to the major work of the grade. The instructional materials partially meet the expectations for coherence by including an amount of content designated for one grade level that is viable for one school year and fostering coherence through connections at a single grade.

Criterion 1a

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

The instructional materials reviewed for enVisionMATH California Common Core Grade 3 assess topics before the grade level in which the topic should be introduced. There are assessment items that assess above grade level statistics and probability standards.

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 enVisionMATH California Common Core Grade 3 do not meet expectations for assessing grade-level content. Most of the assessments include material appropriate for Grade 3, however, there are six assessment items that assess above grade level statistics and probability standards.

In the Teacher Edition, a Topic Test is available for each of the sixteen topics. In Topics 1 and 6, the instructional materials assess content that aligns to 7.SP.8. For example:

  • In Topic 1 Topic Test, question 13 states, “Alex, Eric, Josh, and Tony are playing tennis. How many different groups of 2 can they make?”
  • In Topic 1 Topic Test, question 18 states, “Karen wants to make a sandwich. She can choose from rye bread, whole-wheat bread, or multigrain bread. Karen can choose one ingredient from turkey, roast beef, tuna, or cheese to put on the bread. How many different sandwiches can she make?”
  • In Topic 6 Topic Test, question 9 states, “Tia can buy one of 4 books and one of 4 bookmarks. How many different combinations of one book and one bookmark can she choose?”
  • In Topic 6 Topic Test, question 14 states, “Tony can choose one main dish: steak, chicken, or fish. He can choose one side dish: peas, corn, squash, beans, potatoes, okra, or spinach. How many different combinations of one main dish and one side dish are there?”

In Topic 16, the instructional materials assess content that aligns to 7.SP.2. For example:

  • In Topic 16 Topic Test, question 7 states, “Jose spun a spinner 12 times. The line plot below shows his results. What section of the spinner did Jose land on the most?”
  • In Topic 16 Topic Test, question 10 states, “What is the most common length of string that Tony has collected?”

The instructional materials assess content that is above grade level or not aligned to a standard.

  • The Topic 5 Topic Test, question 17 assesses the formal term of Identity Property. Question 17 states, “The product of two numbers is the same as one of the factors. How can you use properties of multiplication to determine what the factors are?” According to 3.OA.5 students are not expected to use formal terms for these properties. The answer sample given states, “Using the Identity Property of Multiplication, one of the factors could be 1; Using the Zero Property of Multiplication, one of the factors could be 0.”
  • In Topic 9 Topic Test, questions 4 and 7 assess multiplication of fractions. “James bought a bag of 12 dinner rolls. He used ⅙ of the bag. How many dinner rolls did James use?” and “Ms. Rodriguez planted 24 tulips in her flower bed. Of the tulips, 1/3 are red. How many tulips are red?” (4.NF.4c)

Examples of the instructional materials assessing grade-level content include:

  • In Topic 4 Topic Test, question 17 states, “Mason has 4 boxes of granola bars. There are 5 granola bars in each box. Write and solve a multiplication sentence to find how many granola bars Mason has.” Students use multiplication within 100 to solve word problems in situations involving equal groups. (3.OA.3)
  • In Topic 10 Topic Test, question 1 states, “Ellen used fraction strips to compare fractions. Which comparison is true?” Students compare two fractions with the same numerator by reasoning about their size. (3.NF.3d)
  • In Topic 15 Topic Test, question 3 states, “Which shows the total capacity represented in this picture?” Students read liquid measurements of three beakers to solve for total capacity. (3.MD.2)

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

Students and teachers using the materials as designed do not devote the large majority of class time to the major work of the grade. The instructional materials devote approximately 59 percent of class time to the major work of Grade 3.

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 enVisionMATH California Common Core Grade 3 do not meet expectations for spending a majority of instructional time on major work of the grade.

  • The approximate number of topics devoted to major work of the grade (including assessments and supporting work connected to the major work) is 10 out of 16, which is approximately 63 percent.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 95.5 out of 163, which is approximately 59 percent.
  • The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is approximately 19 out of 33, which is approximately 58 percent.

A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work, and the assessments embedded within each topic. As a result, approximately 59 percent of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

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

The instructional materials reviewed for enVisionMATH California Common Core Grade 3 partially meet expectations for coherence. The instructional materials include an amount of content designated for one grade level that is viable for one school year and foster coherence through connections at a single grade. The instructional materials also miss some connections between major and supporting work and do not clearly identify content from prior and future grade levels.

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 enVisionMATH California Common Core Grade 3 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are sometimes used to support major work of the grade and often appear in lessons with few connections to the major work of the grade.

Throughout the series, supporting standards/clusters are typically taught in isolation and rarely connected to the major standards/clusters of the grade. Students can often complete problems aligned to supporting work without engaging in the major work of the grade. The following examples illustrate missed connections in the materials:

  • In Topic 5 Lesson 5-5, students find patterns by using 10 as a factor when multiplying one-digit numbers by 10, which is aligned to the supporting standard 3.NBT.3. In the Visual Learning Animation, the teacher is informed to prevent misconceptions by reminding the students about the commutative property of multiplication and the concept that a whole number times a multiple of 10 would have the same product as a multiple of 10 times a whole number. The Visual Learning Animation is aligned to 3.OA.9 and does not simultaneously engage students with the work of 3.NBT.3.
  • In Topic 14 Lesson 14-10, students create or identify equal areas within a figure with unit fractions. The supporting standard 3.G.2 has a natural connection with the major work cluster 3.MD.C, where students understand concepts of area. 3.MD.C is not supported in lesson 10 when students use centimeter grid paper to create equal areas and determine the new unit fraction within a rectangle without engaging in finding the actual area of the rectangle.
  • In Topic 16 Lesson 16-5, students create scaled bar graphs and determine the scale. The supporting standard 3.MD.3 has a natural connection with the major work cluster 3.OA.A where students multiply and divide to solve problems. 3.OA.A is supported in lesson 5 when students use multiplication to determine scale; however, division is not addressed.

Examples that illustrate connections in the materials include:

  • In Topic 2 Lesson 2-7, supporting cluster 3.NBT.A connects to the major cluster 3.OA.D when students solve addition and subtraction word problems within 1,000 by writing equations to represent and check the reasonableness of their solution.
  • In Topic 9 Lesson 9-1, students determine if a figure shows equal or unequal parts and names the fraction if appropriate. Guided Practice questions 1-4 state, “In 1-4, tell if each shows equal or unequal parts. If the parts are equal, name them.” The supporting standard of 3.G.2 is used to enhance the focus on the major work standard 3.NF.1.
  • In Topic 16 Lesson 16-4, students create a pictograph from given information. Problem Solving question 13 states, “Marisol is making a pictograph to show plant sales. There were 35 plants sold in June. How many symbols should Marisol draw for June?” The supporting standard of 3.MD.3 is used to enhance the focus on the major work standard 3.OA.3.

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 instructional materials for enVisionMATH California Common Core Grade 3 meet expectations that the amount of content designated for one grade level is viable for one year.

As designed, the instructional materials can be completed in 169 days. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications.

The instructional materials consist of 115 lessons that are listed in the Table of Contents. Lessons are structured to contain a Daily Review, Develop Concept-Interactive, Develop Concept-Visual, Close/Assess and Remediate, and Center Activities.

The instructional materials consist of 54 reteaching lessons and assessments that are listed in the Table of Contents. These include Reteaching, Topic Tests, Performance Assessments, Placement Test, Benchmark Tests, and End-of-Year Test.

The publisher does not provide information about the suggested time to spend on each lesson or the components within a lesson. The Implementation Guide has a chart that suggests times for a multi-age classroom. The lessons within the multi-age classroom are structured differently than a single-age classroom. The multi-age lessons are structured to contain Problem Based Interactive Learning, Guided Practice, Center Activities, Independent Practice, Small Group Strategic Intervention, and Digital Assignments/Games. The suggested time for the multi-age lesson is 50-75 minutes per lesson.

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

The instructional materials for enVisionMATH California Common Core Grade 3 partially meet expectations for the materials being consistent with the progressions in the standards.

The instructional materials do not clearly identify content from prior and future grade levels and do not use it to support the progressions of the grade-level standards.

Prior and future grade-level work is not clearly identified within each lesson. For example:

  • In Topic 1 Lesson 1-1, the Teacher Edition lists the standards 3.NBT.1 and 3.NBT.2 as the focus of the lesson. Students read and write numbers to 1000 using base-ten numerals, number names, and expanded form. This is prior grade-level content aligned to 2.NBT.3.
  • In Topic 1 Lesson 1-2, the Teacher Edition lists the standard 3.NBT.1 as the focus of the lesson. Students locate and write numbers on a number line. This is prior grade-level content aligned to 1.NBT.1.
  • In Topic 1 Lesson 1-3, the Teacher Edition lists the standard 3.NBT.1 as the focus of the lesson. Students fill in missing numbers on number lines. Students do not round numbers to the nearest 10 or 100. This is prior grade-level content aligned to 1.NBT.1.
  • In Topic 1 Lesson 1-7, the Teacher Edition lists the standard 3.NBT.1 as the focus of the lesson. Students find all possible combinations of a given set of numbers. This is future grade-level content aligned to 7.SP.8.
  • In Topic 3 Lesson 3-3, the Teacher Edition lists the standard 3.NBT.2 as the focus of the lesson. Students use base-10 blocks to solve problems and then write the solution using the standard algorithm. This is future grade-level content aligned to 4.NBT.4.
  • In Topic 3 Lesson 3-4, the Teacher Edition lists the standard 3.NBT.2 as the focus of the lesson. Students add three or more two-digit and three-digit numbers using the standard algorithm. This is future grade-level content aligned to 4.NBT.4.
  • In Topic 6 Lesson 6-8, the Teacher Edition lists the standard 3.OA.3 as the focus of the lesson. Students find all possible combinations of data or objects. This is future grade-level content aligned to 7.SP.8.

Some of the lessons include a section in the Teacher Edition called, Link to Prior Knowledge. The Link to Prior Knowledge poses a question or strategy that has previously been learned for students to connect to the current lesson. The Link to Prior Knowledge does not explicitly identify standards from prior grades. For example:

  • In Topic 10 Lesson 10-4, the Link to Prior Knowledge states, “What do you already know about number lines? Sample answer: The numbers are greater as they move to the right.” The publisher does not connect this prior knowledge to a specific prior grade level.

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems.

The majority of lessons within the 16 topics focus on and provide students with extensive opportunities to practice grade-level problems. Within each lesson, students practice grade-level problems within Daily Common Core Review, Practice, Reteaching, Enrichment, and Quick Check activities. For example:

  • In Topic 3 Lesson 3-7, the Teacher Edition lists the standard 3.NBT.2, Fluently subtract within 1,000 using strategies and algorithm based on place value, properties of operations, and/or the relationship between addition and subtraction, as the focus of the lesson. Students subtract three-digit numbers while explaining how to use place-value blocks. Independent Practice Question 9 states, “Use place-value blocks or draw pictures to subtract. 347-263 = ___”
  • In Topic 7 Lessons 7-1 and 7-2, the Teacher Edition lists the standard 3.OA.2, Interpret whole-number quotients of whole numbers, as the focus of the lesson. Students interpret whole-number quotients of whole numbers through equal shares and partitioning. In lesson 7-2, Guided Practice question 2 states, “15 tennis balls, 3 balls in each can, How many cans?”
  • In Topic 15 Lesson 15-1, the Teacher Edition lists the standard 3.MD.2, Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, as the focus of the lesson. Students choose an appropriate unit and tool, estimate, and measure in milliliters and liters. Students identify objects that hold about a milliliter and liter.
  • In Topic 16 Lesson 16-6, the Teacher Edition lists the standard 3.MD.3, Solve one- and two-step “how many more and how many less problems” using information presented in scaled bar graphs, as the focus of the lesson. Independent Practice problem 9 states, “How many more people voted for gymnastics than for jogging?”

The instructional materials contain a Common Core State Standards Skills Trace for each topic that can be found in the Printable Resources section of the Program Resources Document. This document contains the grade-level standards for each topic and the standards from previous and future grade levels that are related to the standards focused on in the specified topic. The document states the specific topic numbers from previous and future grades to which the grade-level standards are related.

  • In Topic 3, the skills list the standard 3.NBT.2 as the focus of the topic. This standard is linked to a Looking Back list where it lists the standard 2.NBT.5 as the focus in Topic 8 within the Grade 2 instructional materials. The standard 3.NBT.2 is also linked to a Looking Ahead list where it lists the standard 4.NBT.4 as the focus in Topic 4 within the Grade 4 instructional materials.

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

The instructional materials for enVisionMATH California Common Core Grade 3 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.

Each topic is structured by a specific domain, and the learning objectives within the lessons are clearly shaped by CCSSM cluster headings. For example:

  • In Topic 2 Lesson 2-1, the lesson objective states, “Students will use concrete materials and concepts of addition to model the commutative, associative, and identity properties of addition.” This is shaped by the cluster 3.NBT.A, Use place-value understanding and properties of operations to perform multi-digit arithmetic.
  • In Topic 7 Lesson 7-1, the lesson objection states, “Students will use models to solve division problems involving sharing and record solutions using division number sentences.” This is shaped by the cluster 3.OA.A, Represent and solve problems involving multiplication and division.
  • In Topic 10 Lesson 10-3, the lesson objection states, “Students will compare and order fractions to solve problems.” This is shaped by the cluster 3.NF.A, Develop understanding of fractions as numbers.

Materials include problems and activities that 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.

  • In Topic 4 Lesson 4-3, cluster 3.OA.A connects to cluster 3.OA.B when students apply properties of operations as strategies to solve word problems involving equal groups and arrays. Problem Solving question 18 states, “Candice arranged 32 berries in the array shown. What other array can she use for the berries?”
  • In Topic 5 Lesson 5-7, cluster 3.OA.A connects to cluster 3.OA.D when students use multiplication within 100 to solve two-step word problems involving equal groups.
  • In Topic 14 Lesson 4-4, cluster 3.MD.C connects to cluster 3.OA.A when students use multiplication and division within 100 to solve a word problem involving area. Problem Solving question 13 states, “Jen’s garden is 4 feet wide and has an area of 28 square feet. What is the length of the garden?”

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: Wed Oct 24 00:00:00 UTC 2018

Report Edition: 2015

Title ISBN Edition Publisher Year
enVisionMATH California Common Core - Grade 3 9780328792702 Pearson 2015

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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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