Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Grade 7 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 infrequently 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
6
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
0
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
0
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 7 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 infrequently 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 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 7 meet the expectations for assessing the grade-level content and, if applicable, content from earlier grades. Summative assessments focus on the Grade 7 standards with minimal occurrences of above grade-level work, which include finding slope and identifying direct variation. The above grade-level items in which students are asked to find slope can be modified by adding a real world context and changing the term “slope” to “unit rate.” Additionally, the specific language “direct variation” can be changed to “proportional relationship” to reflect Grade 7 standards without altering the structure of the materials.

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 5 assessments, students are asked to calculate slope and identify direct variations on the following above grade-level items:

  • On Form A items 17-18 and Form B items 19-20, students are asked to find slope from 2 points on a given graph, which most closely aligns with 8.EE.5.
  • On item 28 on Form B in Chapter 5, students must use slope to determine a missing y value in a linear relationship and explain, which more closely aligns to 8.F.4. This item can be omitted without affecting the intent of the chapter.
  • On item 5 on the Chapter 6 Standards Assessment, students are asked to find the slope of a line from two given points on the line. All items can be omitted or edited to find the unit rate instead of the slope to align questions to grade-level content.
  • On the Quiz after Lesson 5-6 items 8-9, Test Form A, items 19-21, and Form B. items 23-25 in Chapter 5, several questions require students to identify a direct variation from a table or equation. These questions can be omitted or edited to find/explain the “constant of proportionality” in the presented table or equation to reflect the Grade 7 standard, 7.RP.2.

In addition to these items, students are asked to calculate the volume of pyramids on the Chapter 9 assessments. Students are not required to find volume or use the formula for pyramids specifically, as this particular three dimensional figure is linked to 8.G.9, which calls for students to give an informal argument for the volume of a pyramid. In the materials there is one lesson dedicated to this topic in which students are allowed to experiment with the conceptual nature of volume using beans and cubes in the embedded activity. For this reason, the inclusion of the activity is appropriate, and the score was not affected.

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 7 Big Ideas materials do 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 7 do not meet the expectations for focus on major clusters. The Grade 7 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-xxiv) and the Book to Common Core State Standards Correlation (page xxv) 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 section in the chapter as well as days for review and assessment. This guide was used to determine the number of instructional days allotted by the publisher for each standard found in the major work of the grade. The lessons containing major work were reviewed for alignment to each of the identified standards. Reviewers also examined all lessons with standards identified by the publisher as non-major work 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 materials devoted approximately 60 percent of chapters to major work of the grade (Chapters 1 through 6). If over 50 percent of a chapter addressed major work, then the chapter was counted as major work.
  • 56 percent of lessons (29 out of 52) were dedicated to major work. Lessons 7.5, 10.2, and 10.3 were not identified as major work by the materials but were found to have enough examples and problems connected to major clusters 7.RP and 7.NS. Some lessons identified as major work were below grade-level and were not counted as major work even if identified by the publisher. These lessons include 1.1, which is identified by the publisher as “Preparing For” grade-level standards, and 2.1, 6.1, and 6.2 for addressing work with rational numbers which align to 6.NS and 6.RP standards.
  • 59 percent of instructional days (90 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.
4/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 7 do not meet the expectations for coherence. The instructional materials infrequently 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 not shaped by the cluster headings in the standards. Overall, the Grade 7 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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 7 partially meet the expectations for having supporting content that enhances focus and coherence simultaneously by engaging students in the major work of the grade. The content designed to address the supporting work was isolated from major work in most cases. Some unidentified connections between supporting and major work were found.

Supporting work is identified by the publisher in Chapters 7, 8, 9 and 10 on page xxv of the Teacher Edition. Overall, the chapters occur in isolation of major work with each domain addressed in separate chapters spanning the last four chapters in the book. Limited connections to major work were found in the following lessons:

  • In Chapter 7 Constructions and Scale Drawings, Lesson 7.5 connects scale drawings (7.G.1) to ratios and proportional reasoning (7.RP.A), and the vocabulary is noted in the lesson. It is also modeled in the online tutorial video located in the dynamic classroom. The textbook does not identify this connection. The other lessons in the chapter were not found to have connections to major work.
  • In Chapter 8, Lesson 8.1 has an unidentified connection to 7.EE in Example 3. Students are asked to use the formula for circumference to find the diameter, and it is practiced in problem 13. In the other lessons, students substitute values into the given formula and use order of operations to simplify the expressions. With the exception of lesson 8.1, there is not a connection to 7.EE as the standard requires students to work with positive and negative rational numbers and with multi-step equations. Inverse operations are not needed to find the area or the volume.
  • The lessons in Chapter 10, which address supporting Clusters 7.SP.A,C, do provide natural connections when working with creating probabilities as rational numbers and converting them to decimals and percents. In addition, each lesson, with the exception of lesson 10.1, also involves using proportional relationships to draw conclusions in both sampling and experimental probability situations. However, standards 7.RP.3 and 7.NS.2 are not explicitly identified as being part of the lessons, and neither the teacher script nor the student materials highlight this connection for the teacher or the students

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 7 provide a year’s worth of content as written.

154 days of instruction are outlined in the pacing guide on page xxxii and xxxiii with each lesson designed to fill a 45-minute instructional period. This pacing includes days for study help and review before the mid-chapter quizzes and two days for review and assessment at the end of each chapter. Remaining days can be used for review and the cumulative assessments found at the conclusion of each chapter and the assessment book. Before each chapter, information is provided for the teacher on how much time to spend on each section. Unlike the other textbooks in the series, this one includes regular and accelerated pacing instead of detailing the number of days allotted for activities, lessons, and extensions. Since the material does not explicitly define the amount of time to spend on each extension lesson, these lessons may not be given adequate attention. The following extensions allow students to encounter specific parts of the following standards found in the work of the grade-level:

  • 7.EE.2 - In 3.2 Factoring Expressions, students add and subtract expressions in the lesson but work to factor and expand them only in the 3.2 Extension.
  • 7.RP.2a,b,d - Extension 5.2 Graphing Proportional Relationships connects all of these standards in the same lesson while the rest of the chapter separates the tabular, graphic, and verbal representations of proportional relationships in different lessons.
  • 7.G.3 - In Extension 9-5, students “slice” three-dimensional figures and examine the two dimensional figure that is formed as a result.

The online lesson plans also include extra examples if teachers need them. If students need more practice on skills, teachers would have access to resources without having to find other supplemental practice. The Online section titled “Chapters at a Glance” displays all of these practice opportunities for each chapter.

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 7 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 7 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 5 and 6 level work to the Grade 7 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 3 the notes instruct teachers to review key words and order of operations to evaluate expressions, but the prior grade-level standards require a flexible view of simplifying and generating equivalent expressions. Other examples include:
    • Chapter 2: LCM review before performing operations with rational numbers (page T-43)
    • Chapter 4: Specific work with Grade 6 level inequalities and comparing rational numbers is explained before writing, graphing and solving inequalities.
  • The first page of each chapter is “What You Learned Before.” The teacher page adjacent to this page identifies the CCSS addressed, which is usually from a previous grade-level, but no explanation of what connects this previous material to the upcoming lessons is included.
  • Once into the chapter, teachers can see previous skills being reviewed, but there is only one identification by the textbook.
    • In section 1.1, a review of Grade 6 work with absolute value is presented and identified as preparing for 7.NS.1, 7.NS.2, 7.NS.3
    • A review of Grade 6 work with rational numbers occurs in section 2.1, but it is identified as learning 7.NS.2b, 7.NS.2d.
  • Content of future progressions beyond the current grade-level are not identified in the materials nor are these lessons accompanied by an explanation of the progressions.
    • Students find slope of a line in 5.5, but the material does not identify this lesson as Grade 8 content.

The materials do not give all students extensive work with grade-level problems. The majority of the problems in the exercises require students to produce an answer or solution. There are open-ended, reasoning, and critical thinking items which allow students to engage in grade-level work that meets the depth of the standard in most cases. These opportunities to engage in extensive grade-level problems are provided for all students only if they are given the opportunity to access all of them.

  • An assignment guide is provided 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.
    • For example in section 2.3, both average and basic learners are excluded from item 27, an open-ended problem that requires students to fill in two different negative values to make an equation true. Item 28, which requires students to make generalizations about the structure of rational numbers, is also not listed as an opportunity for average or basic learners (7.NS.1).
    • 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 simple task that can get to the depth of a standard; however, it is rarely part of the Basic Assignment. If students are only assigned Basic or Average Level Assignments, they will often not engage with the problems reaching the full depth of the standard.

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 materials. 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 7 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 5.2 the Previous Learning states, “Students have written and simplified ratios.” Neither the specific CCSS standards nor the grade-level is stated.

Overall, explicit connections to prior knowledge are made at a very 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 7 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.
    • Examples from Chapter 5 include, “Today’s lesson is comparing ratios using proportions and the Cross Products Property” in Section 2 and "Today's lesson is solving proportions using a variety of strategies" in Section 4. Neither lesson goal capture what is required in 7.RP.A because the students do not analyze proportional relationships; in both lessons, students use multiplication or the Cross Products strategy to produce an answer.

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:

  • All major work is addressed before the supporting work occurs limiting the textbook’s ability to foster connections between clusters.
  • An identified connection occurs in Chapter 6, Lesson 4, which connects 7.RP.3 to 7.EE.3, when students write an equation before solving problems involving percentages on page 236. Students also work with rational numbers in this lesson, but 7.NS.3 is not identified.
  • The performance tasks could make connections between cluster headings. These tasks present open-ended problems with varying ways to represent solutions, but they address one standard at a time. Although not explicitly mentioned, the tasks aligned to the 7.RP standards included natural connections to 7.EE and 7.NS. Students may choose to represent solutions as equations, but they are not required to do so as the prompts are written.
  • In Chapter 8, Lessons 2 through 4 address 7.G as well as parts of 7.EE.4 in the limited number of items which require students to use properties of equality when engaging in work that includes semicircles. While the examples are accompanied by explicit steps to calculate the perimeter and area of various two-dimensional shapes using equations, the directions do not require students to use equations or find missing dimensions (length, width, height, radii or diameters) when completing the problems. Most items do not require students to use inverse operations or explain equality.

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 Red 978-1-60840-450-6 Big Ideas Learning, LLC 2014
Big Ideas Math Common Core Teacher Edition Red 978-1-60840-457-5 Big Ideas Learning, LLC 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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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.

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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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