Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 6 Big Ideas do not meet the expectations for Gateway One. Future grade-level standards are rarely assessed and could be easily modified or omitted. The materials do not devote a majority of the time to the major work of the grade. The instructional materials do not connect supporting work with the major work of the grade. Although the materials provide a full program of study that is viable for a school year, students are not always given extensive work with grade-level problems, and connections between grade levels and domains are missing. Since the materials do not meet expectations for Gateway One, evidence for Gateways Two and Three was not collected.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
5
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 6 Big Ideas do not meet the expectations for focus and coherence. Future grade-level standards are rarely assessed and could be easily modified or omitted. The materials do not devote a majority of the time to the major work of the grade. The instructional materials do not connect supporting work with the major work of the grade. Although the materials provide a full program of study that is viable for a school year, students are not always given extensive work with grade-level problems. Connections between grade levels and domains are missing. Overall, the instructional materials do not meet the expectations for focusing on the major work of the grade, and the materials are not always consistent and coherent with the standards.

Criterion 1a

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

The materials meet the expectation for not assessing topics before the grade-level in which they should be introduced. The majority of the assessments are on grade-level with a few items that could be easily modified or removed to remain on 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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 6 meet the expectations for assessing the grade-level content and, if applicable, content from earlier grades. Above grade-level assessment items could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Overall, summative assessments focus on the Grade 6 standards with minimal occurrences of above grade-level work.

The following assessments were reviewed for this indicator from the print and digital materials: Forms A and B of the Chapter Tests, Chapter Quizzes, Standards Assessments, and Alternate Assessments.

On the Chapter 7 Assessments, all equations are of the form x + p = q or px = q required in 6.EE.7 with the exception of the following above grade-level items:

  • On Test A, problem 27/Test B, problem 26, students must write an equation that represents a px + q = r situation, which most closely aligns with 7.EE.4a.
  • On item 7 on the Standards Assessments in both Chapters 7 and 8, students must choose the appropriate equation in the form px + q = r which most closely represents the given real world context.
  • These items assess the problems in Lesson 7-4 in which students encounter the px + q = r structure in multiple examples and exercises.
  • In all of these cases, the context of the item can be adapted to a proportional relationship instead of a linear one without substantially altering the material.

It is also noted that students are asked to calculate a least common multiple above what is expected in 6.NS.4, which requires finding the LCM of two whole numbers less than or equal to 12. The following items on Chapter 1 assessments include values outside of the expected range and can be removed without drastically changing the material:

  • Items 9 and 10 on Chapter 1 Quiz
  • Item 21 on Test A
  • Item 22 on Test B

Overall, items on the assessments reflect Grade 6 standards as well as some below grade-level items in Chapters 1 and 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 Grade 6 Big Ideas materials do not meet expectations for devoting the large majority of class time to the major work of the grade-level. The materials engage students in the major work of the grade less than 65 percent of the time.

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 6 do not meet the expectations for focus on major clusters. The Grade 6 instructional materials do not spend the majority of class time on the major clusters of the grade.

The Common Core State Standards to Book Correlation (pages xx-xxvi) and the Book to Common Core State Standards Correlation (page xxvii) were used to identify major work, as well as the first page in each chapter which includes Common Core progression information, a chapter summary, and a pacing guide (and related online pages). The pacing guide provides the number of days to spend on each chapter opener, activity, lesson, any extensions, and review/assessment days. This guide was used to determine the number of instructional days allotted by the publisher for each standard found in the material. Lessons identified by the publisher as addressing major work were reviewed. Lessons with standards identified by the publisher as non-major work were also examined to ensure that these lessons did not contain enough material to strengthen major work.

All percentages are below 65 percent and were calculated to reflect the chapters, lessons, and instructional time spent on major work:

  • The material devoted approximately 50 percent of chapters to major work of the grade (Chapters 1, 3, 5, 6 and 7). If over 50 percent of a chapter addressed major work, then the chapter was counted as major work.
  • 54 percent of lessons (28 out of 52) were dedicated to major work. Lessons 4.1, 4.2 and 4.3 were not identified as major work by the material but were found to have enough examples and problems connected to major clusters 6.EE.A and 6.EE.B. Some lessons identified as major work were not counted as major work even if identified by the publisher. These lessons include 1.1, 2.1, and 2.4, as they only address work below grade-level, and 1.4 where prime factorization, a singular strategy for finding a GCF or LCM, is taught and not aligned to a particular CCSSM standard.
  • Of the instructional days, 56 percent (or 87 out of 154) were spent on lessons aligned to major work.

Days were counted based on the recommendation of the pacing guide in the beginning of each chapter for all lessons reviewers found aligned to major 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 6 do not meet the expectations for coherence. The instructional materials do not use supporting content as a way to continue working with the major work of the grade. The materials include a full program of study that is viable content for a school year. Content from prior grades is not clearly identified or connected to grade-level work, and not all students are given extensive work with grade-level problems. Material related to prior grade-level content is not clearly identified or related to grade-level work. These instructional materials are shaped by the cluster headings in the standards. Overall, the Grade 6 materials do not support coherence and are not consistent with the progressions in the standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed do not meet the expectations for having supporting content that enhances focus and coherence simultaneously by engaging students in the major work of the grade. Overall, the structure of the chapters and lessons in the Grade 6 material rarely engage students in both supporting and major work to allow natural connections.

Most connections between supporting work and major clusters are related to computation, and connections between supporting work and major clusters were either not supported by the lessons when identified or not stated for teachers or students when they did occur.

Supporting standard 6.NS.4 is isolated into several different lessons in two different chapters in this material.

  • In Lesson 1-5, 6.NS.4 and 6.EE.2b are both identified by the material; however, the examples explore factors as specific parts of a product within a multiplication equation in the absence of variables (4.OA.4) and then identify the common factors to find the greatest common factor. While this partially satisfies 6.NS.4 because students are finding the GCF and LCM of two whole numbers, at no point are they having to “use the distributive property to express a sum of two whole numbers with no common factor” in either lesson 1-5 or 1-6. Since there is no occurrence of this part of the standard, these particular lessons do not fully allow students to “view one or more parts of the expression as a single entity.”
  • Standard 6.NS.4 is most closely aligned with Extension 3-4, Factoring Expressions. The lesson extension does support 6.EE.3 and 6.EE.4 when students apply properties to generate equivalent expressions and identify when they are equivalent; however, the lesson does not discuss using a LCM and to generate equivalent expressions.

6.G is addressed in Chapters 4 and 8. In these chapters, students explore area, surface area, and volume in real world contexts. In order for these lessons to connect to the 6.EE domain, students should use variables to represent numbers when solving a real-world or mathematical problem and understand that a variable can represent an unknown number (6.EE.6).

  • Lessons 4.1 through the lesson 4.3 extension involve applying area formulas to different geometric shapes. The majority of the questions do not explicitly ask students to write the formulas in algebraic form in the exercises. Although, the presentation of problems and some application problems (e.g., 4.1: problems 9, 17, 20; 4-2: problems 9, 20; and 4-3: problems 10, 19, 21, 22) encourage the application of standards 6.EE.2, 6.EE.5, and 6.EE.6.
  • There are partial connections in lessons 8-2 (examples 1 and 2) and 8-3 (examples 1 and 2) when an equation is used to find the surface area of prisms using a given net, but the only variable used is the “S” for surface area, not the labeled parts of the equivalent expression representing the faces. In Laurie’s notes, teachers are encouraged to have students “write a verbal model and substitute the areas of the faces as they are computed,” but equations are not mentioned nor are these connections explicitly noted for teachers or students. Students are not asked to use an equation in the exercise directions.
  • Lesson 8-4 does use volume formulas in worked examples, so a partial connection to 6.EE.2c is present; however, much like in Lessons 4.1-4.3 students are not encouraged to write the expressions.

Even though there are some natural connections, the material does not explicitly express these connections. Lessons are often treated as disconnected topics, and there are few visible connections.

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 reviewed meet the expectation for having an amount of content designated for one grade-level that is viable for one school year in order to foster coherence between grade-levels. Overall, the instructional materials reviewed for Grade 6 provide a year’s worth of content as written.

In Big Ideas, the length of each class period is 45 minutes, so 154 45-minute class periods would be needed to cover Chapters 1-10. The 154 days of instruction are outlined in the pacing guide on pages xxxiv and xxxv. This pacing includes one day for a scavenger hunt, one day in each chapter for study help and review before the mid-chapter quizzes, and two days for review and assessment at the end of each chapter. In total, ten days are devoted to Study Help/Quizzes and 20 instructional days on chapter review assignments and chapter assessments, which leaves 123 days for instructional lessons, activities, and extension lessons. Before each chapter, information is provided for the teacher on how much time to spend on each section including activities, lessons, and any extensions.

It should be noted that the following extension activities found in Chapters 1, 3, 4 and 10 are of particular importance and should not be skipped, as this is where the following standards are fully addressed.

  • Chapter 1, Extension 1.6 - Finding a common denominator versus using the LCM to add and subtract fractions (6.NS.B).
  • Chapter 3, Extension 3.4 - Using the distributive property to factor expressions as well as identify and generate equivalent expressions (6.EE.3,4).
  • Chapter 4, Extension 4.3 - Decomposing composite figures into triangles and other shapes to find area. However, there are no examples or items that require students to compose shapes into rectangles, which is also not addressed in any other lesson (6.G.1).
  • Chapter 10, Extension 10.3 - Choosing appropriate measures of center and variability to describe a set of data (6.SP.5d).

The online lesson plans provided in Chapters at a Glance also include detailed information about when to use the supplemental activities, such as extra examples, as well as performance tasks for each standard. Any additional days of instruction can be spent implementing these tasks or the additional skills practice found in the online resources.

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 6 do not meet the expectation for having materials that are consistent with the progressions in the Standards. Materials are not intentionally written to follow the progressions of the grade level as few lessons are identified as work from prior grade levels, and there are no lessons identified to connect grade 6 work to the work of future grades. General explanations for how lessons are related to prior knowledge are present. Materials do not give all students extensive work with grade-level problems.

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

  • Explanations of Common Core Progressions are given at the beginning of each chapter connecting both Grade 4 and Grade 5 level work to the Grade 6 work students will encounter in each of the chapters. These connections to below grade-level work are presented as bulleted lists of skills and are not aligned to specific standards.
  • Math Background Notes include vocabulary review as well as a general explanation of the most important skills and understandings from the prior grade level(s). For example, in Chapter 6, the notes mention that students should convert one of the numbers so both numbers are in the same form. It does not explain for the teacher the representations of rational numbers, such as tape diagrams or double number lines, used in Grade 4 and Grade 5.
  • The first page of each chapter is “What You Learned Before.” The teacher page adjacent to this page identifies the CCSSM addressed, which is usually from a previous grade level, but no explanation of what connects this previous material to current concepts is included.
  • Once into the chapter, teachers can see previous skills being reviewed, but they are not identified. Examples of this include:
    • In Section 1.1, addition and subtraction of whole numbers is reviewed. This is stated as a Grade 4 standard in the Common Core progression chart. It also reviews multiplying whole numbers, which is stated as a Grade 5 standard in the progressions chart but not in the section. Although the material does address dividing fluently, Section 1.1 is identified as aligned to standard 6.NS.2 without reference to the lower grade content present in the section,.
    • In Section 1.3, Activity 3 Reviewing Fractions and Decimals, the Teacher Edition states this is an opportunity for students to review prior work. It does not identify from which grade-level the prior work is most closely aligned.
    • Section 2.1 is identified as preparing for 6.NS.1, but the entire chapter is about multiplying fractions and not identified as 5.NF.B.
    • Section 2.4 Activity 4, Using a Place Value Chart, is an unidentified Grade 4 skill.
  • Content of progressions beyond the current grade-level is neither visible nor identified in the material.

Extensive grade-level problems are provided for all students if they are given the opportunity to access all of them. There is an assignment guide in each lesson that levels students into basic, average, or advanced. These charts exclude the “basic” learner from the reasoning and critical thinking problems. These problems are critical for all students in order for them to reach the depth of the standard in many of the lessons. Specific examples follow:

  • In lesson 1-6, the critical thinking problems 29-31 support students in making generalizations about the LCM and GCF of two values.
  • Many lessons contain explanations in “Laurie’s Notes” of a specific homework problem and how “Taking Math Deeper” can apply to that problem. Usually, it is a item that can get to the depth of a standard; however, it is in part of the Basic Assignment in 6 out of 52 lessons in the material. If students are only assigned Basic or Average Level Assignments, they will often not engage with the problems reaching the full meaning of the standard.
  • Occasionally, “Laurie’s Notes” contains a basic idea for differentiating instruction for low-level or average students.
  • Each lesson also contains “Reteaching and Enrichment Strategies” that can be found within the chapter or online resources.

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

  • Each chapter begins with a What You Learned Before page just before the first lesson. These pages contain problems for students from prior grade-levels and/or chapters found earlier in the material. Connections to specific grade levels or standards are not identified.
  • Laurie’s Notes are found in each lesson. In the margin of these notes for instruction, specific Grade 6 standards that will be addressed are identified. Most of them contain a Previous Learning section that describes prior knowledge students should possess before engaging in the lesson, but again, they are not explicit about the particular grade level or standard tied to the skills or understanding needed. For example, in section 7.1 the Previous Learning states, “Students should be familiar with the vocabulary specific to the four operations.” Neither the specific CCSSM standards nor the grade level is stated.


Overall, explicit connections to prior knowledge are made at a general level through the chapter and lesson features in this series. Connections are not clearly articulated for teachers and are merely lists of skills without indication of standards, clusters, or domains. There is not a clearly defined progression for teachers to demonstrate how prior knowledge is being extended or developed.

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 6 partially meet the expectation for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials do not include learning objectives that are visibly shaped by CCSSM cluster headings, but there are some opportunities to connect clusters and domains.

Examples of the materials not including learning objectives that are visibly shaped by CCSSM cluster headings include:

  • Cluster headings were explicitly addressed in the materials on page xxxvii, where it appears that a chapter is dedicated to each. There is no explanation as to how the lessons are tied together under the cluster heading besides the information found on this page. In most cases, standards are addressed in isolated lessons with very little overlap of CCSSM across chapters, and the language used in the cluster heading was not found.
  • The lesson “Goal” appears in Laurie’s Notes before the lessons in each section and most closely aligns to an objective. These are descriptions of the parts of the standard that are addressed in the lesson and were not found to describe cluster headings.
    • For example, “Today’s lesson is making and using ratio tables” in Chapter 5, section 2, partially captures what is expected in 6.RP.A, but the "Goal" does not reach the underlying connections necessary to understand ratio concepts and use ratio reasoning to solve problems.

Examples of the materials providing some 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 include:

  • In general, lessons focus on one standard, and lessons in each chapter address standards from the same cluster. Chapters are taught as disconnected units.
  • An identified connection is found in Activity 7.4 on page 314 when both 6.RP.A and 6.EE.C are identified. Students explore how independent and dependent variables are related in the given tabular and graphic representations and are required to write an equation.
  • An unidentified connection occurs when 6.SP.A,B are identified in Chapters 9 and 10. The problems involving decimals that are designated for advanced students are opportunities to make connections with 6.NS.B when the mean of the data set is calculated. Other data sets in the chapters involve whole numbers.

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 Feb 13 00:00:00 UTC 2015

Report Edition: 2013

Title ISBN Edition Publisher Year
Big Ideas Math Common Core Student Edition Green 978-1-60840-449-0 Big Ideas Learning, LLC 2014
Big Ideas Math Common Core Teacher Edition Green 978-1-60840-456-8 Big Ideas Learning, LLC 2014

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.

X