Math K-8 Summary of Alignment & Usability

The instructional materials reviewed for Kindergarten through Grade 2 partially meet the expectations for alignment to CCSSM. The instructional materials for Grades 1 and 2 meet the expectations for gateway 1 as they appropriately focus on the major work of the grade and demonstrate coherence within the grade and across other grades, but the materials for Kindergarten only partially the expectations from gateway 1. The instructional materials for all grades partially meet the expectations for gateway 2 as they appropriately address rigor within the grade-level standards, but there are missed opportunities in the materials when it comes to attending to the full meaning of the Standards for Mathematical Practice. Overall, the instructional materials address the content standards very well and do a nice job of identifying and partially integrating the practice standards.

The instructional materials reviewed for Grades 3-5 partially meet the expectations for alignment to the CCSSM. The instructional materials for Grades 3, 4, and 5 meet the expectations for gateway 1 as they appropriately focus on the major work of the grade and demonstrate coherence within the grade and across other grades. The instructional materials in Grades 3, 4, and 5 partially meet the expectations for gateway 2 as they appropriately address rigor within the grade-level standards, but there are missed opportunities in the materials when it comes to attending to the full meaning of the Standards for Mathematical Practice. Overall, the instructional materials address the content standards very well and do a nice job of identifying and partially integrating the practice standards.

The instructional materials reviewed partially meet expectations for alignment to the Common Core State Standards.  For focus, the instructional materials for Grades 6 and 8 meet the criteria for the time devoted to the major work of the grade, but the Grade 7 material does not. For coherence, supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials, including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade.

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