Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 8 do not meet the expectations for alignment to the CCSSM. An exceptional aspect of the materials is the integrated nature of the lessons. No topic is taught in isolation. Major work is incorporated in to supporting topics and many connections are made between domains and clusters. The materials go to great lengths to develop a conceptual understanding of math topics. However, the materials frequently cover off grade-level topics. In doing this, only approximately 50 percent of the time is spent on the major work of the grade. Several assessment items are beyond the Grade 8 CCSSM and those impact the structure of the materials. The materials fail to follow the grade-by-grade progression, content from prior or future grades is not clearly identified, the materials do not relate grade level concepts explicitly to prior knowledge, and the lesson objectives are not shaped by the CCSSM cluster headings. Since the materials do not meet expectations for focus and coherence in Gateway 1, they were not reviewed for evidence of rigor and the MPs in Gateway 2.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
3
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 Grade 8 do not meet the expectation for focus and coherence with the CCSSM. Many included assessment items and there accompanying lesson are above grade-level. Moreover, major work topics only account for approximately 50 percent of the instructional time. Major work is incorporated into lessons that focus on the supporting work, however too many topics are off grade-level. The integrated nature of the materials gives ample opportunity for supporting work to enhance the major work, and there are also many connections made between domains and clusters. However, far too much time is spent covering off grade-level topics, because of this, the amount of content for one grade level is not viable for one school year. Furthermore, the materials fail to follow the grade-by-grade progression, content from prior or future grades is not clearly identified, the materials do not relate grade-level concepts explicitly to prior knowledge, and the materials are not shaped by the CCSSM cluster headings.

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 Grade 8 do not meet expectations for assessing materials at the Grade 8 level. There are too many concepts assessed that are beyond the Grade 8 CCSSM, and the alteration or omission of these items would significantly impact the structure of the materials. Overall, at least 8 lessons would have to be omitted to avoid going above level and some of the concepts that are taught in those lessons are integrated in subsequent lessons.

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 Grade 8 do not meet the expectations for assessment because there were too many above grade-level assessment items and their accompanying lessons cannot be modified without impacting the underlying structure of the materials. The instructional materials offer assessment materials on their Flourish website. These assessment materials include a quiz for each section of a unit and a unit test. There is an included test generator, therefore, all above grade-level question could be taken off. For this reason when above grade-level questions were found on the unit tests and quizzes, the corresponding sections were examined to see the extent that students would be expected to understand the above grade-level topics and if it would be possible to modify the lesson. Listed below are the above grade-level assessment items that cannot be modified without impacting the structure of the materials.

Assessment Items that are impacted in the materials:

Shape Up, Unit Test Question 17: This question requires the students to have knowledge of the proof of triangle sum theorem and knowledge of the formula for the sum of interior angles. This is high school cluster G.CO.C and is covered in Lessons 1.2 and 1.3. The lessons build on the proof of triangle sum theorem and then use it to establish the formula for the sum of interior angles.

Shape Up, Unit Test Questions 6, 7 and 10: The questions use knowledge of Angle Side Angle, Side Angle Side and Side Side Side theorems. This is high school cluster G.CO.C and is covered in Lessons 2.1 and 2.4.

Solve It, Unit Test Question 8: This asks students to identify the graph of an exponential functions. This is high school cluster F.IF.C.and is covered in Lessons 4.2 and 4.3.

Solve It, Unit Test, Questions 9 and 14: These have students graph and identify features of quadratic equations. This is high school cluster F.IF.C and is covered in Lessons 4.2 and 4.3.

Prove It, Unit Test Questions 8 and 10: These have students identify arithmetic/geometric sequences and write recursive/explicit rules, respectively, which align to the high school cluster F.BF.A and is covered in Lessons 1.1 and 1.2.

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

The instructional materials reviewed for Grade 8 are not developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. Only about 50 percent of the time is spent on the major work of the grade, while the supporting work does incorporate some major work, too much time is spent on off grade-level topics. Overall the instructional materials do not meet the criteria for the time devoted to the major work of the 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 Grade 8 do not meet the expectations for focus by spending a majority of class time on the major clusters of the grade. There are five books/units included in the Grade 8 materials, those five books/units are each divided into at least three sections, which are then divided into lessons. A pacing guide is provided, which breaks down the number of days (45-minute class periods) per lesson. To determine the amount of time spent on major work, three perspectives were evaluated: 1) the number of sections devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of days devoted to major work. The number of days devoted to major work is the most accurate reflection for this indicator because it specifically addresses the amount of class time spent on concepts. Overall, approximately 52 out of the 103 days (approximately 50 percent) of the class time is devoted to major work, approximately 13 out of 103 days (approximately 13 percent) of class time is devoted to supporting work, and 38 out of 103 days (approximately 37 percent) is spent covering off grade-level topics. At times, some lessons included major or supporting clusters and included above/below level work, in those cases, the time was divided based on the number of examples and problems.

  • Shape Up: (8 out of 21 days of major work. 5 days of supporting work. 8 days off grade-level.)
  • Section 1: (Four out of five days of major work. Four days off grade-level.)
    • Lesson 1:Primarily covers 8.G.A and below grade-level work 7.G.B (one day of major work. One day off grade level).
    • Lesson 2: Primarily covers above grade-level work G.CO.C.10 (one days off grade level).
    • Lesson 3: Primarily covers above grade-level work G.CO.C.10 (one day off grade level).
  • Section 2: (Seven out of 11 days of major work. Four days off grade level).
    • Lesson 1: Primarily covers above grade-level work G.CO.C.9 (two days off grade level).
    • Lesson 2: Primarily covers 8.G.A (two days of major work).
    • Lesson 3: Primarily covers 8.G.A (three days of major work).
    • Lesson 4: Primarily covers above grade-level work G.CO.B.8 and G.SRT.A.2 (two days off grade level).
    • Lesson 5: Primarily covers 8.G.A (two days of major work).
  • Section 3: (Zero out of five days of major work. Five days of supporting work).
    • Lesson 1: Primarily covers 8.G.C (two days of supporting work).
    • Lesson 2: Primarily covers 8.G.C (one day of supporting work).
    • Lesson 3: Primarily covers 8.G.C (two days of supporting work).
  • Delving into Data: (1.75 out of 16 days of major work, 3.75 days of supporting work, 3 days of MPs, 8 days off grade-level.)
  • Section 1: (0 out of 5 days of major work. 5 days off grade level).
    • Lesson 1: Primarily covers below grade-level work 6.SP. B and 7 SP.A (two days off grade-level).
    • Lesson 2: Primarily covers below grade-level work 6.SP. B (two days off grade-level).
    • Lesson 3: Primarily covers below grade-level work 6.SP. B (one day off grade-level).
  • Section 2: (Zero out of six days of major work, three days of MPs, three days off grade-level.)
    • Lesson 1: Primarily covers MP5 (zero days of major work).
    • Lesson 2: Primarily covers below grade-level work 6.SP. A and 7 SP.B (three days off grade-level).
  • Section 3: (1.25 out of 5 days of major work, 3.25 days of supporting work, 0.5 days off grade-level).
    • Lesson 1: Primarily covers 8.SP.A (two days of supporting work).
    • Lesson 2: Primarily covers 8.SP.A and 8.F.A (one day of major work, one day supporting work).
    • Lesson 3: Primarily covers 8.SP.A and 8.EE.B (0.5 days of major work, 0.5 days of supporting work).
  • Line It Up: (Nineteen out of 23 days of major work. two days of MPs, two days off grade-level.)
  • Section 1: (Six out of 10 days of major work, two days of MPs, two days off grade-level.)
    • Lesson 1: Primarily covers MP7 (Zero days of major work).
    • Lesson 2: Primarily covers below grade-level work 6.NS.C (two days below grade-level).
    • Lesson 3: Primarily covers 8.F.B (two days of major work).
    • Lesson 4: Primarily covers 8.F.A (two days of major work).
    • Lesson 5: Primarily covers 8.F.A and 8.F.B (two days of major work).
  • Section 2: (Eight out of eight days of major work.)
    • Lesson 1: Primarily covers 8.F.B (two days of major work).
    • Lesson 2: Primarily covers 8.F.B and 8.EE.B (two days of major work).
    • Lesson 3: Primarily covers 8.F.B and 8.EE.B (two days of major work).
    • Lesson 4: Primarily covers 8.F.B (two days of major work).
  • Section 3: (Five out of five days of major work.)
    • Lesson 1: Primarily covers 8.EE.A and 8.EE.B (two days of major work).
    • Lesson 2: Primarily covers 8.EE.C (one day of major work).
    • Lesson 3: Primarily covers 8.EE.C (two days of major work).
  • Solve It: (Eighteen out of 26 days of major work, eight days off grade-level.)
  • Section 1: (Nine out of nine days of major work.)
    • Lesson 1: Primarily covers 8.EE.C (three days of major work).
    • Lesson 2: Primarily covers 8.EE.C (two days of major work).
    • Lesson 3: Primarily covers 8.EE.C (two days of major work).
    • Lesson 4: Primarily covers 8.EE.C (two days of major work).
  • Section 2: (Zero out of four days of major work, four days off grade-level.)
    • Lesson 1: Primarily covers off grade-level work 7.EE.B (Two days off grade-level).
    • Lesson 2: Primarily covers below grade level work 7.EE.B with some above grade-level work A.REI.B (two days off grade-level).
  • Section 3: (Eight out of eight days of major work.)
    • Lesson 1: Primarily covers 8.EE.A (two days of major work).
    • Lesson 2: Primarily covers 8.EE.A (two days of major work).
    • Lesson 3: Primarily covers 8.EE.A (one day of major work).
    • Lesson 4: Primarily covers 8.EE.A (three days of major work).
  • Section 4: (One out of five days of major work, four days off grade-level.)
    • Lesson 1: Primarily covers 8.EE.A (one day of major work).
    • Lesson 2: Primarily covers above grade-level work F.IF.A and F.IF.C (one days off grade-level).
    • Lesson 3: Primarily covers above grade-level work F.IF.A and F.IF.C (one days off grade-level).
  • Prove It: (5.5 out of 17 days of major work, 4.5 days of supporting work, three days of MPs, four days off grade-level.)
  • Section 1: (One out of eight days of major work, four days off grade-level, three days of MPs.)
    • Lesson 1: Primarily covers above grade-level work F.LE.A.2 and F.BF.A.1.A (two days off grade-level).
    • Lesson 2: Primarily covers above grade-level work F-BF.A.2 (two days off grade-level).
    • Lesson 3: Primarily covers MP1 and MP5 (zero days of major work).
    • Lesson 4: Primarily covers MP1 and MP5 (zero days of major work).
    • Lesson 5: Primarily covers 8.G.A (one day of major work).
  • Section 2: (Three out of three days of major work.)
    • Lesson 1: Primarily covers 8.G.B (one day of major work).
    • Lesson 2: Primarily covers 8.G.B (one day of major work).
    • Lesson 3: Primarily covers 8.G.B (one day of major work).
  • Section 3: (1.5 out of 6 days of major work, 4.5 days of supporting work.)
    • Lesson 1: Primarily covers 8.EE.2, 8.NS.A and 8.G.B (0.5 days of major work. 1.5 days of supporting work).
    • Lesson 2: Primarily covers 8.NS.A and 8.EE.A (One day of major work. One day of supporting work).
    • Lesson 3: Primarily covers 8.NS.A and 8.G.B (Two days of supporting work).

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 8 do not meet the expectations for being coherent and consistent within the standards. The integrated nature of the materials gives ample opportunity for supporting work to enhance the major work, and there are also many connections made between domains and clusters. However, far too much time is spent covering off grade-level topics, because of this, the amount of content for one grade level is not viable for one school year. Furthermore, the materials fail to follow the grade-by-grade progression, content from prior or future grades is not clearly identified, the materials do not relate grade-level concepts explicitly to prior knowledge, and the materials are not shaped by the CCSSM cluster headings.

Indicator 1c

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

The instructional materials reviewed for Grade 8 meet the expectation for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade. It is noted that the theme of the materials is to integrate several topics into one lesson and as a result no one topic is taught in isolation. Overall, the major work of Grade 8 is incorporated into lessons that focus on the supporting clusters some examples of this indicator are listed below.

  • Prove It:
    • Lesson 3.1. The focus of this lesson is the Pythagorean theorem (8.G.7). In using the Pythagorean theorem to find the missing side of right triangle, students simultaneously use square roots ( 8.EE.2) and use rational approximations in their answers (8.NS.2).
    • Lesson 3.2. The focus of this lesson is irrational numbers (8.NS.1). In learning about irrational numbers students also learn about perfect squares and learn that the square root of 2 is irrational (8.EE.2).
  • Delving Into Data:
    • Lesson 3.2. and 3.3. The focus of these lessons is that students construct and analyze scatter plots (8.SP.1). In doing this they write equations of lines of best fit (8.F.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.
0/2
+
-
Indicator Rating Details

The instructional materials for Grade 8 do not meet the expectations for the amount of content designated being viable for one school year. The materials claim to take approximately 165 days to cover. However, there are many off grade-level concepts covered in that time frame and some of the Grade 8 standards are not fully attended to.

  • The instructional materials would take 165 days to cover, however much time is spent on off, grade-level work. If a teacher skipped these topics that would remove about 50 days of work, taking the amount of content to 115 days. It is noted that three extra days per unit was built in to allow teachers the flexibility they need to fully prepare students for high school mathematics. However, no additional materials or guidance on how to do that is included.
  • Some of the Grade 8 CCSSM are not taught to the depth required by the standard.
    • 8.SP.4. There are very few times when students are required to understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
    • 8.EE.2. There are no examples where a student has to use cube root symbols to represent solutions to equations of the form x 3 = p or where students evaluate cube roots of small perfect cubes.

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 Grade 8 do not meet the expectation for having materials that are coherent and consistent with the standards. Materials attempt to following grade-by-grade progression, however too much attention is given to off grade-level standards. Materials do not give all students extensive work with grade-level problems, and grade-level concepts are not explicitly related to prior knowledge.

Materials do not develop according to the grade-by-grade progressions in the standards. Content from prior or future grades is clearly identified and related to grade-level work

  • Off grade-level work is present in every book/unit. Though it may be a plausible extension of grade-level work, when there is content from prior or future grades, the content is not clearly identified and not explicitly stated.
  • Some of the materials attempt to relate to prior knowledge by addressing below grade-level standards, but the materials claim that almost every lesson teaches a grade-level standard when, in fact, they does not. For example, in "Solve It," section 2 covers inequalities. The materials state, "Students explore inequalities. Using many of the same properties and principles that they applied to equations, students analyze inequalities. Students find solution sets for inequalities, which contrast with the single value they found when solving equations. Students graph those solution sets on a number line." Inequalities are not part of the Grade 8 standards in the CCSSM.
  • The notes in the Teachers’ Edition at the start of each section, “Teaching the Lesson,” attempt to explain what concepts need to be developed first before they are able to be successful in the grade-level concepts and even above-level concepts. The progressions with the concepts are somewhat explained here, yet, it does not identify any standards within the unit.
  • There is evidence that the materials are following the progression. However, they are not necessarily concentrating on the mathematics of the grade. For example, the progression for statistics and probability indicates:
    • in Grade 6, students focus on developing a deeper understanding of variability and more precise descriptions of data distributions, using numerical measures of center and spread. They begin to use histograms and box plots to represent and analyze data distributions;
    • in Grade 7, students move from concentrating on analysis of data to production of data; and
    • in Grade 8, students apply their experience with the coordinate plane and linear functions in the study of association between two variables related to a question of interest.

The unit Delving Into Data presents all of these topics almost equally as part of the Grade 8 curriculum.

    • Section 1 states, "In reviewing mean, median and mode, students connect these measures of center to data analysis and basic descriptive statistic. Students examine the characteristics of data sets to include distribution and measures of center. They Organize data for visual analysis using stem and leaf plot.
    • Section 2 states, "Students review circle and bar graphs as methods for displaying categorical data. They display numerical data sets using histograms and box and whisker plots. Students differentiate between categorical and numerical data and choose the most appropriate data display."
    • Section 3 states, "Students examine data that involve two variables to determine if there is a relationship between the variables. They classify such relationships using the concept of correlation. If a correlation exists between the variables, they determine a line of best fit using one of several methods."

The materials are attempting to cover all of the middle school statistics and probability standards in one grade. As a result, not enough time is spent on the Grade 8 statistics standards and almost no time is spent on 8.SP.4.

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

  • The problems in the On Your Own section provide students with the opportunities to engage deeply with the mathematics. The problem sets begin with writing about mathematics. The problem structures focus on open ended, thought-provoking questions in which a student frequently has to perform an investigation and justify their reasoning.
  • The materials do not designate specific problems and examples that are on grade level as being appropriate for struggling students. It is expected that all students will engage in most of the problems. There are some suggested teaching strategies and tips, and some ready made tools to help with special populations. However, if a student is not able to keep up with the high-level questions provided in the On Your Own section of the student materials, no alternates are provided.
  • For advanced students, there are Think Beyond Questions that are more rigorous and involve topics from later grades, and these can be found at the end of the On Your Own sections and can be included at the teacher discretion.

Materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • There are no signals or indications of when something is review or new information. The lessons frequently contain topics that are presented in a way that span multiple grade-levels. However, the materials provide no indication of when this is happening and only indicate which grade-level topic is present. Furthermore, because of the integrated nature of the materials, even when a multi-grade topic is covered, it is almost impossible to easily identify the on-grade portion of the lesson.
  • The connections between concepts from previous grade levels are not clearly articulated from lesson to lesson. They make an effort to explain this process in the "Goals of the Unit" summary, but they do not clearly identify previous grade-level standards to the current grade-level 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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 8 partially meet the expectation to foster coherence through connections at a single grade, where appropriate and required by the standards. The very integrated nature of the materials leads to frequent domain to domain and cluster-to-cluster connections. However, the materials partially have learning objectives that are shaped by the CCSSM. Overall, the materials included lessons that are not presented in isolation of other important topics, but the materials are not shaped by the CCSSM alone.

Materials partially include learning objectives that are visibly shaped by CCSSM cluster headings.

  • There are clearly identified lesson objectives at the beginning of each lesson that describe what students should be able to do by the end of the lesson. The problem is that many of the objectives are not at grade level nor is there any indication that they are visibly shaped by CCSSM cluster headings.
  • The material sometimes include learning objectives that are shaped by the CCSSM cluster heading and sometimes there is not a clear connection to a CCSSM cluster heading. For example, in "Prove It," lesson 1.2 states, "Students will strengthen their inductive reasoning skills by analyzing a variety of sequences and formulating recursive and explicit rules to describe those sequences, moving beyond linear relationships." and "Students will explore writing an explicit rule for a given sequence that will enable them to determine the value of any term in the sequence." There is no indication of an associated grade-level cluster heading here, moreover, the topics described are above grade-level.

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.

  • The materials are very integrated and as a result there are numerous examples of places where connections are made between domains and clusters. Some of these examples are explained below.
    • Line it Up, lesson 1.5: In this lesson students explore functions represented in tables, graphs, and equations (8.F.A). In the same lesson students also use functions to model relationships between quantities (8.F.B).
    • Line it Up, lesson 2.4: In this lesson students connect what they have learned about the concept of slope (8.EE.B). At the same time they are practicing using slope, they are also analyzing increasing and decreasing functions (8.F.B).
    • Shape Up, lesson 3.1: In this lesson students derive the formula for the volume of a cylinder (8.F.C). In doing this, students are encouraged to set up and solve equations for unknown dimensions in a cylinder (8.EE.C).

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: Fri Apr 08 00:00:00 UTC 2016

Report Edition: 2013

Title ISBN Edition Publisher Year
null 978-0-7575-6216-7 null null null
null 978-0-7575-6217-4 null null null
null 978-0-7575-6462-8 null null null
null 978-0-7575-6463-5 null null null
null 978-0-7575-6698-1 null null null
null 978-0-7575-6700-1 null null null
null 978-0-7575-6742-1 null null null
null 978-0-7575-6743-8 null null null
null 978-1-4652-1248-1 null null null
null 978-1-4652-1250-4 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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