Alignment: Overall Summary

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The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for alignment to the Common Core State Standards (CCSS). ​The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials meet expectations for Gateway 2, rigor and balance and practice-content connections, by reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor. The materials meet expectations for meaningfully connecting the Standards for Mathematical Content and the Cluster Standards for Mathematical Practice (MPs).

See Rating Scale Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
17
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
36
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for Gateway 1, focus and coherence. The instructional materials meet the expectations for focusing on the major work of the grade, and they also meet expectations for being coherent and consistent with the standards.

Criterion 1a

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

​The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for not assessing topics before the grade level in which the topic should be introduced. The materials assess grade-level content and, if applicable, content from earlier grades.

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
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for assessing grade-level content. 

Assessments are located in the Assessment Guide book. Assessments consist of a Prerequisite Skills Inventory, Interactive Middle-of-Year Test, Interactive End-of-Year Test, 22 Module Tests, and 7 Unit Performance Tasks. Each Module Assessment consists of interactive and printable Form A and Form B.

The Interactive Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the Interactive End of Year Test assesses the full year of standards. For example, Item 3, “Sage put 37 books in a bag. He also put 6 small books and 6 large books in a box. How many more books did Sage put in the box than in the bag?” (2.OA.3) Also, for example, End of Year Test Item 7, "Which shape has 3 angles?" (2.G.1)

Module Tests are available digitally and in the Assessment Guide. Examples include:

  • Module 1 Test, Forms A and B, Items 1-9, students focus on fluently adding and subtracting within 20. Students also solve word problems to find sums and differences. In Interactive Form B, Item 4, “Katy and James have 11 plants. James has 5 plants. How many plants does Katy have?” (2.OA.2)
  • Module 5 Test, Forms A and B, Items 1-9, students read and write numbers to 1000 using base-ten numerals, number names, and expanded form. In Form B, Item 8, “What is 860 in expanded form? 860 = ____+_____.” (2.NBT.3)
  • Module 9 Test, Form A, Item 3, students identify the time shown on the clock (3:20). (2.MD.7)
  • Module 10 Test, Forms A and B, Items 3-4 and 9, students solve word Items by adding or subtracting within 100. In  Form B, Item 4, "Paco has a book with 43 pages. He reads 21 of the pages. How many pages does Paco have left to read?" (2.NBT.5, 2.NBT.6)
  • Module 12 Test, Form A, Item 3, students determine “Which shows a correct strategy to add 48 + 26?” (2.NBT.9)
  • Module 15 Test, Forms A and B, Items 1-8, students solve two-step word items using addition or subtraction within 100. Students also find solutions represented by models (base ten blocks and tape diagrams), multiple choice answer, or numeric answer. In Form A, Item 6, “Vera fills some pink balloons. Carson fills 29 yellow balloons. Together Vera and Carson fill 38 pink and yellow balloons. How many of the balloons are pink? Write an equation to show the Item and solve.” (2.OA.1, 2.NBT.5) 
  • Module 20 Test, Forms A and B, Items 2, 4, 5, and 6, students use addition and subtraction to solve word Items involving lengths that are given in the same units. In Form B, Item 2, "How much longer is the toy truck than the toy train? The toy truck is ___ centimeters longer than the toy train." (2.MD.5)
  • Module 21 Test, Form A, Item 1, students choose the shape that has 4 sides and 4 angles. Students use attributes to choose the correct shape. Form A, Item 1, “Which shape has 4 sides and 4 angles? (2.G.1)
  • Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Module 4, Task 3, “There are 47 apples in a big basket at the market. There are 24 apples in a small basket. There are 13 apples in the wood bucket. Write an equation and solve to find the total number of apples. Explain why the addition strategy works.” (2.NBT.5)

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.
4/4
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. The instructional materials devote at least 65 percent of instructional time to the major clusters of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for spending a majority of instructional time on major work of the grade.

  • The approximate number of Modules devoted to major work of the grade (including assessments and supporting work connected to the major work) is 20 out of 22, which is approximately 90%.
  • The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 96 out of 105, which is approximately 91%.
  • The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 160 out of 181, which is approximately 88%.

A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each module. As a result, approximately 91% 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.
8/8
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for being coherent and consistent with the standards. The instructional materials have supporting content that engages students in the major work of the grade and content designated for one grade level that is viable for one school year. The instructional materials are also consistent with the progressions in the standards and foster coherence through connections at a single grade.

Indicator 1c

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

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the instructional materials, major work of the grade is supported by non-major work.

Examples of how the materials connect supporting work to the major work of the grade include:

  • In Module 2, Lesson 2, Step It Out, the supporting work of 2.OA.3 (Determine whether a group of objects (up to 20) has an odd or even number of members) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem 1, “Mr. Less plants 12 seeds in a garden. He sorts the seeds into two equal groups. How many seeds are in each group?”
  • In Module 2, Lesson 3, On Your Own, the supporting work of 2.OA.4 (Use addition to find the total number of objects arranged in rectangular arrays) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem 2, “There are 3 rows of pennies. There are three pennies in each row. How many pennies are there?”
  • In Module 3, Lessons 3, Build Understanding, the supporting work of 2.MD.10 (Solve simple put-together, take apart, and compare problems using information presented in a bar graph) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem C, “How many more prizes did Lena win than Jennie?  Explain how you know.”
  • In Module 7, Lesson 4, On Your Own, Problem 2, the supporting work of 2.MD.8 (Solve word problems involving money) is connected to the major work of 2.OA.1 (Use addition and subtraction within 100 to solve one- and two-step word problems) as student solve “Liam wants to buy a toy dinosaur for 30¢. Draw coins to show two ways to make  30¢.” 
  • In Module 9, Lesson 1, 2.MD.7 (Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.) is connected to 2.NBT.2 (Count within 1000; skip-count by 5s, 10s, and 100s) as students solve Task 1 using a clock to “Count by fives until you reach 11. How many minutes have passed?”

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
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Indicator Rating Details

Instructional materials reviewed for HMH Into Math Grade 2 meet expectations that the amount of content designated for one grade-level is viable for one year. 

As designed, the instructional materials can be completed in 180 days. The suggested amount of time and expectations for teachers and students in the materials are viable for one school year as written and would not require significant modifications.

  • There are 126 instructional days.
  • There are 3 days for the Growth Measure Assessments
  • There are 7 Units. There is 1 day per Unit for the Performance Task for a total of 7 days
  • There are 20 Modules, with 1 day for each Module Opener, Are You Ready?, and 1 day for each Module Review and Module Test, for a total of 44 days.

The suggested pacing from the publisher is 1 day per lesson for most lessons. However, some lessons are listed for 2 days. There are no lessons that require more than 2 instructional days to complete.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for the materials being consistent with the progressions in the Standards, providing all students with extensive work of the grade, and explicitly identifying prior knowledge needed for grade level work.

In the Planning and Pacing Guide, there is a Correlations Chart where all grade-level standards are represented. Tasks are aligned to grade-level work and are connected to prior knowledge. A typical module has “Are You Ready?” to assess student readiness for the upcoming module. Warm-Up options in all lessons and Spark Your Learning activities in Build Understanding lessons and Connect Concepts and Skill lessons are intended to assist with activating prior knowledge. On Your Own, and More Practice/Homework, which includes a spiral review, are available in most lessons. Additionally, every lesson provides Small Group Options or Math Center Options that can be used to plan for differentiated instruction.

The instructional materials clearly identify content from future grade levels and use it to support the progression of the grade-level standards. Each Module and Lesson begin with Teaching for Success that identifies the standards for “Prior Learning”, “Current Development” and “Future Connections” respectively. Units begin with lessons connected to the standards from prior grades that are relevant to the current topic. Examples of Future Connections include:

  • Module 4, Teaching for Success, Mathematical Progressions, Future Connections, “Children will fluently add and subtract within 1000 using strategies and algorithms based on place value.”
  • Module 9, Lesson 2, Mathematical Progressions, Future Connections, “Children: will tell time to the nearest minute; will measure time in intervals of minutes; will use a.m. and p.m. to describe time.”
  • Module 17, Lesson 4, Mathematical Progressions, Future Connections, “Children: will use strategies to fluently subtract within 1,000; will use algorithms to fluently subtract within 1,000 (Grade 3, 10.1-10.6).”

A typical lesson includes multiple opportunities for students to engage with extensive work of the grade. During Build Understanding and Step It Out and Connect Concepts and Skills are intended to engage students with new grade-level content. During On Your Own (independent practice), and More Practice/Homework, students work with grade-level problems. For example:

  • Unit 5, Three-Digit Addition and Subtraction consists of Module 16, Three-Digit Addition, and Module 17, Three-Digit Subtraction. Students engage with extensive work of the grade to meet the full intent of 2.NBT.7.
    • Module 16, Lesson 4, More Practice/Homework, Problem 6, students add two three-digit numbers. “At Tim’s Pizza Shop, 179 pizzas were sold on Friday and 226 pizzas were sold on Saturday. How many pizzas were sold on Friday and Saturday?”
    • Module 17, Lesson 5,  On Your Own, Problem 2, students solve three-digit subtraction problems. “Hannah jumps 300 times. Sharon jumps rope 179 times. How many more times does Hannah jump rope than Sharon? Solve.”
  • In Module 21, Two- and Three-Dimensional Shapes, students identify and draw two- and three-dimensional shapes, find and count angles two-dimensions, and sort two-dimensional shapes by angles and sides.  
    • In Lesson 21.1, students identify and draw three-dimensional shapes. On Your Own, Problem 3, “Sahil is not sure if he is holding a rectangular prism or a cube. How can he decide which shape he has? Explain.”
    • In Lesson 21.2, students identify and draw two-dimensional shapes. On Your Own, Problem 6, “Jon’s shape has 6 sides and 6 vertices. Draw and name his shape.”
    • In Lesson 21.3, students find and count angles in two dimensional shapes. More Practice/Homework, Problem 2, “Write the number of angles in each shape. Triangle; hexagon; pentagon; quadrilateral.”
    • In Lesson 21.4, students sort two-dimensional shapes by sides and angles. More Practice/Homework, Problems 3 and 4, “Draw two shapes that match the rule.” Problem 3, “Shapes with more than 4 angles.” Problem 4, “Shapes with fewer than 5 sides.”

In addition to including Mathematical Progressions identifying prior learning for each lesson, the beginning of each module explicitly identifies and engages prior learning during the "Are You Ready?" activities designed to diagnose mastery, inform grouping and differentiation. Warm-Up Options in all lessons, and Spark Your Learning activities in Build Understanding and Connect Concepts and Skills lessons are intended to assist with activating prior knowledge. Examples include: 

  • Module 5, Lesson 1, Are You Ready? includes exploring teen numbers (K.NBT.1), exploring place value to 100 (1.NBT.2), and hundreds-tens-ones (2.NBT.1). 
  • Module 15, Lesson 2, Learning Progressions, Prior Learning, “Children: added and subtracted within 20; subtracted within 100 (Grade 1, 3.6, 4.7, 14.1, 14.3-14.6).”
  • In Module 22, Lesson 4, Spiral Review, assesses estimating length using yards and naming the equal shares of a shape as halves, thirds, or fourths. (Grade 2, Lesson 18.7, 22.2, 2.MD.1-3)  These Spiral Reviews are located in the More Practice/Homework section of the student materials.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meets expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are visibly shaped by CCSSM cluster headings, including:

  • In Module 1, Lesson 4, the Learning Objective, “Recall differences for basic facts using mental strategies,” is shaped by 2.OA.B, (Add and subtract within 20).
  • In Module 12, Lesson 2, the Learning Objective, “Represent 2-digit subtraction with regrouping 1 ten as 10 ones,” is shaped by 2.NBT.B, (Use place value understanding and properties of operations to add and subtract).
  • In Module 21, Lesson 3, the Learning Objective, “Identify angles in two-dimensional shapes,” is shaped by 2.G.A, (Reason with shapes and their attributes).

The materials include problems and activities connecting two or more clusters in a domain or two or more domains in a grade, in cases where these connections are natural and important, and examples of this include:

  • In Module 12, Lesson 6, connects 2.OA.B  and 2.NBT.A  as students fluently add and subtract within 100 using place value strategies and explain why addition and subtraction strategies work through the properties of operations. Step It Our Turn and Talk, “How is regrouping for subtraction different from regrouping for addition? Explain.” More Practice/Homework, Problem 2, “There are 36 snails in Mrs. King’s garden. Then 17 snails crawl away. How many snails are there now? Do you need to regroup 1 ten as 10 ones? Explain?”
  • Module 15, Lesson 3, On Your Own, connects 2.OA.A and 2.NBT.B  as students solve addition and subtraction word problems within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction. Problem 4, “Jake and Sara each have 25¢. Then they find some more coins. Now they have 95¢. How much money do Jake and Sara find?”
  • Module 20, Lesson 4, On Your Own, connects 2.MD.B with 2.OA.A as students solve addition and subtraction problems involving length in one- or two-step word problems. Problem 3, “Brynn builds a train track that is 74 centimeters long. Then she takes away 18 centimeters of track. How long is the train track now?” Students use a number line, and write an equation to solve.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for Gateway 2, rigor and balance and practice-content connections. The instructional materials meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor, and they meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

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.
8/8
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications. The instructional materials also do not always treat the aspects of rigor separately or together.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Each module contains two types of lessons specifically designed to engage students with conceptual understanding, Spark Your Learning and Bridging Lessons. The instructional materials present multiple opportunities for students to develop conceptual understanding, and examples include:

  • Module 4, Lesson 2, students develop understanding of 3-digit numbers by using tens and ones blocks, connecting cubes, or drawing a picture, to show the number of crayons in boxes. Students answer "How many tens are in 100? Which number is in the hundreds place?" (2.NBT.1)
  • Module 18, Lesson 3, students measure to the nearest inch. Students begin the lesson using tiles to measure the length of an object and expand to using an inch ruler. (2.MD.1)
  • Module 19, Lesson 1, students estimate lengths using centimeters. Students use a string and connecting cubes at the beginning of the lesson to find everyday objects that are longer than 10 centimeters and to compare measurements. Students move to using unit cubes and paper clips to measure, estimate, and compare length. (2.MD.A)
  • Module 20, Lesson 1, students relate inches to a number line. Students use a ruler as a number line to solve a word problem, “What does the ruler remind you of? (A Number line) What can a number line help you with?” (2.MD.6)

The instructional materials present multiple opportunities for students to develop conceptual understanding, and examples include:

  • Module 2, Lesson 2, students use equations to represent addition and subtraction situations. Students use cubes, drawings, and equations to show their understanding of addition and subtraction. (2.OA.1)
  • Module 20, Lesson 1, students relate inches to a number line. Students use a ruler as a number line to solve a word problem, “What does the ruler remind you of? (A Number line) What can a number line help you with?” (2.MD.6)

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for attending to those standards that set an expectation of procedural skill and fluency.

Students develop procedural skills and fluencies throughout the grade level. Each module contains Procedural lessons that help students develop the steps in a procedure and determine when the procedure should be used. Module and Lesson components that specifically attend to student’s developing and independently demonstrating procedural skill and fluency include:

  • In Module Planning: Teaching for Success, Teacher to Teacher notes give the teacher advice on how to question the student in order to build procedural fluency. For example, in Module 6, Teacher to Teacher suggests teachers ask questions about adding tens to numbers using mental math. (2.NBT.4)
  • In Homework and Test Prep, students practice skills and develop fluency through the Spiral Review. For example, Module 16, Lesson 2, Spiral Review, students demonstrate fluency with subtracting two-digit numbers. (2.NBT.5)

Modules 10, 11, 12, 13, and 15 address 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. For example:

  • Module 11, Lesson 1, Sharpen Skills, students build fluency and practice basic math skills to support fluency in adding within 100. In Build Understanding, students knowledge of “making ten” is extended to making multiples of ten. 
  • Module 11, Lesson 4, Fluency Builder, students find the missing number in a subtraction equation. Students practice fluency in the More Practice/Homework as they break apart vertical addition problems into units to add.
  • Module 12, Lesson 3, students develop fluency adding two-digit numbers using the standard algorithm. During On Your Own and More Practice/Homework, students demonstrate fluency in regrouping to solve problems accurately and efficiently with a numerical model.

Module 1 addresses 2.OA.2, fluently add and subtract within 20 using mental strategies. Students build fluency by using strategies such as: doubles, fact families, properties of operation, and making ten to add or subtract. Specific examples include: 

  • Module 1, Lesson 3, On Your Own, students use related facts and make connections between operations using bar models to develop fluency in adding and subtracting within 20.
  • Module 1, Lesson 4, More Practice/Homework, students choose a strategy to subtract.

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
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for teachers and students spending sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

Students engage in routine application problems throughout the grade level. In Independent Practice and On Your Own, students apply what they have learned to solve real world problems independently. For example: 

  • In Module 13, Lesson 2, On Your Own, Problem 9, students rewrite subtraction problems. “A tennis team practices with 41 tennis balls. Some tennis balls are green and some are yellow. The team practices with 28 yellow tennis balls. How many green tennis balls does the team practice with?” (2.OA.1)
  • In Module 15, Lesson 1, On Your Own, Problem 4, students solve addition and subtraction word problems. “Sara has 48 dog treats. She has 32 fewer than Min. How many dog treats does Min have? Write an equation to show the problem. Solve.” (2.OA.1)
  • In Module 15, Lesson 2, Check for Understanding, Problem 1, students solve subtraction word problems. “A store sells 38 bags of grapes. There are 27 bags of grapes left at the end of the day. How many bags of grapes are there to start?” (2.OA.1)
  • In Module 15, Lesson 3, On Your Own, Problem 10, students solve multi-step addition and subtraction problems. “There are 8 children at the party. 6 more children come to the party. Then 4 children leave. How many children are at the party now?” (2.OA.1)

Examples of non-routine application of the mathematics include:

  • In Module 3, Lesson 3, On Your Own, students draw picture graphs to represent data given in context. Students complete a picture graph using data given and answer questions using the picture graph. Students also “Write a new question that you could answer using the graph. Then solve.” (2.MD.10)
  • In Module 8, Lesson 3, On Your Own, Problem 2, students solve word problems involving money. For example, “Manny saves 63¢ and Erica saves 30¢. How much money do they save?” (2.MD.8)
  • In Module 12, Lesson 5, On Your Own, Problem 7, students add two digit numbers. “There are 54 notebooks in a box. Some notebooks are blue. Some notebooks are red. How many notebooks of each color should be in the box?” Students then create their own problem to equal 54. (2.OA.1)

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for the three aspects of rigor not always being treated together and not always being treated separately. Overall, two, or all three, of the aspects are interwoven throughout each module.

All three aspects of rigor are present independently throughout the program materials. Examples include:

  • In Module 1, Lessons 1-7, students develop procedural skill and fluency in adding and subtracting within 20 using mental strategies. (2.OA.2)
  • In Module 7, Lesson 1, Build Understanding, students use place value understanding to add coins. Task 2, “Jack puts 4 dimes and 6 pennies in his coin bank today. Show these coins using tens and ones. Then find the total value of the coins. Part A: How can you show 4 dimes and 6 pennies in the chart? Draw to show your work.” (2.NBT.2, 2.MD.8) 
  • In Module 12, Lesson 2, Spark Your Learning, students apply their understanding of subtraction. (2.NBT.5) Problem 1, "Steve has 15 baseball cards. He gives 7 baseball cards to Evan. How many baseball cards does Steve have now?"

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. Examples include:

  • In Module 12, Lesson 2, More Practice and Homework, students apply their understanding of regrouping in the Attend to Precision problem. “There are 24 fish in a pond. Then 16 fish swim away. How many fish are there now? Do you need to regroup? Explain."
  • In Module 17, Lesson 5, students use conceptual understanding to draw a visual model that shows subtraction equations in application problems “On a farm, there are 800 stalks of corn. There are 595 bean plants. How many more stalks of corn than bean plants are on the farm?” Students are asked to draw to show their regrouping (Step It Out, Task 1). (2.NBT.7)

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
9/10
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs). The MPs are identified and clearly labeled throughout the materials, and the instructional materials support the standards’ emphasis on mathematical reasoning.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
1/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 partially meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout the grade-level.

All MPs are identified throughout the materials. There are some over identifications of MP1 and MP5 as they are identified as being present in every lesson. For example:

  • MPs are identified in both the Planning and Pacing Guide and the Teacher Edition. 
  • The Planning and Pacing Guide explains each MP and provides a correlation to specific lessons. All Spark Your Learning lessons are labeled as Persevere (MP1). Planning and Pacing Guide, page PG64, says “Included in every lesson.” According to the Planning and Pacing Guide, Use Tools (MP5) is “In every Spark Your Learning and Module Review.”

In each lesson, Focus and Coherence identifies the MPs within the lesson, and the MPs are also identified throughout the lesson before a task. Because the identification is associated with a task, there are connections to grade level content. For example:

  • In Module 2, Lesson 3, Build Understanding, Task 1, identifies MP7. Students describe how they use structure when showing objects in rows. “How can you show Hannah’s stickers? How many rows of stickers does Hannah have? How many stickers in each row? How can you show the rows of stickers? How can you find how many stickers there are in all?” 
  • In Module 6, Lesson 4, Build Understanding, Task 1, identifies MP3. Students “Show each number with blocks and a quick picture.” “Children can choose to build concrete models or visual models. Have children explain how the tool they chose helps them solve the problem.” 
  • In Module 7, Lesson 3, Build Understanding, Task 1, identifies MP7. Students draw coins in order from greatest value to least value. They respond to “How can you count on to find the total value of Vera’s coins? What is the total value of Vera’s coins?” Teachers are prompted in the Teacher Edition to, “Ask children to tell how putting the coins in order from greatest to least value helps them find the total value. Remind children that the value of a coin is not related to the size of the coin.” 

 Some lessons include an explanation about the connection to the MPs in Professional Learning. For example:

  • In Module 10, Lesson 2, MP7, information includes “In this lesson, children will use a number line to extend their understanding of addition and subtraction within 100. The number line supports thinking based on counting, as opposed to the standard algorithm that supports thinking based on grouping and place value. Children may count on or back by ones and tens. As they progress with their experience in using a number line, they become more flexible with units. The structure of the number line helps them internalize their understanding of unitizing, a prerequisite for using place value to add and subtract.”

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for carefully attending to the full meaning of each practice standard (MP). 

The materials attend to the full intent of the MPs. Examples of the instructional materials attending to the full meaning of the MPs include:

  • MP1: In Module 1, Lesson 2, Spark Your Learning, “Choose two numbers. How can you show the sum of the numbers.” Guiding questions teachers can ask are, “What tools could you use to represent the addition fact you wrote? How does the addition fact relate to your concrete model or visual model? How are the two addition facts the same? How are they different?” 
  • MP2: In Module 14, Lesson 3, students reason abstractly and quantitatively by completing the bar model by deciding where to place each number from the word problem. Students are reminded to use a blank for the unknown number. Teachers ask them how they can add to find the unknown number. The sample guided discussion given states, “What do you need to find? What do you need to find the total? What strategy can you use to add the numbers?” 
  • MP4: In Module 15, Lesson 2, Independent Practice, Problem 8, “Write a word problem for this equation. 56 - 37 = 19.”
  • MP5: In Module 18, Lesson 3, Spark your Learning, “Emilo’s class measures a leaf. Draw tiles to show the length of the leaf. Then draw the leaf using one of your paper rulers.” Teachers are then instructed to ask “What other tool could you use to solve the problem? Compare using that tool with the one you used in the problem.”
  • MP6: In Module 5, Lesson 1, Build Understanding, Task 1, has the teacher read and discuss the problem. Have children show a three-digit number in different ways. The sample guided discussion askis, “Why can 321 be written as 3 hundreds, 2 tens, and 1 one and also as 300+20+1? How does the quick picture help you write the number in expanded form?” 
  • MP7: In Module 2, Lesson 5, On Your Own, Problem 2, “Amav puts some watermelon slices in 3 rows. There are 2 slices in each row. Draw the slices. Then write an addition equation to find the total number of slices.” Students use arrays to represent repeated addition as they begin to build underlying concepts of multiplication. 
  • MP8: In Module 6, Lesson 1, Step It Out, Task 2, Sample Guided Discussion, “What pattern are you using when you count by fives?" and "What pattern are you using when counting by hundreds?”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. 

Students have opportunities to construct viable arguments through activities such as explaining their thinking or justifying steps, and the materials prompt them to analyze the arguments of others. Examples include: 

  • In Module 1, Lesson 4, On Your Own, Problem 5, students “Construct Arguments: There are 12 squirrels sitting in an oak tree. Then 9 squirrels leave the tree. How many squirrels are in the tree now? What strategy did you use to solve the problem? Explain.”
  • In Module 7, Lesson 3, On Your Own, Problem 2, students solve “Tasha uses these coins to buy a balloon. What is the total value of the coins? Draw to show your work.” Problem 3: Construct Arguments: “Explain how you solved Problem 2.”
  • In Module 12, Lesson 5, On Your Own, Problem 9, students “Construct Arguments: Explain the addition that you did to solve Problem 8. Be sure to tell about the values of the digits in the numbers.”
  • In Module 17, Lesson 6, On Your Own, Problem 7, students “Construct Arguments: Lexi and Zach both solved the same subtraction problem, but they got different answers. Check Lexi and Zach’s work. Who got the right answer? Explain how you know." 
  • In Module 20, Lesson 3, On Your Own, Problem 2, students “Construct Arguments: Mrs. Morgan has a wood board that is 67 centimeters long. She cuts off a piece of the board. The board is now 49 centimeters long. How many centimeters does Mrs. Morgan cut off? ____ centimeters. Explain how you found your answer.”
  • In Module 21, Lesson 1, On Your Own, Problem 3, students “Construct Arguments: Sahil is not sure if he is holding a rectangular prism or a cube. How can we decide which shape he has? Explain.” Students will explain that by looking at the faces of the three-dimensional shape, Sahil can tell it is a rectangular prism because the faces are rectangles.”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

The materials provide teachers with Sample Guided Discussions, Turn and Talks, and Leveled Questions to assist teachers in engaging students in discourse. There is also some teacher guidance on how to lead discussions beyond the provided questions. Examples include: 

  • In Module 2, Lesson 4, Turn and Talk, teachers ask “How did the number of rows of toy trains help you write the addition equation? Explain.”
  • In Module 4, Lesson 4, Turn and Talk, “What if there were 7 tens in the number? How would the number be different? What number would you write? Explain.”
  • In Module 7, Lesson 2, Spark Your Learning, “Select children who have used various strategies and tools to share with the class how they solved the problem. Have children discuss why they chose a specific strategy or tool.”
  • In Module 11, Lesson 4, Sample Guided Discussion, teachers prompt student discussion by asking, “How can you verify your solution to the problem using a concrete model?”
  • In Module 14, Lesson 3, the materials state, “How does completing a bar model help you write an equation to represent and solve a problem?” Teachers are guided to, “Monitor children to note their strategies for writing equations to represent the problem. Ask children to share their strategies and discuss which strategy might be most helpful to solve the problem.” 
  • In Module 19, Lesson 4, Build Shared Understanding, teachers, “Select children who have used various strategies and tools to share with the class how they solved the problem. Have children discuss why they chose a specific strategy or tool.”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for attending to the specialized language of mathematics. The materials provide explicit instruction on communicating mathematical thinking with words, diagrams, and symbols. The materials use precise, accurate terminology and definitions when describing mathematics and support students in using them. 

The Planning and Pacing Guide has a section for Language Development that states HMH Into Math is built upon 4 design principles to promote the use and development of language:

  • Principal 1: Support Sense-Making;
  • Principal 2: Optimize Output to help students describe their mathematical reasoning and understanding;
  • Principal 3: Cultivate Conversations to facilitate mathematical conversations among students; and,
  • Principal 4: Maximize Linguistic and Cognitive Meta-Awareness to help students evaluate their use of language and see how mathematical ideas, reasoning and language are connected.

Language Routines and new/review vocabulary are summarized on the Language Development page for each module, and this also includes Key Academic Vocabulary for Prior Learning - Review Vocabulary and Current Development - New Vocabulary with definitions. Also in Language Development, Linguistic Notes provide teachers help with possible misconceptions relating to academic language. For example:

  • In Module 2, the Linguistic Note states, “Many classroom commands use words that are familiar in isolation, but as phrases may be misunderstood. To help English Language Learners be successful with the lesson, provide additional assistance with phrases such as make pairs, count by twos, and equal groups.”
  • In Module 8, the Linguistic Note states, “Mathematics is filled with symbols. Take time to identify the connections between symbols and meaning, such as the dollar sign. To help children succeed with this lesson, relate that meaning to math concepts. When studying money, it is important for children to understand that each coin and bill has a specific value.”
  • In Module 14, Lesson 4, Sharpen Skills, “Children will build math vocabulary by using a graphic organizer. Facilitate a discussion with children about what they remember about the word difference. Begin by having them give ideas about real-world situations that involve subtraction”
  • In Module 18, Lesson 1, the Connect Math Ideas, Reasoning, and Language states, “Have children use the Interactive Glossary during this conversation to record their understanding. Before beginning the task, have children use their own words to explain how to estimate. Then have partners share their work and discuss how their answers compare and contrast.” 
  • In Module 16, Key Academic Vocabulary includes hundreds, ones, regroup, and tens. In Module 20, Review Vocabulary includes centimeter and inches

Student pages include vocabulary boxes defining content vocabulary. Vocabulary is highlighted and italicized within each lesson in the materials. The vocabulary review at the end of each Module requires students to match new vocabulary terms with their meaning and/or examples provided, fill-in-the-blank with definitions or examples, or create a graphic organizer to help make sense of terms. Some lessons include Vocabulary Review. Connect Math Ideas, Reasoning, and Language Compare and Connect encourage students to use vocabulary terms to discuss mathematics with correct terminology. For example:

  • In Module 7, Lesson 2, the Connect to Vocabulary box includes Nickel: “A nickel has a value of 5¢.” “A quarter has a value of 25¢.”
  • In Module 18, nine new terms are introduced. New terms are used consistently throughout the module. In Lesson 6, for example, the Spark Your Learning states, “Measure a classroom object, like a mirror, in two ways. What do you notice about the measurements?” In Lesson 18.3, Connect Math Ideas, Reasoning, and Language Compare and Connect states, “Remind children they are learning how to measure and estimate length in units. Before beginning the task, have children use their own words to explain the term inch ruler. Then, have partners share their work and discuss their responses..” 
  • In Module 21, Lesson 1, Build Understanding, Connect Math Ideas, Reasoning, and Language Compare and Connect states, “Remind children they understand how to solve problems using two- and three-dimensional shapes. Before beginning the task, have children use their own words to describe the face, edge, and vertex of a three-dimensional shape. Have partners share their work and discuss how their answers compare and contrast.” 

Vocabulary cards can be used with vocabulary games. The eGlossary includes vocabulary terms and definitions translated into ten different languages. The Interactive Glossary provides the definition and a visual (diagrams, symbols, etc.) is provided for each vocabulary word.The Interactive Glossary also provides space for students to make graphic organizers or drawings for each new vocabulary term. In the student materials, the instructions state, “As you learn about each new term, add notes, drawings, or sentences in the space next to the definition. Doing so will help you remember what each term means.”

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for being well-designed and taking into account effective lesson structure and pacing. The instructional materials include an underlying design that distinguishes between problems and exercises, assignments that are not haphazard with exercises given in intentional sequences, variety in what students are asked to produce, and manipulatives that are faithful representations of the mathematical objects they represent.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations that there is a clear distinction between problems and exercises in the materials.

The materials distinguish between problems and exercises within each lesson. Lessons include Spark Your Learning or Step it Out, Turn and Talk, Build Understanding, Check Understanding, and On Your Own, and More Practice/Homework. Spark Your Learning Problems activate prior knowledge and introduce new mathematics to students. Build Understanding includes problems that help students build conceptual understanding of the mathematics topic being taught. Check Understanding and On My Own sections include exercises that ask students to use the newly learned mathematics in each lesson. Additional practice and Homework is available in a separate Student Edition, providing more exercises for students to solve.

Each Module presents lessons with a consistent structure. During Build Conceptual Understanding, and Connect Concepts and Skills, students have opportunities to learn new content through problems and examples in guided instruction, step-by step procedures, and problem solving.

At the end of the lesson, On Your Own, More Practice/Homework, and Additional Practice provides a variety of exercises which allow students to independently show their understanding of the material. Exercises are designed for students to demonstrate understanding and skills in application and non-application settings. Test Prep and Spiral Review also include exercises.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations that the design of assignments is intentional and not haphazard.

Overall, lessons are intentionally sequenced and scaffolded so students develop their understanding of mathematical concepts and skills. The structure of a lesson provides students with the opportunity to activate prior learning, build procedural skills, and engage with multiple activities that utilize concrete and abstract representations and increase in complexity.

Exercises are given in intentional sequences. In general, lessons are designed to begin with activating prior knowledge and build toward conceptual development and procedural skill. In Spark Your Learning, students use manipulatives and/or visual models to engage with the mathematical content, developing a concrete or representational understanding. This is followed by a Turn and Talk with a partner where students process the connections they have found. Throughout the lessons, students are provided scaffolding with new content in Build Understanding and Step It Out, where the abstract concept is broken down into smaller steps with additional Turn and Talks, and students complete independent exercises to build understanding and mastery. Check Understanding provides a mid-lesson check in and can be used to indicate the need to differentiate learning for students. Students solve and practice concepts in On Your Own, and More Practice/Homework.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for having a variety in what students are asked to produce.

In Spark Your Learning, Build Understanding, and Step It Out, students use visuals to show their thinking. In Turn and Talks, students frequently construct arguments, and explain why. There are opportunities for students to produce answers and solutions in On Your Own, while also providing opportunities for students to provide written explanations. Throughout the materials, students represent mathematics using equations.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

The Planning and Pacing Guide, Manipulatives and Tools, explains how manipulatives are used in each module. The materials identify the manipulatives needed at the beginning of each lesson, and on student pages there is a picture of the manipulative they will use. Examples of manipulatives for Grade 2 include: base ten blocks, connecting cubes, pattern blocks, square dot paper, and counters.

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
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Indicator Rating Details

The visual design of HMH Into Math Grade 2 is not distracting or chaotic. The printed and digital materials follow a consistent format. Teacher editions provide information for teachers to be able to access digital resources. There is room for students to record answers and show their thinking.

Features of the materials are consistently presented, and the use of colored fonts supports identification of lesson components. Components of the lesson are labeled in the Teacher Edition as Part 1: Spark Your Learning, Part 2:  Learn Together, Part 3: Check Understanding, Part 4: Differentiation Options, and Part 5: Wrap Up.  For example, Turn and Talks are highlighted in yellow, and Check for Understandings are always in orange font. Visual images mirror the situation in the problem or can be used by students as they solve the problem.

Tasks within a lesson are numbered to match the module and lesson numbers. Student practice problem pages include enough space for students to write their answers and provide explanations.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
7/8
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for supporting teacher learning and understanding of the CCSSM. The instructional materials include: quality questions to support teachers in planning and providing effective learning experiences, a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials, a teacher edition that partially contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons, and explanations of the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing quality questions to help guide students’ mathematical development. 

Throughout the Teacher Edition, questions are posted to help support teachers with questions to guide students’ mathematical development. Activate Prior Knowledge, Spark Your Learning, Build Understanding, On Your Own, and Turn & Talk consistently provide questions to drive student discussion. 

  • Module 3, Lesson 4, Spark your Learning, Persevere, provides the following questions for teachers: “What 4 field trips did children choose from? How do you know what picture to draw? Which tool could you use to solve the problem? Why is the tool you chose the one that works for you?” 
  • Module 21, Lesson 4, Step it Out, provides teachers with the following questions: “If the rules is more than three angles, does a triangle meet the rule? If the rule is fewer than six sides, does a pentagon meet the rule?”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for containing ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.

In the Module planning pages, there is a variety of information that can help teachers understand the materials in order to present the content. Each lesson identifies the relevant content standards and Mathematical Practices, an I Can Statement, Learning Objective, Language Objective, materials needed, and Mathematical Progressions that contain prior learning, current development, and future connections. 

Unpacking the Standards provides further explanations of the standards’ connections. This section gives an explanation of the content standard contained in the lesson and Professional Learning, which sometimes contains information about the practice standard contained in that lesson. Teaching for Depth provides teachers with information regarding the content and how this relates to student learning.There are additional suggestions about activating prior knowledge or identifying skills in Warm-up Options, activities to Sharpen Skills, Small-Group Options, and Math Centers for differentiation.

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.
1/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 partially meet the expectations for containing adult-level explanations so that teachers can improve their own knowledge of the subject. 

The materials include adult-level explanations of the grade-level content, but the materials do not include adult-level explanations of advanced mathematics concepts so that teachers can improve their own knowledge of the subject.

The materials include explanations and examples of the course-level mathematics specifically for teachers that can improve their own knowledge of the subject. In the Teacher Edition modules, there are examples and support for the adult in the math classroom as it relates to grade-level standards. For example: 

  • The Mathematical Progressions table in each module and lesson, highlights Prior Learning, Current Development and Future Connections.
  • Planning and Pacing includes a correlation chart for the math practices that defines each math practice in full.
  • Every Module introductory pages include Teacher for Depth and Teacher to Teacher. Every lesson includes either Professional Learning (About the Math, Using Mathematical Practices and Processes, and Visualizing the Math) and/or Unpacking Math Standards. 
  • Professional Learning videos are available online on Ed: Your Friend in Learning. This is noted on each Module Planning Page A of the Teacher Edition.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for explaining the role of grade-level mathematics in the context of the overall mathematics curriculum.

Each module in the Teacher Edition includes Mathematical Progressions which lists prior learning, current development, and future connections. Similarly, the beginning of each lesson in the Teacher Edition includes Mathematical Progressions that show connections to prior and future grades’ standards, as well as other lessons within the program.

In the Planning and Pacing Guide, Progressions and Algebra Readiness notes “Algebra as a course of study today is integrated around four progressions of elementary and middle school content leading to the Algebra course: Number and Operations, Operations and Algebraic Thinking, Statistics and Probability, and Functions” and includes a table that shows how the domains in Grades K-5, 6-7, and Grade 8 / Algebra fit into these progressions.

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
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 provide a list of lessons in the teacher's edition, cross-­referencing the standards addressed, and a pacing guide. 

The Planning and Pacing Guide includes the standards and pacing (number of days) for each lesson. There is another standards chart in the Planning and Pacing Guide that lists each standard and correlation to Student Edition Lessons. In the Teacher Edition, pacing is provided in the module planning pages, with written descriptions of the standards, as well as listed under Current Development in the Mathematical Progressions chart.

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
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 include strategies for parents to support their students progress. The Family Resources tab includes several resources for parents:

  • “School Home Letters  inform families about the skills, strategies, and topics students are encountering at school.” Each module includes a letter, found online in 4 languages, providing vocabulary, a home activity, and discussion prompts. This letter is available in English, Spanish, Haitian-Creole, and Portuguese.
  • Math on the Spot videos are available for specific lessons within a module.

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 explain instructional approaches used and how they are research based.

The Planning and Pacing Guide contains Teacher Support Pages that include a section on Supporting Best Practices. “Into Math Florida was designed around research-based, effective teaching practices such as those described in Principles to Actions (NCTM 2014).” These include:

  • Establish mathematics goals to focus learning.
  • Implement tasks that promote reasoning and problem solving.
  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.
  • Build procedural fluency from conceptual understanding.
  • Support productive struggle in learning mathematics.
  • Elicit and use evidence of student thinking.

The Planning and Pacing Guide describes four design principles from the Stanford Center for Assessment, Learning, and Equity (SCALE) that “Into Math classrooms maximize student growth by helping teachers deliver high quality instruction while monitoring every student’s success.” These principles are: Support sense-making; Optimize output; Cultivate conversation; and Maximize linguistic and cognitive meta-awareness. To address this, the instructional materials include language routines that “help teachers promote the design principles during instruction.” Each module contains a Language Development page in the Teacher Edition that states where the language routines should be used. On the lesson pages of the Teacher Edition, there are Support-Sense Making boxes that describe how the language routine can be used. Also, there are notes in the margin of the teacher’s edition providing connections from the strategy to the principle.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
9/10
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the CCSSM. The instructional materials provide strategies for gathering information about students’ prior knowledge, strategies for teachers to identify and address common student errors and misconceptions, and assessments that clearly denote which standards are being emphasized.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels.

  • At the beginning of the year, students’ prior knowledge is gathered through a Prerequisite Skills Inventory. “This short-answer test assesses core precursor skills that are most associated with on-grade success.” (Assessment Guide)
  • Each module begins with Are You Ready, a diagnostic assessment of prior learning related to the current grade-level standards. Intervention materials are provided to assist students not able to demonstrate the necessary skills. Commentary for each standard explains how the prior learning is relevant to the current module’s content. 
  • Prior learning is identified in the Mathematical Progressions section at the beginning of each module and lesson in the Teacher Edition.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

  • The module overview in the Teacher Edition contains Common Errors as students engage in an introductory task and provides questioning strategies intended to build student understanding.
  • The Spark Your Learning planning page for each lesson in the Teacher Edition includes Common Errors related to the content of the lesson that identifies where students may make a mistake or exhibit misunderstanding. There is a rationale that explains the likely misunderstanding and suggests instructional adjustments or steps to help address the misconceptions. 
  • There are also Watch Fors and question prompts that highlight areas of potential student misconceptions.

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
1/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 partially meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The materials provide support for ongoing review and practice.

  • Within each lesson there are activities to Activate Prior Knowledge. The Math Routine is a review problem from prior units/lessons. Make Connections provides teacher support on next steps based on the students’ responses.
  • Sharpen Skills provides ongoing fluency practice.
  • Test Prep questions “provided are intended to assess the child’s ability to extend understanding…”
  • In Homework/Practice, Spiral Review is designed to “help determine if children have retained information taught in the past.” 
  • Online interactive lessons and homework practice provide students with immediate notification if their answers are correct/incorrect.

There is no specific feedback to students or guidance for teachers on how to interpret and give feedback to students for the Sharpen Skills, Test Prep, and Spiral Review.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations that assessments clearly denote which standards are being emphasized. 

The Lesson Focus and Coherence page indicates the CCSSM that will be addressed within the Lesson. Throughout the lesson, there are formative assessments in Check for Understanding, On Your Own, and More Practice/Homework. Each lesson has a diagnostic assessment, Are You Ready, correlated to standards.

Each Module has an End of Module Test, and the standards associated with each problem on this test can be found on the Individual Record Form within the Assessment Guide Book. In addition, Assessment Preparation includes Standards-Based Practice for most lessons.

Each Unit has a summative Performance Task that includes the content focus in the teacher pages of the Assessment Guide.

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.
2/2
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Indicator Rating Details

The instructional materials for reviewed HMH Into Math Grade 2 meet the expectations that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Each lesson has a diagnostic assessment, Are You Ready, and the materials state that teachers can use Online Ed, to assign the Digital Are You Ready? to power actionable reports including proficiency by standards item analysis.

The Planning and Pacing Guide notes, “Check Understanding is a quick formative assessment in every lesson. Teachers use data to determine which students need additional small-group support and which students can continue on to independent practice or math center challenges.” 

Each performance task includes a task-specific rubric indicating a level 0 response through a level 3 response. The structure of the rubrics is the same, but specific words are changed to reflect the mathematical content of the module. Level 3 indicates that the student made sense of the task, has complete and correct answers, and checked their work or provided full explanations. Level 2 indicates that the student made sense of the problem, made minor errors in computation or didn’t fully explain answers. Level 1 indicates that the students made sense of some components of the task but had significant errors in their solution strategies. Level 0 shows little evidence that the student has made sense of the task, addressed specific components,and does not complete the problem. The Planning and Pacing Guide indicates a content focus for each of the items on the Unit Performance Tasks.  Each content area is identified with a depth of knowledge as well as one or more Reteach pages for follow-up with students. 

The Individual Record Forms in the Assessment Guide suggest Reteach Lessons that teachers can use for follow-up based on the Module assessments and Performance Assessments.

The Individual Record Forms for the Prerequisite Skills Inventory, Beginning-of-Year, Middle-of-Year Test, and End-of-Year Tests do not suggest Reteach Lessons or provide other guidance that teachers can use for follow-up with students.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 include Scales to Track Learning Goals at the end of each lesson. The Teacher Edition introduction states, “The scales below can help you and your students understand their progress on a learning goal. Scales are also available in Module Resources.” 

Each lesson contains “I can” scales with four levels of “I Can” statements written in increased difficulty. While there is a note saying, “The scale below can help you and your students understand their progress on a learning goal.” There is no explicit indication of how to use these scales. 

At the end of On Your Own, there is Learning Mindset where students write a response to reflect on the lesson.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
12/12
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners and strategies for meeting the needs of a range of learners. The materials partially embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations, and they provide opportunities for advanced students to investigate mathematics content at greater depth. The instructional materials also suggest support, accommodations, and modifications for English Language Learners and other special populations and provide a balanced portrayal of various demographic and personal characteristics.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. 

Throughout the materials, strategies are present, with guidance in the beginning of each module and lesson for both teachers and students. Examples include: 

  • Teaching for Depth provides information on strategies to use when teaching the concept. Represent and Explain focuses on ways for students to describe and picture a concept. Make Connections helps students understand a new idea by connecting it to previous knowledge.
  • Mathematical Progressions make connections to both prior and future skills and standards to scaffold instruction.
  • Diagnostic Assessment, Are You Ready?, allows teachers to “diagnose prerequisite mastery, identify intervention needs, and modify or set up leveled groups.”
  • Each lesson provides Warm-up Options to activate prior knowledge such as Math Routines and Make Connections.
  • Throughout the lessons, there are notes, strategies, sample guided-discussion questions, and possible misconceptions that provide teachers structure in making content accessible to all learners.
  • In each lesson, Check for Understanding problems provide information on student understanding of the lesson content, before they begin independent work during On Your Own.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

  • There are Reteach and Challenge activities for each lesson.
  • Each lesson includes Plan for Differentiated Instruction that provides teachers with teacher-guided, Small-Group Options and self-directed Math Center Options based on student need: “On Track, Almost There (RtI), and Ready for More.”
  • Each lesson provides Leveled Questions identified as DOK 1, 2, and 3 with an explanation of the knowledge those questions uncover about student understanding.
  • In the Teacher Edition, Spark Your Learning provides two possible strategies and a common error. Each section describes student actions and has teachers either describe and practice or remind them of important strategies to support learning and how to intervene..

There are four “Language Routines to Develop Understanding” used throughout the materials: 

  • “Three Reads: Students read a problem three times with a specific focus each time.” 
  • “Stronger and Clearer Each Time: Students write their reasoning to a problem, share, explain their reasoning, listen to and respond to feedback, and then write again to refine their reasoning.”  
  • “Compare and Connect: Students listen to a partner’s solution strategy and then identify, compare, and contrast this mathematical strategy.” 
  • “Critique, Correct and Clarify: Students correct work that is not their own with a flawed explanation, argument, or solution method and share with a partner to reflect and then refine the sample work.”

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

STEM Tasks are provided at the beginning of every instructional unit and include cross-curricular tasks which allow multiple entry-points and various solution strategies or representations, for example:

  • In Unit 5, STEM Task: “Compare the numbers on the whiteboard in the picture. Talk about why each number is different.”

Turn and Talks throughout each lesson provide opportunities for students to share a variety of ways to solve the problem, for example:

  • In Module 22, Lesson 1, Turn and Talk: “How did you put together the color tiles to make your rectangle?”

In the Planning and Pacing Guide, Spark Your Learning tasks are “designed as ‘low-floor/high ceiling’ tasks that all students can access but that can also be extended to provide challenge.” Teachers are provided guidance on how to assist various levels of learners depending on how they respond to the problem.

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).
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for suggesting support and accommodations for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

In each module, Language Development provides support for ELLs including linguistic notes that provide strategies intended to help students struggling with key academic vocabulary such as: “Speak with students about words that can have multiple meanings….”, and “Visual cues help students…” Language Development also includes information about the Language Routines embedded in the instructional materials: Three Reads; Stronger and Clearer Each Time; Compare and Contrast; Critique, Correct, and Clarify. These are identified by a pink box throughout lessons with a speech bubble that identifies the Language Routine to be used. In addition, there are supports for special populations including:

  • Language Objectives are included in every lesson.
  • Reteach and RtI worksheets can be assigned online or printed.
  • Turn and Talk prompts designed to support students, for example, “Go back and reread the problem and break it into pieces. For example: What do you know? What do you need to find?”
  • A multilingual glossary is available online.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Supports for advanced students include:

  • Each lesson has a corresponding Challenge page, provided in print or online, addressing the same concepts and standards where students further extend their understanding. 
  • In the beginning of each module, Extend the Task provides suggestions for deeper exploration of the tasks.

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

Pictures of adults and children in the materials show a variety of demographics and personal characteristics. There are a variety of names used in word problems throughout the materials. The lessons contain a variety of tasks and situations in the story problems that interest students of various demographic and personal characteristics. There is a balanced approach to the use of gender identification. Examples include:

  • The materials reference roles instead of pronouns (e.g., the players, book fair, sailboats, collection of toy cars, piggy banks, carton of eggs).
  • The materials include a set number of names used throughout the problems and examples (e.g., Janette, Anton, Zed, Ari, Tai, Nick, Sam). These names are presented in a way that does not stereotype characters by gender, race, or ethnicity.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 provide opportunities for teachers to use a variety of grouping strategies.

In the Planning and Pacing Guide there is a section titled, “Grouping and Recommendations. This section states, “One of the most valuable and time-saving tools for teachers is the online Recommend Groups feature. It synthesizes data from assessments and places students into leveled groups. You can easily modify the recommended groups yourself as needed.” 

  • Each lesson provides teachers with a differentiated plan that includes small-group options. 
  • The materials provide students with self-directed activities at math centers.
  • Throughout the materials, there are ample opportunities for students to Turn and Talk with a partner. 
  • Using the Check for Understanding, the teacher is directed to pull students into small groups and use the Teacher Tabletop Flipchart.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 encourage teachers to draw upon home language and culture to facilitate learning.

The student Interactive Glossary is available in both English and Spanish, and  School-Home Letters are available in English, Spanish, Haitian-Creole, and Portuguese. Examples of home language connections and connections to assist in embracing the culture of students are present to assist in facilitating student learning.

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
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Criterion Rating Details

The instructional materials reviewed for HMH Into Math Grade 2: integrate some technology in ways that engage students in the Mathematical Practices; are web-­based and compatible with multiple internet browsers; include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology; are intended to be easily customized for individual learners; and do not include technology that provides opportunities for teachers and/or students to collaborate with each other.

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.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 include interactive lessons that can be found in online practice on the digital platform. The interactive lessons include drag and drop options, multiple choice questions, and click-on-the-correct item questions. Students are able to submit their completed assignment for teacher feedback via the digital platform.

Interactive Lessons are provided online for each lesson. Audio is provided to read each page. Students can draw pictures. (Note: Students using a computer must use the mouse to draw.) For example, in Lesson 2.1, Build Understanding, Task 1, students draw or add shapes to solve the word problem. The problem can be read aloud to them. Some interactive taks provide in-time feedback to students as they answer questions telling them “That strategy you used worked! Great effort!”, if given a correct answer.

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.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 are web-based and compatible with multiple Internet browsers.

  • The materials are platform-neutral and compatible with Chrome, ChromeOS, Safari, and Mozilla Firefox.
  • Materials are compatible with iPads, laptops, Chromebooks, and other devices that connect to the internet with an applicable browser. Online use was difficult on a Chromebook with scrolling and loading issues as well as difficulty seeing all pieces of the interactive editions.
  • The materials are not compatible with an Android device (using Chrome browser). Although the website can be reached, it is not possible to zoom in or out, nor can one move the screen, so a student cannot access the entire screen.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 include opportunities to assess student mathematical understanding and knowledge of procedural skills using technology through a website called Online ED, which parallels the print textbook. Only one module per grade is currently available in the digital format, so some of the evidence is stated in the materials but has not actually been observed.

  • Lesson problems from the Student Edition, assessments, and unit performance tasks are provided to be completed and scored using technology, providing students with feedback on whether the answers are correct or incorrect.
  • Online Ed is designed to make recommendations for differentiation after auto-scoring of Check Understanding problems within each lesson. 
  • Growth monitoring assessments are “designed to be administered in 40 minutes, 3 times per year. The system utilizes a secure bank of assessments to adapt to each student’s ability and maps progress on the Quantile Framework.” (Pacing Guide)
  • Dynamic Reporting allows teachers to drill down into data for deeper insights into student performance. Assignment reports show detailed results for each assignment. Standard reports show progress towards mastery of each standard. Interim growth measure reports help identify intervention needs and link to recommendations and groupings. 
  • Assessments can be created using a question bank that repeats the questions presented throughout the interactive lessons. However, teachers cannot modify questions nor add new questions.
  • The online system has dynamic reporting by assignment or standards. If teachers are using the online system, they can view student progress for interim growth, module readiness, and lesson practice and homework.

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.
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 are intended to include opportunities for teachers to personalize learning for all students. Full functionality of online materials is not accessible at the time of this review.

  • Teachers can assign lesson problems and assessments, as well as view assessment analytics. 
  • Teachers can group students according to individual needs. The online component has Recommended Groups that “synthesizes data from assessments and places students into leveled groups.” (Pacing Guide) Recommended lesson resources can be assigned to each group.
  • Teachers can create assessments using a bank of items.

The instructional materials reviewed for HMH Into Math Grade 2 provide minimal opportunities to be adapted for local use. Full functionality of online materials is not accessible at the time of this review.

  • Pieces of a lesson can be assigned directly to students or groups of students. 
  • There is a question bank for teachers to create assessments. The bank repeats the questions that are already included in each lesson, and these questions cannot be modified.

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.).
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Indicator Rating Details

The instructional materials reviewed for HMH Into Math Grade 2 do not incorporate technology that provides opportunities for multiple students to collaborate with the teacher or one another.

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Additional Publication Details

Report Published Date: 05/21/2020

Report Edition: 2020

Title ISBN Edition Publisher Year
Into Math Comprehensive Student Resource Print/Digital Package 6 Year 9780358155553 Houghton Mifflin Harcourt 2020
Into Math Comprehensive Teacher Resource Package Print/Digital Package 6 Year Digital 9780358156154 Houghton Mifflin Harcourt 2020

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.

About Technology Information

EdReports requested that publishers fill out The Instructional Materials Technology Information document about each of their products that met our alignment criteria. This document does not evaluate the quality or desirability of any product functionality, but documents features in order to empower local schools and districts with information to select materials that will work best for them given their technological capabilities and instructional vision.

Please note: Beginning in spring 2020, reports developed by EdReports.org will be using an updated version of our review tools. View draft versions of our revised review criteria here.

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.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

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.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

Math High School

ELA K-2

ELA 3-5

ELA 6-8


ELA High School

Science Middle School

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