Alignment: Overall Summary

The instructional materials reviewed for Into Math Florida Grade 2 meet expectations for alignment to the Mathematics Florida Standards (MAFS). ​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 Standards for Mathematical Practice (MPs).

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
35
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 Into Math Florida 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 Into Math Florida 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 Into Math Florida Grade 2 meet expectations for assessing grade-level content. 

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

The Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the End of Year Test assesses the full year of standards. For example:

  • Middle of Year Test, Problem 3, “Olivia has these sets of toy horses. If she adds 1 more horse to each set, which set will have an even number of horses?” (2.OA.3.3)
  • End of Year Test Problem 7, “Carly setup 10 rows of chairs. She put 10 chairs in each row. How many chairs did Carly set up altogether?” (2.NBT.1.1a)

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

  • Module 12 Test, Form A, Problem 3-“Which shows a correct strategy to add 48 + 26?” (2.NBT.2.9)
  • Module 1 Test, Forms A and B, Problems 1-9, students focus on fluently adding and subtracting within 20. Students also solve word problems to find sums and differences. “Katy and James practice the piano for 14 hours. James practices for 8 hours. How many hours does Katy practice?” (2.OA.2.2)
  • Module 5 Test, Forms A and B, Problems 1-9, students read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.1.3)
  • Module 9 Test, Form A, Problem 3, students choose the time shown on the clock which is 3:20. (2.MD.3.7)
  • Module 10 Test, Forms A and B, Problems 3-4 and 9, students solve word problems by adding or subtracting within 100. “Paco has a book with 43 pages. He reads 21 of them. How many pages does Paco have left to read?” (2.NBT.2.5, 2.NBT.2.6)
  • Module 12 Test, Form A, Problem 3, “Which shows a correct strategy to add 48 + 26?” (2.NBT.2.9)
  • Module 15 Test, Forms A and B, Problems 1-8, students solve two-step word problems using addition or subtraction within 100 (2.OA.1.1). Students also find solutions represented by models (base ten blocks and tape diagrams), multiple choice answer, or numeric answer (2.NBT.2.5).
  • Module 20 Test, Forms A and B, Problems 2, 4, 5, and 8, students use addition and subtraction to solve word problems involving lengths that are given in the same units (2.MD.2.5). “Jen has a piece of rope that is 9 cm. She has another piece of rope that is 6 cm. How many cm long are both pieces of rope?”
  • Module 21 Test, Form A, Problem 1, students are given a problem and choose the shape that has four sides and four angles. Students use attributes to choose the correct shape. (2.G.1.1)

Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Examples include:

  • Unit 4, Problem 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.2.5)


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 Into Math Florida 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 Into Math Florida 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 17.5 out of 22, which is approximately 80 percent.
  • The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 88.5 out of 106, which is approximately 83 percent.
  • The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 147 out of 178, which is approximately 83 percent.

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 83 percent of the instructional materials focus on major work of the grade.


Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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Criterion Rating Details

The instructional materials reviewed for Into Math Florida 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 Into Math Florida 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, Build Understanding, Step It Out, On My Own, and More Practice/ Homework, students write equations to determine if groups of objects are odd or even by pairing them by 2’s (2.OA.3.3), which connects to fluently adding within 20 (2.OA.2.2).
  • In Module 2, Lesson 3, Build Understanding, Step It Out, On My Own, and More Practice/Homework, students use addition to count objects in arrays with up to 5 rows and 5 columns to show equal groups (2.OA.3.4), which connects to fluently adding within 20 (2.OA.2.2).
  • In Module 3, Lessons 2-4, Build Understanding, Own My Own, and More Homework/Practice, students interpret data from a graph (2.MD.4.10), which connects to add and subtract fluently within 20 (2.OA.2.2).
  • In Module 7, Lesson 1, students describe amounts of money (2.MD.3.8) using tens and ones (2.NBT.1.1).
  • In Module 9, Lesson 1, Task 1, students use a clock to “Count by fives until you reach 11. How many minutes have passed?”, which connects telling time (2.MD.3.7) to counting by 5’s (2.NBT.1.1).
  • In Module 18, Lesson 3, students measure the lengths of yarn using a ruler (2.MD.1.1) and then use those measurements to create a line plot (2.MD.4.9).
  • In Module 22, Lesson 1, students partition rectangles into rows and columns (2.G.1.2) and use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns (2.OA.3.4). 


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 for Into Math Florida Second Grade 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 178 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 124 instructional days.
  • There are 3 days for the Interim Growth Assessment.
  • There is a Performance Task and Unit Opener for each Unit, 7 days.
  • The Program recommends 2 days per module for the Module Are You Ready?, Module Review, and Module Test, for a total of 44 days.

The suggested pacing from the publisher is one day per lesson for most lessons. However, some lessons are listed for two days. There are no lessons that require more than two instructional days to complete. In Module 2, Lesson 5 does not have a suggested number of days to complete the lesson in the Planning and Pacing Guide.


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 for Into Math Florida Grade Two 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, a Correlations Chart is included containing all grade-level standards. Tasks are aligned to grade-level work and are connected to prior knowledge. A typical lesson has Are You Ready? to assess student readiness for the upcoming module, Warm-Up Options, and Spark Your Learning activities intended to assist with activating prior knowledge. Build Understanding/Step It Out, On My 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 identifying 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 include:

  • In Module 1, Teaching for Success, Mathematical Progressions Across the Grades, prior Grade 1 standards (1.OA.2.3, 1.OA.2.4, 1.OA.3.5, and 1.OA.3.6) are identified as prior learning. These standards address representing addition with written and visual models. This learning is used to connect with the current development lessons which address 2.OA.2.2, 2.NBT.2.5, 2.NBT.2.6, and 2.MD.2.6. In these lessons, students add and subtract fluently within 20 using mental strategies and strategies. Students also focus on whole numbers, whole-number sums, and whole-number differences on a number line. From these lessons, future connections will be made with 3.OA.4.8 and 3.NBT.1.2, where students will solve two-step word problems using the four operations and fluently add and subtract within 1000 using strategies and algorithms.
  • In Module 2, Lesson 2, Mathematical Progressions Across the Grades, prior Grade 1 standard 1.MD.2.3. (found in Lessons 1 through 4) is identified as prior learning. This standard reviews using an analog clock to tell time to the hour and half-hour. This learning is used to connect with the current development lessons which address 2.MD.3.7. In these lessons, students begin to tell time to the nearest five minutes from analog and digital clocks. From these lessons, future connections will be made with 3.MD.1.1 in lessons 14.1-14.4 and 15.3 and 19.2, where students will tell time to the nearest five minutes and measure time intervals in minutes. 
  • In Module 5, Lesson 2, prior Learning is identified as 1.NBT.2.2, that two digits of a two-digit number represent quantities of tens and ones. The Current Development is identified as 2.NBT.1.3, name numbers to 1000 using base-ten numerals. Future Connections are identified as 3.NBT.1.1, use place value to round numbers to the nearest 10 or 100. 
  • In Module 17, Lesson 4, Mathematical Progressions Across the Grades, prior Grade 1 standard 1.NBT.3.4 (found in Lessons 14.1, 14.3-14.4, and 14.6) is identified as prior learning. This standard reviews using concrete models and drawings to subtract within 100, using strategies based on place value to subtract with 100, and writing subtraction as an algorithm. This learning is used to connect with the current development lessons which address 2.NBT.2.7. In these lessons, students use concrete models and drawings to model subtraction within 1000. From these lessons, future connections will be made with 3.NBT.1.2 in lessons 10.1-10.6 where students will use strategies to fluently subtract within 1000 and use the algorithms to fluently subtract within 1000.

Overall, the materials provide opportunities for students to engage in extensive grade-level work. For example:

  • Units 1 addressed numbers to 20 and data in order to prepare students for Unit 2, place value. Unit 2 modules progress students understanding of place value through the hundreds place. 
  • Unit 3 addresses money and time utilizing computation strategies in preparation for Unit 4, which shifts back to place value with two-digit addition and subtraction.
  • Unit 5 builds on Unit 4 by extending student understanding to begin to add and subtract three-digit numbers. 
  • Units 6 and 7 address measurement with length, geometry, and fractions. Within these units, students recall skills and concepts that require computation, understanding of equivalence, and comparisons.
  • In Module 21, Lesson 3, students find and count angles in two-dimensional shapes with Motivate, Set the Stage, Task 1, Task 2, and On My Own. 

Are You Ready? and Activate Prior Knowledge are included in lessons frequently for students to work with prior-grade standards in ways that support learning of grade-level problems. Examples include:

  • In Module 5, Lesson 1, Are You Ready? includes exploring teen numbers (K.NBT.1.1), exploring place value to 100 (1.NBT.2.2), and hundreds-tens-ones (2.NBT.1.1). 
  • In Module 15, Lesson 2, Activate Prior Knowledge is used to assess and activate prior knowledge as needed through the Problem of the Day which reviews prior learning by having students answer "What is 73-27?". Based on the Problem of the Day, students complete an Interactive Reteach, Grade 1, Lesson 14.4, or a prerequisite skills activity.
  • In Module 22, Lesson 4, Spiral Review assesses as students demonstrate the ability to estimate using yards (Grade 2, Lesson 18.6, 2.MD.1.1-3). 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 for Into Math Florida 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 MAFS cluster headings, including:

  • In Lesson 1.4, the learning objective, "Recall differences for basic facts using mental strategies", is shaped by 2.OA.2, Add and subtract within 20.
  • In Lesson 12.2, the learning objective, "Represent 2-digit subtraction with regrouping 1 ten as 10 ones", is shaped by 2.NBT.2, Use place value understanding and properties of operations to add and subtract.
  • In Lesson 21.3, the learning objective, "Identify angles in two-dimensional shapes", is shaped by 2.G.1, 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, Build Understanding connects 2.NBT.1 and 2.NBT.1 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. 
  • In Module 15, Lesson 2, More Practice/ Homework connects 2.OA.1 and 2.NBT.2 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.


Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

The instructional materials reviewed for Into Math Florida 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 Into Math Florida 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 for Into Math Florida 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 and independently demonstrate conceptual understanding, and examples include:

  • In Lesson 4.2, students develop understanding of three-digit numbers by showing the number of crayons in boxes using ten and one blocks, connecting cubes, or drawing a picture. Students answer, “How many tens are in 100? What number would you write in the hundreds place on a place value chart?”. (2.NBT.1.1)
  • In Lesson 14.2, students use equations to represent addition and subtraction situations. Students also use cubes, drawings, and equations to show their understanding of addition and subtraction. (2.OA.1.1)
  • In Lesson 18.2, 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.1.1)
  • In Lesson 18.1, 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)
  • In Lesson 20.1, students relate inches to a number line. Students use a ruler as a number line to solve a word problem and answer, “What does the rule remind you of? (A Number line) What can a number line help you with?” Students use the number line to count up. (2.MD.2.6)

Students are also provided opportunities to build shared understanding via Let’s Talk activities. An example includes:

  • Lesson 1.1 uses models to demonstrate finding a solution with the class. Students share their understanding of using doubles to find sums and explain how they solved problems. Students also engage one another by asking questions of their classmates.


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 for Into Math Florida 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, and 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.1.4)
  • In Lesson 2.4, Spark Your Learning, the teacher reads, “Lily wants to put her books in equal rows. Use tools to show how she can do this. Then show how you can add to find the total number of books.” (2.OA.3.4)
  • In Lesson 2.5, students practice writing equations using repeated addition to find the total number of objects in arrays. (2.OA.3.4)
  • In Homework and Test Prep at the end of each lesson, students practice skills and develop fluency through the Spiral Review at the end of each page. For example, Lesson 16.2, Spiral Review, students practice subtracting two-digit numbers. (2.NBT.2.5)

Modules 10, 11, 12, 13, and 15 address 2.NBT.2.5, 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:

  • In Lesson 10.2, students use a number line to add and subtract two-digit numbers.
  • In Lesson 11.3, students make an addend of ten to solve addition of two-digit numbers.
  • In Lesson 13.7, students use strategies of addition to find the sum of four two-digit numbers.
  • In Lesson 14.1, students explain how to write addition equations to solve word problems. 

Unit 1 addresses 2.OA.2.2. The lessons in the unit address developing fluency for addition and subtraction within 20. Students build fluency through use of doubles facts to add, using addition and subtraction strategies or properties, and making ten to add or subtract. Specific examples include: 

  • In Lesson 1.1, Sharpen Skills, students build fluency with addition. 
  • In Lesson 1.3, On My Own, students use related facts and make connections between operations using bar models to develop fluency in adding and subtracting within 20.
  • In Lesson 1.4, More Practice/Homework, students choose a strategy to subtract.

Unit 4 addresses 2.NBT.2.5. The lessons in the unit address developing fluency for addition and subtraction within 100. Students build fluency by decomposing tens into ones to add and subtract and through compensation to add in Modules 11 and 12. Specific examples include:

  • In Lesson 11.1, 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. In Lesson 11.2, Build Understanding, students use models and pictures to begin establishing fluency in building “friendly” numbers.
  • In Lesson 11.3, Sharpen Skills, students build fluency and practice basic math skills using compensation to build the next ten to solve.
  • In Lesson 11.4, Fluency Builder, students use mental math strategies to break apart numbers into units of tens and ones to add efficiently within 100. Students practice fluency in the More Practice/Homework as they break apart vertical addition problems into units to add.
  • In Lesson 12.3, students develop fluency adding two-digit numbers using the standard algorithm. During On My Own and More Practice/Homework, students demonstrate fluency in regrouping to solve problems accurately and efficiency with a numerical model.
  • In Lesson 12.4, students develop fluency with regrouping and subtraction using the standard algorithm.

In addition, Sharpen Skills are optional activities included with each lesson to build fluency and practice skills. It is optional because this section says, “If time permits.” For example, in Lesson 6.3, students sit in small groups and are given a three-digit number. Students say a number that is ten more or ten less than that number. Play continues in the same way. This activity builds fluency with ten more or ten less with numbers less than 1000 (2.NBT.2.8).


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 for Into Math Florida 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 My Own, students apply what they have learned to solve real world problems independently. For example: 

  • In Lesson 13.4, students rewrite subtraction problems. “Kenneth has 41 tennis balls. At practice, he serves some over the net. Then he has 28 tennis balls left. How many tennis balls did Kenneth serve?” (2.OA.1.1)
  • In Lesson 15.1, Independent Practice, students solve addition word problems, “There are some balls in a basket. Now there are 32 balls in the basket. How many balls are in the basket to start?”. (2.OA.1.1)
  • In Lesson 15.2, 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.1.1)
  • In Lesson 15.3, 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.1.1)

Examples of non-routine application of the mathematics include:

  • In Lesson 3.3, Independent Practice, 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.4.10)
  • In Lesson 3.5, Step It Out, students solve a multi-step word problem to title, label, and draw a bar graph to interpret the data given. (2.MD.4.10)
  • In Lesson 8.3, Independent Practice, students solve word problems involving money, “Manny saves 63¢ and Erica saves 30¢. How much money do they save?”. (2.MD.3.8)
  • In Lesson 12.5, 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.1.1)


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 for Into Math Florida Grade 2 meet expectations for the three aspects of rigor not always being treated together and not always being treated separately. In general, 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 Lessons 1.1 through 1.7, students develop procedural skill and fluency in adding and subtracting within 20 using mental strategies. (2.OA.A.2)
  • In Lesson 7.1, Build Understanding, students use place value charts to add coins using strategies based on place value. (2.NBT.1.2, 2.MD.4.8)
  • In Lesson 12.2, Spark Your Learning, students use subtraction to solve a problem (2.NBT.2.5). “Steve has 30 baseball cards. He gives 10 to Evan. How many 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 Lesson 12.2, More Practice and Homework, students apply their understanding of regrouping in the Reason problem. “There are 27 fish in a pond. Then 16 fish swim away. How many fish are left? Do you need to regroup? Explain.”
  • In Lesson 13.1, students use strategies learned through conceptual understanding to build fluency to add two-digit numbers. (2.NBT.2.5, 2.NBT.2.7)
  • In Lesson 17.5, students draw a visual model to show subtraction equations to solve subtraction word problems. (2.NBT.2.7)


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 Into Math Florida Grade 2 meet the 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 Into Math Florida 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, however, there are inconsistencies in the identification of the MPs, some inaccuracies in the identification of an MP, and over-identification of the MPs throughout the materials. In addition, while MPs are identified, it is not always clear what questions or tasks align to the MP. For example:

  • MPs are identified in both the Planning and Pacing Guide and the Teacher Edition. However, they do not always align with each other. For example, in Lesson 5.5, the Pacing Guide identifies MP.2.1, while the Teacher Edition identifies MP.8.1.
  • The Planning and Pacing Guide explains each MP and provides a correlation to specific lessons. The correlation for MP.2.1 can be found in every Spark Your Learning lesson. MP.1.1 and MP.3.1 are correlated to every lesson. MP.4.1, MP.5.1, MP.6.1, MP.7.1, and MP.8.1 are correlated with most lessons.
  • In the Planning and Pacing Guide, Content Architecture describes where to find the MPs. Spark Your Learning includes MP.1.1, MP.3.1, and MP.5.1, however, in the Planning and Pacing Guide, Spark Your Learning is connected to MP.2.1. Connect Concepts and Skills include MP.7.1 and MP.8.1, and Apply and Practice include MP.2.1 and MP.6.1.

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 Lesson 2.3, Build Understanding, Task 1 identifies MP.1.1. Students are given an addition word problem and draw a picture to show the number of stickers. “How can you find how many stickers Hannah has? Explain.”
  • In Lesson 6.4, Build Understanding, Task 1 identifies MP.3.1. Students show numbers in a subtraction word problem using pictures and base ten blocks. 
  • In Lesson 7.3, Build Understanding, Task 1 identifies MP.8.1. Students draw coins in order from greatest value to least value. They respond to “How can you count the total value of Vera’s coins?”. 

Some lessons include an explanation about the connection to the MPs in Professional Learning. For example, in Lesson 1.1, MP.7.1, information includes, “In this lesson, children will use doubles facts to find sums that are one more or one less than the sum of the doubles. By using the memorized doubles fact for one of the addends, children can find these unknown sums. If the doubles fact uses the lesser addend, children add one to doubles’ sum to find the unknown sum. If the doubles fact uses the greater addend, children subtract one from the doubles’ sum to find the unknown sum. By comparing addends, children determine which operation to use. Knowing whether numbers are one more or one less tell them whether the sum is one more or one less than the sum of the doubles.”


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 Into Math Florida Grade 2 meet expectations for carefully attending to the full meaning of each practice standard (MP). 

The materials attend to the full intent of all eight MPs. In the Teacher’s Edition, the Focus and Coherence for each lesson describes how the MPs are addressed with the lesson. The Planning and Pacing Guide includes a description of lesson components that address specific MPs.

  • During Spark Your Learning, students encounter a productive perseverance task that engages students with MP.1.1 (Make sense of problems and persevere in solving them), MP.3.1 (Construct viable arguments and critique the reasoning of others), and MP.5.1 (Use appropriate tools strategically).
  • Connect Concepts and Skills lessons focus on MP.7.1 (Look for and make use of structure) and MP.8.1 (Look for and express regularity in repeated reasoning) where students connect understanding they have developed with more efficient procedures. These practices help students explain and justify the procedures they use along with MP.4.1 (Model with Mathematics) when students are connecting their understanding to a procedure. 
  • Apply and Practice lessons provide opportunities for MP.2.1 (Reason abstractly and quantitatively) as well as provide opportunities for MP.6.1 (Attend to precision) as students apply procedures in practice.

Examples of the instructional materials attending to the full meaning of the MPs include:

  • MP.1.1: In Lesson 18.3, Step It Out, Task 3, “Tell students they will use the line plot to answer questions about the measurement data they recorded in the previous activity.” “Can you explain what the problem is asking in another way? What strategy can you use to make sure you count all the lengths?”
  • MP.2.1: In Lesson 14.6, students reason abstractly and quantitatively by showing two different ways to add and subtract 2, two-digit numbers. “Mia has a number that is 20 less than the number Tom has. Tom has a number that is 3 tens and 0 ones. What number does Mia have?” 
  • MP.4.1: In Lesson 15.2, Independent Practice, Problem 8, “Write a word problem for this equation. 56 - 37 = 19.”
  • MP.5.1: In Lesson 2.1, On My Own, Problems 5 and 6 explain, “Allow children to use tools to determine whether the given number is odd or even.” Problem 7 has children demonstrate their understanding of what numbers are even and odd by choosing any odd number of flower stickers and any even number of animal stickers.
  • MP.6.1: In Lesson 5.1, Build Understanding, Task 2 Sample Guided Discussion, “How is writing the hundreds, tens, and ones different from the expanded form?”.
  • MP.7.1: In Lesson 2.5, On My Own, Problem 2, “Amav and his family went to a watermelon festival. Amav put some watermelon slices into 3 rows. There are 2 slices in each row. How many slices are there?” Students use arrays to represent repeated addition as they begin to build underlying concepts of multiplication. 
  • MP.8.1: In Lesson 6.1, Step It Out, Task 2, Sample Guided Discussion, “What pattern are you using when you count by 5’s? What pattern are you using when you count by 10’s? What pattern are you using when you count by 100’s?”


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 Into Math Florida 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 Lesson 1.4, On My 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 can you use to solve the problem? Explain.”
  • In Lesson 7.3, On My Own, students solve: “Joe has 1 quarter, 1 dime, and 1 nickel. Does he have enough money to buy a sticker for $.50? Explain.”
  • In Lesson 12.5, On My Own , Problem 9, the materials prompt students with, “To find the sum of 15 and 46, Liang says that he will need to regroup. Do you agree with Liang? Explain.”
  • In Lesson 14.4, Learning Mindset, students reflect on, “Do I share and accept strategies from others?”.
  • In Lesson 17.6, Independent Practice, Problem 8, students “....construct arguments. Lexi and Zach disagree. They 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? Talk with your partner about you could fix the wrong problem.”
  • In Lesson 18.6, Learning Mindset, students reflect on, “Did I try to solve Problem 4 in more than one way? Which way worked best?”
  • In Lesson 20.3, On My Own, Problem 2, students “....construct arguments. Mrs. Morgan has a cactus plant that is 67 centimeters tall. She cuts off the top piece of the cactus. The cactus is now 49 centimeters tall. How many centimeters does Mrs. Morgan cut off? ____ centimeters. Explain how you found your answer.”


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 Into Math Florida 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 Lesson 2.4, Turn and Talk, teachers are prompted to ask students, “How did the number of rows of toy trains help you write the addition equation? Explain. Discuss the relationship between the addends in the equation array of trains.”
  • In Lesson 4.4, Turn and Talk states, “What if there was a 7 in the tens place? How would the number be different? What number would you write? Explain.”
  • In Lesson 7.2, Spark, Build Shared Understanding Let’s Talk states, “Have children explain how they used base-10 blocks to show their coins and how they found the value of coins. Have the class use agree signals to show they agree or disagree with the explanation.”
  • In Lesson 11.4, Sample Guided Discussion, teachers prompt student discussion by asking, “How can you verify your solution to the problem using your concrete model?”.
  • In Lesson 12.5, Spark, Build Shared Understanding Let’s Talk, states, “Challenge children to compare ways of recording addition and select children with clear understanding of writing addition without a place value chart to explain how they solved the problem. Encourage children to ask questions.”
  • In Lesson 14.3, 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 finding the sum. Ask children to share their strategies and discuss which strategy might be easier, quicker, etc.” Possible answers are given: “By drawing a bar model, I can see the addends I am adding together to find the total, or sum.” 
  • In Lesson 19.4, Build Shared Understanding Let’s Talk, directs teachers to, “Select students who use different strategies to measure the line. Have them explain how they measured using the centimeter ruler and the meter stick. Encourage children to ask questions of their classmates.”


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 Into Math Florida 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. Examples are found throughout the materials.

The Planning and Pacing Guide has a section for Language Development that states Into Math Florida is built upon four 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 how to skip count, count by twos, fives, and tens.”
  • 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, Sharpen Skills, “Students will build math vocabulary fluency by using a graphic organizer. Teachers will facilitate a discussion about the term difference and will complete the graphic organizer using words, numbers, and pictures.”
  • In Lesson 18.1, the Linguistic Note states, “How is an estimate different than a measurement?” Teachers are prompted to have students use their interactive glossary during this conversation to record their understanding. 
  • In Module 16, Key Academic Vocabulary includes: ones, tens, hundreds, addends, sum, difference, place value, and regroup. In Module 20, Review Vocabulary includes: rows, columns, whole, and equal shares, and New Vocabulary includes: halves, thirds, fourths, half of, third of, fourth of, quarter and quarter of.

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 Lesson 7.2, the Connect to Vocabulary box includes Nickel: “A nickel has a value of 5¢.” “A quarter has a value of 25¢.”
  • In Module 18, five new terms are introduced. New terms are used consistently throughout the module. In Lesson 5, 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 6, Step It Out, Item 1, Part A states, “How many feet long is each ribbon?”, and in Check Understanding, Item 1 states, “Find a table. Estimate. About how many yards long is the table?”.
  • In Lesson 18.2, Connect Math Ideas, Reasoning, and Language Compare and Connect states, “Remind children they understand how to measure and estimate length in units. Before beginning the task, have children use their own words to explain the terms measure and inch ruler. Then, have partners share their work and discuss their responses compare and contrast.” 
  • In Lesson 21.1, 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.) 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 Into Math Florida 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 for Into Math Florida Grade 2 meet the expectations that there is a clear distinction between problems and exercises in the materials.

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

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

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 My Own sections. 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 separate student edition, providing more exercises for students to solve.

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 for Into Math Florida 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 experiment with the mathematics. Thus developing a concrete or representational understanding. This is followed by a Turn and Talk with a partner allowing students to 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 practice the abstract concept in On My Own.

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 for Into Math Florida 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 give explanations. There are opportunities for students to produce answers and solutions in On My 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 Into Math Florida 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 materials identify the manipulatives needed at the beginning of the lesson. On the student pages there is a picture of the manipulative that 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 Into Math Florida 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. For example, Turn and Talks are highlighted in yellow, and Check for Understandings are always in red 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 Into Math Florida Grade 2 meet expectations for supporting teacher learning and understanding of the MAFS. 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 for Into Math Florida 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, Learn Together, and Turn & Talk consistently provide questions to drive student discussion.

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 for Into Math Florida 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 Essential Question, Learning Objective, Language Objective, materials needed, and Mathematical Progressions Across Grades 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.

There are two prompts in each module related to Online Ed: “Assign the auto-scored Are You Ready for immediate access to data and grouping recommendations.” Also, “Assign the auto-scored Module Test for immediate access to data.” Within lessons, there are multiple prompts: Warm-Up Options and Step It Out both have an icon, “Printable & projectable.”; “More print and digital resources for differentiation are available in the Math Activities Center.”; and “Assign the auto-scored Check Understanding for immediate access to the data and recommendations 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 for Into Math Florida 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.
  • Professional Learning describes Visualizing the Math present in each lesson.
  • Planning and Pacing includes a correlation chart for the math practices that defines each math practice in full.

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 for Into Math Florida Grade 2 meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

Each module in the Teacher Edition includes Mathematical Progressions Across the Grades 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 for Into Math Florida Grade 2  provide a list of lessons in the Teacher's Edition, cross-referencing the standards addressed, and a pacing guide. 

Each course in this series includes a Planning and Pacing Guide including 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, and the standards contained in each lesson are identified with written descriptions 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 for Into Math Florida Grade 2 include strategies for parents to support their students progress. The Family Resources tab includes several resources for parents:

  • “Family letters inform families about the skills, strategies, and topics students are encountering at school.” Each module includes a letter, found online in four 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 for Into Math Florida Grade 2 explain instructional approaches used and how they are research-based.

The Planning and Pacing Guide contains Teacher Support Pages including 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 “promote the use and development of language as an integral part of instruction”. 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 embrace these principles during instruction.” Each module contains a Language Development page in the Teacher Edition stating where the language routines should be used. On the lesson pages of the Teacher Edition, there are Support-Sense Making boxes describing how the language routine can be used. Also, notes are located 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.
8/10
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Criterion Rating Details

The instructional materials reviewed for Into Math Florida Grade 2 partially meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the MAFS. 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 for Into Math Florida 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 of 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 for Into Math Florida 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 boxes 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 for Into Math Florida 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 Problem of the Day 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…”
  • The Spiral Review can “help determine if children have retained information taught in the past.”

There is no specific guidance provided to 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 for Into Math Florida 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 My 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 standards in the teacher pages of the Assessment Guide, although the individual questions do not indicate which standards are being assessed.

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.
1/2
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Indicator Rating Details

The instructional materials for Into Math Florida Grade 2 partially 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 when using Online Ed, teachers can assign the Are You Ready digitally “for immediate access to data and grouping recommendations.”

"Check Understanding is a quick formative assessment in every lesson used to determine which students need additional support and which students can continue on to independent practice or challenges.” (Planning and Pacing Guide) Check Understanding presents a limited number of questions, usually 1-3, which includes a digital option that can be “auto-scored online for immediate access to data and recommendations for differentiation.” 

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 the process. Level 0 shows little evidence that the student has made sense of the task or addressed any expected components and has an inability to complete the processes. The Performance Task Rubrics for the Unit Performance Tasks do not suggest Reteach Lessons or provide other guidance that teachers can use 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, but there are no other suggestions for follow-up with students or guidance to teachers.

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 for Into Math Florida 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 scales 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 My 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
+
-
Criterion Rating Details

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

  • At the beginning of each module, Teaching for Depth provides information on strategies to use when teaching the concept, including Represent and Explain, which focuses on ways for students to describe and picture a concept, or Make Connections, which helps students understand a new idea by connecting it to previous knowledge.
  • At the beginning of each module, Mathematical Progression Across the Grades makes connections to both prior and future skills and standards to scaffold instruction.
  • At the beginning of each module, Diagnostic Assessment, Are You Ready?, allow 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: Problem of the Day, Quick Check for Homework, 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.
  • Student practice starts with up to four Check Understanding exercises to complete with guidance before moving to independent work in On My Own.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The instructional materials for Into Math Florida 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 module 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/Mixed Ability, Almost There (RtI), and Ready for More.”
  • Each lesson provides Leveled Questions in the Teacher’s Edition identified as DOK 1, 2, and 3 with an explanation of the knowledge those questions uncover about student understanding.
  • In the Teacher’s Guide, Spark Your Learning provides On Track, Almost There, and Common Error to support a range of learners. Each section describes student actions and has teachers either describe and practice or reminds them of important strategies to support learning and how to intervene.

There are three “Language Routines to Develop Understanding” used throughout the materials: 1) “Three Reads: Students read a problem three times with a specific focus each time.” 2) “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.” Also, 3) “Compare and Connect: Students listen to a partner’s solution strategy and then identify, compare, and contrast this mathematical strategy.”

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
2/2
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Indicator Rating Details

The instructional materials for Into Math Florida 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 allows multiple entry-points and various solution strategies or representations, for example:

  • In Unit 5, STEM Task: “Talk about the picture. Compare and order the numbers from greatest to least. What do you notice?”

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

  • In Lesson 22.1, Turn and Talk: “What shapes did you make? How did you have to put together the color tiles to make the shape?”

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).
2/2
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-
Indicator Rating Details

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

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for English Language Learners (ELLs) and other special populations.

There is Language Development to support English Learners in each module which includes 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 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 multi-lingual glossary is available online.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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-
Indicator Rating Details

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

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for advanced students:

  • Optional lessons are provided online that teachers may choose to utilize with advanced students. 
  • Each lesson has a corresponding Challenge page, provided in print or online, addressing the same concepts and standards where students further extend their understanding and often use more complex values in their calculations. 
  • On the module opener page, Extend the Task in the margin of the Teacher’s Edition provides ideas for extending the task.

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
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Indicator Rating Details

The instructional materials for Into Math Florida 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 repeatedly and 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.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida 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 Recommend Groups tool online. It synthesizes data from assessments and places students into leveled groups, which teacher can modify as needed. Recommended lesson-level resources for each group surfaced in the tool and can quickly be assigned to each group.” 

  • 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.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida 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 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
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Criterion Rating Details

The instructional materials reviewed for Into Math Florida 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 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida 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.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida Grade 2 include opportunities to assess student mathematical understandings 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.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida 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 for Into Math Florida 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.).
0/0
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Indicator Rating Details

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

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0
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Indicator Rating Details

The instructional materials for Into Math Florida 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.

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Report Published Date: 2019/02/04

Report Edition: 2020

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

Math K-8 Review Tool

The mathematics review criteria identifies the indicators for high-quality instructional materials. The review criteria 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 review criteria evaluates materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complements the review criteria 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.

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

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations