Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Primary Mathematics Common Core Edition Grade 1 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote less than 65% of instructional time to the major work of the grade. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials do not have an amount of content designated for one grade level that is viable for one school year, and the materials partially meet expectations for the remainder of the indicators within coherence. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.

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 for Primary Mathematics Common Core Edition Grade 1 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is less than 65 percent. For coherence, the instructional materials are not coherent and consistent with the Standards. The instructional materials do not have an amount of content designated for one grade level that is viable for one school year, and the materials partially meet expectations for the remainder of the indicators within coherence.

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 Primary Mathematics Common Core Edition Grade 1 do not meet expectations for not assessing topics before the grade level in which the topic should be introduced. The instructional materials include assessment items that align to standards above this grade level.

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 for Primary Mathematics Common Core Edition Grade 1 do not meet expectations for assessing grade-level content. There are many assessment items that align to standards above grade level, and the omission of the items and adaptations of the materials would affect the underlying structure of the materials.

According to the publisher, “Each level offers differentiated tests (Tests A & B) to suit individual needs. Tests consist of multiple-choice questions that assess comprehension of key concepts and free response questions that demonstrate problem-solving skills. Three continual assessments cover topics from earlier units, and a year-end assessment covers the entire curriculum.” Per Test Booklet page 3, the focus of Test A is key concepts and problem solving skills. The focus of Test B is the application of analytical skills, thinking skills, and heuristics.

Examples of assessment items aligned to standards above grade level include:

  • Unit 5, Test A assesses ordinal numbers, which does not align to the CCSSM.
    • Question 1, “Which block is 5th in line?”
    • Question 13, “Draw a fish in the second bowl from the right.”
    • Question 14, “Draw a flower in the fourth pot from the left.”
  • Unit 10, Tests A and B include graphs with more than three categories, which align to 2.MD.10.
    • Test A, Questions 1-5 categories: dog, bird, cat, fish
    • Test A, Questions 13-15 categories: Monday, Tuesday, Wednesday, Thursday, Friday
    • Test B, Questions 1-5 categories: June, Samy, Fiona, Mike, Rohit
    • Test B, Questions 9-12 categories: Mexico, Italy, England, Canada, Singapore
  • Unit 12, Tests A and B assess multiplication. Arrays and repeated addition align to 2.OA.C, and multiplication aligns to 3.OA.
    • Test A, Question 4, “Which of the following gives the total number of balloons?” (4x2)
    • Test A, Question 13, “Write a multiplication equation for each picture.”
    • Test B, Question 4, “What is the missing number? 7 x 4 = 4+4+4+4+4+___”
    • Test B, Question 7, “Write a multiplication equation for each picture.”
  • Unit 13, Tests A and B assess division, which aligns to 3.OA.
    • Test A, Question 1, “Share 8 balloons equally among 4 children. How many balloons does each child get?
    • Test A, Question 14, “Avery has 12 bagels. She puts 2 bagels into each bag. How many bags will she need?”
    • Test B, Question 12, “Chocolates are sold in boxes of 6. Chapa buys 12 chocolates altogether. How many boxes of chocolate does she buy?”
    • Test B, Question 15, “Chris had 9 cherries. He ate 4 cherries. Then he put the remaining cherries equally into bags of 5. How many bags of cherries are there?”
  • Unit 17, Tests A and B assess money, which aligns to 2.MD.8.
    • Test A, Question 4, “Which item costs more than the basketball?”
    • Test A, Question 9, “Color the dollar bills needed to buy the box of chocolates.”
    • Test B, Question 4, “Boris paid 90 cents for 2 different fruits. Which 2 fruits did he buy?”
    • Test B, Question 7, “The guitar costs ______ more than the drum.”
  • End-of-year assessment, Test A
    • Questions 4-6 include graphs with more than three categories, which aligns to 2.MD.10.
    • Questions 7-8 assess multiplication, which aligns to 3.OA.
    • Questions 13-15 assess money which aligns to 2.MD.8.
  • End-of-year assessment, Test B
    • Questions 5, 12, 26, and 32 assess multiplication, which aligns to 3.OA.
    • Questions 6, 25, and 43 assess division, which aligns to 3.OA.
    • Questions 8-10 include graphs with four categories, which aligns to 2.MD.10.
    • Questions 14, 15, 23, 30, 31, and 35 assess money, which aligns to 2.MD.8.

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 Primary Mathematics Common Core Edition Grade 1 do not meet expectations for devoting the large majority of class time to the major work of the grade. The instructional materials spend less than 65% of instructional time on 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 Primary Mathematics Common Core Edition Grade 1 do not meet expectations for spending a majority of instructional time on major work of the grade.

  • The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 9 out of 15, which is approximately 60 percent.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 77 out of 135, which is approximately 57 percent.
  • The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 15 out of 27, which is approximately 56 percent.

A lesson-level analysis is most representative of the instructional materials because it represents the total amount of class time that addresses major work, 57 percent. As a result, approximately 57 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.
3/8
+
-
Criterion Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 1 do not meet expectations for being coherent and consistent with the Standards. The instructional materials partially engage students in the major work of the grade through supporting content, do not identify content from future grades, do not give students extensive grade-level problems, and miss connections between two or more clusters in a domain or two or more domains.

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 Primary Mathematics Common Core Edition Grade 1 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Some connections are made between graphs and comparison word problems.

  • In Student Textbook A, page 135, students use the information on the graph to answer the following questions: “How many more cars than dolls are there? How many fewer cars than balls are there? How many toys are there altogether?” This is a connection between supporting standard 1.MD.4 and major standard 1.OA.1.
  • Lesson 10.1 b, Teacher's Guide A, page 128 connects supporting standard 1.MD.4 with major standard 1.OA.5 by encouraging "count on" as a way of counting tally marks. Directions in the Teacher's Guide state,"This makes it easier to count the marks at the end as you know that they are in groups of five. Count the marks for the day by pointing at the set of five marks, saying, '5', and counting on from that."

Supporting standards are often taught in isolation. Connections are not fully explored. For example:

  • Connections are not made between 1.MD.3, Tell and write time in hours and half-hours using analog and digital clocks and 1.NBT. For example, in Unit 15, Exercise 1, students match time to a clock. Unit 15 does not make a natural connection to NBT.
  • Supporting standards are treated independently from the major clusters of Grade 1. For example, in Unit 10, the materials list 1.MD.4. Unit 10 addresses the supporting work of representing and interpreting data and does not make connections to 1.OA and 1.NBT. For example, in Workbook page 206, students answer yes or no to questions such as, “Are there more dolls than bears?”
  • Materials do not connect the supporting domain of Geometry to major work of Grade 1. For example, in Unit 7, there are six lessons where students identify, sort, and combine shapes. A natural connection missed would be adding the number of sides/corners of the shapes. This would connect Geometry to 1.OA.1.

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

Instructional materials for Primary Mathematics Common Core Edition Grade 1 do not meet expectations that the amount of content designated for one grade-level is viable for one year.

  • Instructional materials can be completed in 134 days.
  • The suggested pacing from the publisher is one day per lesson. Each lesson is 60 minutes.
  • Materials include 113 instructional days and 21 days for review/assessment totaling 134 days. The amount of time spent on materials falls below the range of 140-190 days of instruction.
  • No specific day or time for assessments is included in the Teacher’s Guide. There are assessments for each unit, three continual assessments, and an End-of-Year Assessment.

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 Primary Mathematics Common Core Edition Grade 1 partially meet expectations for the materials being consistent with the progressions in the standards. Content from prior and future grades are not always identified, and the materials do not always relate grade-level concepts explicitly to prior knowledge.

  • Each Unit begins with prerequisite skills. For example, Teacher’s Guide 1A, Unit 1, page 2 lists prerequisites: Students should be able to count sets of objects up to 10 and read and write the numerals for 0 through 10.
  • Teacher’s Guide 1A, Notes, pages 6-10 describe the continuum of skills present in each unit.

However, content from prior or future grades are not clearly identified in the materials and do not support the progressions of the grade-level standards. For example:

  • Unit 1 - Numbers 0 to 10 is a Kindergarten review unit. Teacher’s Guide 1A, page 3 states, “This chapter is primarily meant to review and reinforce these skills.” However, Standard 1.NBT.1 is identified for this lesson.
  • Unit 12 - Multiplication contains above grade-level work, and no standards are identified in the chapter overview in the Teacher’s Guide 1B, page 62. There is no identification that this chapter represents above grade-level work (2.OA.C).
  • Unit 13 - Division contains above grade-level work, and no standards are identified in the chapter overview, Teacher’s Guide 1B, page 85. There is no identification that this chapter represents above grade-level work (3.OA).
  • Unit 16 - In Numbers to 120, Lesson 16.3a, students estimate quantities within 100, not a Grade 1 standard. No standard identified in the chapter overview, Teacher’s Guide 1B, page 124. There is no identification that this chapter represents above grade-level work.
  • Unit 17 - Money is above grade-level work (2.MD.7, 2.MD.8). No standard is identified in the chapter overview, Teacher’s Guide 1B, page 185.

Additionally, Primary Mathematics Common Core Edition Grade 1 materials do not provide all students extensive work with grade-level problems.

  • Two lessons (Lessons 15.1 and 15.2) address Standard 1.MD.3, Tell and write time in hours and half-hours using analog and digital clocks.
  • In Workbook 1B, page 50, Problem 8, students solve a comparison word problem: “In the picture, Dakota says, ‘I have 28 books.’ In another picture, Lily says, ‘I have 5 more books than Dakota.' How many books does Lily have?” Standard 1.OA.A, represent and solve problems involving addition and subtraction, includes using addition and subtraction problems within 20 to solve word problems (1.OA.1). Students do not have additional opportunities to work with other comparison problems involving both addition and subtraction situations.
  • Standard 1.NBT.2 is not addressed.
  • There is limited practice on standard 1.G.3, "Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.” Two lessons (Teacher’s Guide Unit 14, Lessons 14.1 and 14.1a, pages 100-105) address this standard, and both lessons contain shapes other than circles and rectangles such as triangles, trapezoids, and hexagons.

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 for Primary Mathematics Common Core Edition Grade 1 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

The materials include learning objectives that are not consistently shaped by CCSSM cluster headings. Additionally, the cluster headings are not explicitly identified within the materials.

  • Materials are not visibly shaped by the CCSSM cluster headings. Connections made are not specifically stated to the teacher and/or students.
  • Several units include math that is not related to the cluster headings. For example, Unit 12 Multiplication, Unit 13 Division, and Unit 17 Money.
  • Textbook A, Chapter 10 supports the cluster heading, Represent and Interpret Data. Although the graphs contain more than three categories, in Workbook 1A, pages 200-201, students use a picture to complete the graph. Textbook 1A, pages 135-136 provides students multiple opportunities to interpret information from a graph.
  • Two of the Grade 1 cluster headings are Extend the Counting Sequence and Understand Place Value. In Teacher’s Guide, Lessons 11.1 – 11.2 pages 5 – 20, students count to 40 by making groups of ten and making numbers bonds of tens and ones. They also practice the counting sequence to 40. In Teacher’s Guide, 16.1 – 16.2 pages 127 – 141, students extend this understanding of numbers to 120.
  • Additionally, in Lesson 11.1a, students count sets of objects and write the number. This is shaped by cluster heading, Numbers and Operations, when students are grouping the objects by sets of ten and extras.
  • Lesson 16.2a, Count to 120 is shaped by the cluster, 1.NBT Extend the Counting Sequence. Students read and write numerals and represent a number of objects with a written numeral.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain; however, important connections are missed.

  • Connections are missed between fractions (1.G.A.3) and time (1.MD.B.3).
  • Some units are not visibly shaped by the CCSSM cluster headings as they do not align to the Grade 1 standards, for example, in Unit 12 Multiplication, Unit 13 Division, and Unit 17 Money.
  • In Teacher’s Guide, Unit 11, Lesson 11.5a page 54, students learn to add three numbers (1.OA.A). A connection to 1.OA.B is made as the teacher is directed to, “Lead students to see that the order in which they add to get the total does not matter. Have students discuss with their partners which method of adding the three numbers is the easiest. (8 + 2 + 4) Guide students to see that the first method makes ten with the first 2 addends before adding the third addend.”
  • Unit 14 Halves and Fourths is aligned with cluster 3.G.A. Reason with shapes and their attributes. It goes beyond the standards in Grades 1 and 2 because it partitions shapes other than a circle or rectangles as specified in the standards. Teacher’s Guide 1B, directions on page 101 state, "Repeat (folding shapes into halves or fourths) with some other shapes that they can fold along the diagonals, such as a rhombus. You can also divide a shape into more than four parts and ask students if each part is a fourth.”
  • Unit 15, Lesson 15.1b, Tell time to the half hour connects 1.MD.B to 1.G.A. The Teacher’s Guide page 113 states, “Ask students what each equal part of the circle is called when it is divided into two equal parts. (Each part is half of the whole.) Show students a time on the hour and have them tell you the time. Then move the minute hand halfway around the clock and position of both hands…….Tell students when the long hand points to 6 and the short hand is halfway between 2 and 3, we say that the time is half past 2. A half hour has passed since 2 o’clock.” No connections to these two clusters are made in the Teacher’s Guide.
  • Lesson 16.7d page 179: Subtraction of 2-digit numbers is aligned to 2.NBT.b.7. The directions say, “Write the expression 67-32 and have the students solve it.” 1.NBT.C.6 says to subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90. The Progression Documents Number and Operations in Base Ten, K-5 page 7 states, “First graders are not expected to compute differences of two-digit numbers other than multiples of ten.”
  • Unit 17 Money is aligned with 2.MD. C, Work with time and money, and not a Grade 1 cluster heading. On Workbook 1B page 155, students match a purse with coins to an item with a matching price tag.

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 Nov 12 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Singapore Math Common Core Tests 1A 978-1-932906-48-6 Marshall Cavendish Education Pte Ltd 2017
Singapore Math Common Core Tests 1B 978-1-932906-49-3 Marshall Cavendish Education Pte Ltd 2017
Primary Mathematics Common Core Edition Textbook 1A 978-981-01-9829-9 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Textbook 1B 978-981-01-9830-5 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 1A 978-981-01-9841-1 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 1B 978-981-01-9842-8 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Teacher's Guide 1A 978-981-01-9853-4 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Teacher's Guide 1B 978-981-01-9854-1 Marshall Cavendish Education Pte Ltd 2014

About Publishers Responses

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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.

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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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