## Into Math Florida

##### v1
###### Usability
Our Review Process

Title ISBN Edition Publisher Year
2020 Florida Next Gen Math Student Edition (Consumable) Grade 8 9781328497185 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 1 Grade 8 9781328497215 Houghton Mifflin Harcourt 2020
FL Next Gen Math Assessment Guide Grade 8 9781328526526 Houghton Mifflin Harcourt 2020
FL Next Gen Math Differentiated Instruction Masters Grade 8 9781328526632 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 2 Grade 8 9781328557315 Houghton Mifflin Harcourt 2020
Florida Into Math Planning and Pacing Guide Grade 8 9781328569301 Houghton Mifflin Harcourt 2020
Grade 4 FL Student Edition Volume 1 Units 1-3 9781328492760 Houghton Mifflin Harcourt 2020
Grade 4 FL Student Edition Volume 2 Units 4-7 9781328492777 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 1 Unit 1 M1-2 9781328493620 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 2 Unit 2 M3-4 9781328493644 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 3 Unit 2 M5 9781328493668 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 4 Unit 2 M6-7 9781328493675 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 5 Unit 3 M8-9 9781328493699 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 6 Unit 4 M10 9781328493712 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 7 Unit 4 M11 9781328493729 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 8 Unit 4 M12 9781328493736 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 9 Unit 4 M13 9781328493743 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 10 Unit 5 M14 9781328493774 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 11 Unit 5 M15-16 9781328493798 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 12 Unit 6 M17-18 9781328493811 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 13 Unit 7 M19 9781328493859 Houghton Mifflin Harcourt 2020
Grade 4 FL Teacher Edition Book 14 Unit 7 M20-21 9781328493866 Houghton Mifflin Harcourt 2020
Grade 4 FL Assessment Guide 9781328526489 Houghton Mifflin Harcourt 2020
Grade 4 FL Differentiated Instruction Masters 9781328526595 Houghton Mifflin Harcourt 2020
Grade 4 FL Practice & Homework Journal 9781328526700 Houghton Mifflin Harcourt 2020
Grade 4 FL Planning and Pacing Guide 9781328567819 Houghton Mifflin Harcourt 2020
Grade 5 FL Student Edition Volume 1 Units 1-3 9781328492890 Houghton Mifflin Harcourt 2020
Grade 5 FL Student Edition Volume 2 Units 4-8 9781328492906 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 1 Unit 1 M1 9781328493750 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 2 Unit 1 M2-3 9781328493767 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 3 Unit 1 M4-5 9781328493781 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 4 Unit 2 M6-7 9781328493804 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 5 Unit 3 M8 9781328493828 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 6 Unit 3 M9 9781328493835 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 7 Unit 4 M10 9781328493842 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 8 Unit 4 M11-12 9781328493873 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 9 Unit 5 M13-14 9781328493880 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 10 Unit 6 M15-16 9781328493897 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 11 Unit 7 M17-18 9781328493903 Houghton Mifflin Harcourt 2020
Grade 5 FL Teacher Edition Book 12 Unit 8 M19-20 9781328493910 Houghton Mifflin Harcourt 2020
Grade 5 FL Assessment Guide 9781328526496 Houghton Mifflin Harcourt 2020
Grade 5 FL Differentiated Instruction Masters 9781328526601 Houghton Mifflin Harcourt 2020
Grade 5 FL Practice & Homework Journal 9781328526717 Houghton Mifflin Harcourt 2020
Grade 5 FL Planning and Pacing Guide 9781328569127 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Student Edition (Consumable) Grade 6 9781328495402 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 1 Grade 6 9781328497192 Houghton Mifflin Harcourt 2020
FL Next Gen Math Assessment Guide Grade 6 9781328526502 Houghton Mifflin Harcourt 2020
FL Next Gen Math Differentiated Instruction Masters Grade 6 9781328526618 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 2 Grade 6 9781328557292 Houghton Mifflin Harcourt 2020
Florida Into Math Planning and Pacing Guide Grade 6 9781328569288 Houghton Mifflin Harcourt 2020
Grade 3 FL Student Edition Volume 1 Units 1-3 9781328492647 Houghton Mifflin Harcourt 2020
Grade 3 FL Student Edition Volume 2 Units 4-7 9781328492654 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 1 Unit 1 M1 9781328493507 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 2 Unit 1 M2 9781328493514 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 3 Unit 2 M3-4 9781328493521 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 4 Unit 2 M5-6 9781328493545 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 5 Unit 2 M7 9781328493569 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 6 Unit 2 M8 9781328493576 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 7 Unit 3 M9 9781328493583 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 8 Unit 3 M10 9781328493590 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 9 Unit 3 M11-12 9781328493606 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 10 Unit 4 M13-14 9781328493613 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 11 Unit 4 M15-16 9781328493637 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 12 Unit 5 M17 9781328493651 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 13 Unit 5 M18 9781328493682 Houghton Mifflin Harcourt 2020
Grade 3 FL Teacher Edition Book 14 Unit 6 M19-20 9781328493705 Houghton Mifflin Harcourt 2020
Grade 3 FL Assessment Guide 9781328526472 Houghton Mifflin Harcourt 2020
Grade 3 FL Differentiated Instruction Masters 9781328526588 Houghton Mifflin Harcourt 2020
Grade 3 FL Practice & Homework Journal 9781328526694 Houghton Mifflin Harcourt 2020
Grade 3 FL Planning and Pacing Guide 9781328567802 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Student Edition (Consumable) Grade 7 9781328497178 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 1 Grade 7 9781328497208 Houghton Mifflin Harcourt 2020
FL Next Gen Math Assessment Guide Grade 7 9781328526519 Houghton Mifflin Harcourt 2020
FL Next Gen Math Differentiated Instruction Masters Grade 7 9781328526625 Houghton Mifflin Harcourt 2020
2020 Florida Next Gen Math Teacher Edition Volume 2 Grade 7 9781328557308 Houghton Mifflin Harcourt 2020
Florida Into Math Planning and Pacing Guide Grade 7 9781328569295 Houghton Mifflin Harcourt 2020
Showing:

### Overall Summary

The instructional materials reviewed for Into Math Florida Grade 7 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 partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Cluster Standards for Mathematical Practice (MPs).

###### Alignment
Meets Expectations
###### Usability
Meets Expectations

### Focus & Coherence

The instructional materials reviewed for Into Math Florida Grade 7 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.

##### Gateway 1
Meets Expectations

#### Criterion 1.1: Focus

Materials do not assess topics before the grade level in which the topic should be introduced.

​The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
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.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for assessing grade-level content. An Assessment Guide, included in the materials, contains two parallel versions of each Module assessment, and the assessments include a variety of question types. In addition, a Performance Task has been created for each Unit, and Beginning, Middle, and End-of-Year Interim Growth assessments.

Examples of assessment items aligned to grade-level standards include:

• Module 6, Form A, question 10 states, “Logan is on a ski slope at an elevation of 3,154.68 meters. He skis down the mountain to the ski lodge. His change in elevation is -487.21 meters. What is the elevation, in meters, where the ski lodge is located?” (7.NS.1.1c)
• Module 1, Form B, question 7 states, “Brody’s town is building a pool based on a scale drawing that is 20 cm by 10 cm and uses the scale 1cm:250 cm. What is the area of the pool, in square meters?”
• Module 11, Form B, question 8 states, “A cube has a surface area of 96 mm2.  Part A) What is the volume, in mm3, of the cube?  Part B) The length of each side of the cube is doubled. What is the new volume?  A) 512 mm3   B) 384 mm3   C) 128 mm3   D) 64 mm3 “ (7.G.2.6)
• Module 2, Form B, question 6 states, “Darius is a broker who earns a $68,000 annual salary, a 3.15% commission on his clients’ investments, and a fee of$4.25 for each online transaction. If Darius’s clients had a total of $3.6 million in investments and made 1,375 online transactions this year, what are Darius’s earnings? Round your answer to the nearest dollar.” (7.RP.1.3) • Module 6, Form A, question 11 states, “The drama club sold 209 evening show tickets for$18.50 each and some matinee show tickets. They want to make $5,700 for the two shows. If matinee tickets cost$11.75 each, how many matinee tickets do they need to sell to reach their target amount?”  (7.EE.2.3)

#### Criterion 1.2: Coherence

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.

The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for spending a majority of instructional time on major work of the grade.

• The number of Modules devoted to major work of the grade is 11 out of 15, which is approximately 73%.
• The number of Lessons devoted to major work of the grade (including supporting work connected to the major work) is 39 out of 59, which is approximately 66%.
• The number of Days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 94 out of 136 days, which is approximately 69%.

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work and isn’t dependent on pacing suggestions. As a result, approximately 66% of the instructional materials focus on major work of the grade.

#### Criterion 1.3: Coherence

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

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

• In Lesson 1.6, students find the scale using complex fractions based on a given diagram (7.G.1.1, 7.RP.1.1), write the appropriate y = mx equation (7.RP.1.2c), and solve related problems using the equation.
• In Lesson 7.5, students write and solve equations (7.EE.2.4) based on different angle relationships (7.G.2.5). For example, “Angle A and Angle B are adjacent. The sum of their measures is 92 degrees... Angle A measures 2x+50 degrees. Angle B is three times the size of angle A. Write an equation to determine the value of x. Then solve your equation and find the measures of both angles.”
• In Lessons 10.1-10.4, students use formulas to find the circumference of a circle (7.G.2.4) and areas of various figures (7.G.2.6) in multiple real-world situations (7.EE.2.3).
• Lesson 10.1 connects 7.G.2.4 to 7.RP.1.2 with, “Describe what you notice about the ratio C/d in your table. Does the relationship between the circumference and diameter of a circle appear to be proportional? Explain.”
• In Lessons 11.2-11.4, students use formulas and solve equations to find surface areas and volumes of various figures (7.G.2.6) in multiple real-world situations (7.EE.2.3).
• In Lesson 12.2, students use a random sample and proportional reasoning (7.RP.1.2) to make inferences about a population (7.SP.1). For example, Step It Out question 3, “A worker randomly selects one of every 7 sets from the 3,500 sets of headphones produced. The results are shown. Write the ratio of defective headphones to the total headphones in the sample. Then write the ratio as a decimal and solve an equation to find the number of headphones in the population that can be predicted to be defective.”
• In Lessons 14.1-14.4, students use probabilities 7.SP.3, ratios, and proportional relationships to solve problems in real-world situations (7.RP.1.3). For example, in Lesson 14.4, Step It Out question 2, students use proportional reasoning to predict the number of students in the whole school that prefer math.
• In Lesson 15.4, students calculate simple and compound probabilities (7.SP.3.8) using rational numbers in various forms (7.NS.1.3).

##### Indicator {{'1d' | indicatorName}}
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials for Into Math Florida Grade 7 meet expectations that the amount of content designated for one grade-level is viable for one year. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 160 days: 106 days for lessons and 54 days for assessments.

• The Planning and Pacing Guide and the planning pages at the beginning of each module in the Teacher Edition provide the same pacing information.
• Grade 7 has six Units with 15 Modules containing 59 lessons.
• The pacing guide designates 41 lessons as two-day lessons and 18 as one-day lessons, leading to a total of 100 lesson days; there is no information provided about the length of a “day”.
• Each Unit includes a Unit Opener which would take less than one day. There are six Openers for Grade 7 (six days).

Assessments included:

• The Planning and Pacing Guide indicates a Beginning, Middle, and End of Year Interim Growth test that would require one day each (three days).
• Each Module starts with a review assessment titled, “Are You Ready?”. There are 15 Modules (15 days).
• Each Unit includes a Performance Task indicating an expected time frame ranging from 25-45 minutes. There are six Performance Tasks for Grade 7 (six days).
• Each Module has both a review and an assessment. There are 15 Modules (30 days).
• Based on this, 54 assessment days can be added.

##### Indicator {{'1e' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 meet expectations for being consistent with the progressions in the Standards. In general, the materials identify content from prior and future grade-levels and relate grade-level concepts explicitly to prior knowledge from earlier grades. In addition, the instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems.

• In the Teacher Edition, the introduction for each Module includes Mathematical Progressions Across the Grades, which lists standards under the areas of Prior Learning, Current Development, and Future Connections and clarifies student learning statements in these categories. For example, in Module 5, Multiply and Divide Rational Numbers, “Prior Learning: Students applied the properties of operations to generate equivalent expressions.” (6.NS.2.3); “Current Development: Students develop and use the rules for multiplying signed numbers.” (7.NS.1.2); “Future Connections: Students will solve pairs of linear equations.” (8.EE.3.8)
• The beginning of each Module has Teaching for Success, which sometimes includes Make Connections. Make Connections references prior learning, for example in Module 8, “In this module, students will build on their prior knowledge of inequalities to solve both one and two-step inequalities. Students will also solve real-world mathematical problems using numerical and algebraic expressions and equations.“
• In Activate Prior Knowledge at the beginning of each lesson, content is explicitly related to prior knowledge to help students scaffold new concepts.
• Some lessons provide direct scaffolding for students reminding them of prior learning. For example, in Lesson 1.1, Build Understanding Question 1d, students complete a table comparing Small Jars of Salsa and Ounces of Salsa. “You previously learned that a unit rate is a rate in which the second quantity in the comparison is one unit…” (6.RP.1.2), and in Lesson 4.1, Build Understanding Question 1b, “Recall that the absolute value of a number is the number’s distance from 0 on a number line.”
• Each Module includes a diagnostic assessment, Are You Ready?, explicitly identifying prior knowledge needed for the current module. For example, in Module 2, Are You Ready? states, “Complete these problems to review prior concepts and skills you will need for this module.” Students multiply decimals by whole numbers (5.NBT.2.7) and find a percent of a whole (6.RP.1.3c). In this module, students use these skills to find percent change, find markups, discounts, taxes, gratuities, commissions, fees, and simple interest (7.RP.1.3).”

Examples where standards from prior grades are not identified include:

• The Module Opener activities utilize standards from prior grade-levels, though these are not always explicitly identified in the materials. For example, in Module 2 students, “write a sentence for each diagram that describes the percent of the whole that is shown.” This Module Opener aligns to 6.RP.1.3, and in Module 3 students, “plot each rational number on the number line next to it,” which aligns 6.NS.3.6c.

Examples of the materials providing all students extensive work with grade-level problems include:

• In the Planning and Pacing Guide, the Correlations chart outlines the mathematics in the materials. According to the chart, all grade-level standards are represented across the 15 modules.
• Within each lesson, Check Understanding, On My Own, and More Practice/Homework sections include grade-level practice for all students. Margin notes in the Teacher Edition also relate each On My Own practice problem to grade-level content. Examples include:
• In Lesson 2.1, More Practice Question 9, ”Cary makes 80% of his free throws in basketball, but that measure varies by 5%. If he makes 200 free throw attempts in a season, what is the range of successful free throws he can expect to make? Show your calculation.” (7.RP.1.3, 7.EE.2.3)
• In Lesson 7.4, On My Own Question 5, “Dirk sold 7 more than 2 times as many gym memberships this month than last month. This month he sold 43 memberships. Write and solve an equation to find the number of memberships Dirk sold last month.” (7.EE.2.4a)
• When work is differentiated, the materials continue to develop grade-level concepts. An example of this is Lesson 2.2, which explores markups and discounts. The corresponding Reteach page provides guided notes for students to follow in order to access the concept; the Challenge page lists the cost of pants, socks, and a shirt before they are marked up by a store. Students calculate the percent increase given, new sales prices, the new price after a coupon is used, and finally investigate if the store will break even if they offer a percent discount equal to the percent markup of an item.

##### Indicator {{'1f' | indicatorName}}
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.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives visibly shaped by CCSSM cluster headings, and examples of this include:

• In Lesson 9.4, the learning objective is, “Draw, construct, and analyze two-dimensional figures, including circles,” and this is shaped by 7.G.1.
• In Lesson 10.2, the learning objective is, “Use a random sample to make inferences about a population,” and this is shaped by 7.SP.1.
• In Lesson 2.2, two objectives are, “Students will calculate markups, markdowns, retail prices, and discount prices, and represent them using equations of the form y = kx” and “Use the terms markup, markdown, and retail price to explain the solutions to real-world problems,” and these are shaped by 7.RP.1.

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 Lesson 2.1, students perform operations with rational numbers (7.NS.1) to solve multi-step problems involving percent of change (7.RP.1).
• In Lesson 2.3, students write and solve an equation (7.EE.2) to calculate the cost of dinner including a tip (7.RP.1).
• In Lesson 4.4, students solve multi-step real-world problems by writing equations (7.EE.2) and performing appropriate calculations while applying the properties of operations (7.NS.1).
• In Lesson 7.2, students write an expression showing the perimeter of a yard with side lengths containing variables and rational number coefficients and create an equivalent expression by combining like terms (7.EE.1), which requires them to add rational numbers (7.NS.1).

### Rigor & Mathematical Practices

The instructional materials reviewed for Into Math Florida Grade 7 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 partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

##### Gateway 2
Meets Expectations

#### Criterion 2.1: Rigor

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.

The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

The instructional materials for Into Math Florida Grade 7 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include problems and questions designed to develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Build Understanding and Step it Out introduce mathematical concepts, and students independently demonstrate their understanding of the concepts in Check Understanding and On My Own problems at the end of each lesson.

• In Lessons 3.1 and 3.2, students develop conceptual understanding of integer addition and subtraction by representing the operations on number lines. For example, in Build Understanding, part A states, “Latrell spins a wheel to find out how many points he adds to his score. The wheel stops on “-5 points.” Use the number line to add -5 points to Latrell’s score. Then complete the equation.” (7.NS.1.1)
• In Module 5, students build understanding of multiplying and dividing rational numbers. For example, students represent multiplication of positive and negative numbers with repeated addition on a number line. In Lesson 5.2, students investigate signs of products as the number of negative factors change. (7.NS.1.2)
• In Lesson 7.1, Build Understanding, Question 2, students rewrite the discount expression p+p+0.60p as 2.60p and explain why the expressions are equivalent. In Lesson 7.2, On My Own, Question 6, students solve, “A pentagon has side lengths: (12 + 4x), (10 + 8x), (15 + 3x), (9 + 2x), and (14 + 3x). Write a simplified expression that represents the perimeter of the pentagon. Explain.” (7.EE.1.2)

##### Indicator {{'2b' | indicatorName}}
Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

The instructional materials for Into Math Florida Grade 7 meet expectations for attending to those standards that set an expectation of procedural skills.

The materials include problems and questions designed to develop procedural skills and provide opportunities for students to independently demonstrate procedural skills throughout the grade. The materials develop procedural skills in On Your Own, and students demonstrate procedural skills in More Practice/Homework.

• Throughout Modules 3 and 4, students evaluate addition and subtraction problems with various rational numbers. For example, in Lesson 3.3, On My Own, “Questions 10-13, 102.8 − 98.6; 99.4 − 101.7; -98.6 + (-1.4); -19 + 11; Question 16, $$\frac{1}{2}$$ − (-$$\frac{1}{2}$$).” In Lesson 4.1 More Practice/Homework: “Question 10, 21 − 57; Question 12, -23 − (-5); Question 15, 24 − (-37).” (7.NS.1.1)
• Throughout Modules 5 and 6, students evaluate multiplication and division problems with various rational numbers. For example, in Lesson 5.2, On My Own, Question 7, “Find the product: (0.5)(-0.5)(-4)(-4)(-1)”; More Practice/Homework, Question 7, “Find each quotient: -27/5”. In Lesson 6.1, More Practice/Homework, Question 3, 5 - 44 $$\times$$ (0.75) - 18/ $$\frac{2}{3}$$ $$\times$$ 0.8+ (-$$\frac{4}{5}$$). (7.NS.1.2)
• In Lesson 7.2, students write linear expressions and apply properties of operations to generate equivalent expressions. For example, “students factor expressions using the GCF: 3x-24; students simplify expressions using properties of operations: (-r-5)-(-2r-4); students also expand expressions using the Distributive Property and then simplify the expressions: (4x-7.2)+(-5.3x-8).” (7.EE.1.1)
• In Lesson 7.4, students solve two-step equations involving rational numbers and equations written in the forms px + q = r and p(x+q) = r. For example, On My Own, Questions 8-15 and 19-27, students solve equations in this form, “-9d-1=17; 2+1/6a=-4; 2x-5=15”, etc.). (7.EE.2.4a)

##### Indicator {{'2c' | indicatorName}}
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

The instructional materials for Into Math Florida Grade 7 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.

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and concepts of the grade-level, and students independently demonstrate the use of mathematics flexibly in a variety of contexts. During Independent Practice and On My Own, students often engage with problems including real-world contexts and present opportunities for application. More Practice and Homework contains additional application problems.

• In Module 2, students solve multi-step ratio and percent problems. For example, in Lesson 2.1, Check Understanding, Question 1 states, “Peggy earned $20 for each lawn she mowed last summer. This summer, she raised her price to$23 per lawn. What is the percent of Peggy’s change?” In Lesson 2.2, On My Own, Question 8 states, “Shelly’s boutique had a labor day sale featuring 25% off any item. Tammy wanted to buy a blouse that originally sold for $21.99. To the nearest cent, how much will it cost her before tax to buy the blouse during the sale?” (7.RP.1.3) • In Modules 4 and 5, students solve real-world problems involving the four operations with rational numbers. For example, in Lesson 4.4, Check Understanding, Question 1 states, “Soojin is adding some lengths of wood she used for a project. The lengths of wood are 1 $$\frac{2}{3}$$, 3 $$\frac{3}{4}$$, and 2 $$\frac{1}{4}$$ feet. How much wood did she use in all?” In Lesson 5.4, On My Own, Question 4 states, “A butterfly is flying 8 $$\frac{3}{4}$$ feet above the ground. It descends at a steady rate to a spot 6 $$\frac{1}{4}$$ feet above the ground in 1 $$\frac{2}{3}$$ minutes. What is the butterfly’s change in elevation per minute?” (7.NS.1.3) • In Lesson 6.3, Check Understanding, Question 1 states, “A block of clay contains 20 4-ounce portions of clay. A ceramics teacher wants to use the block to make as many spheres of clay as possible, each weighing $$\frac{2}{5}$$ pound. How many spheres can she make?” In Lesson 6.2, students use estimation to check reasonableness, “The dimensions of a room are shown. Ivan wants to have the four walls painted. The painter says the area is 542.2 square feet. Estimate the total area that needs to be painted. Was the painter’s answer reasonable. Explain.” (7.EE.2.3) • In Lesson 8.3, students write and solve two-step inequalities given a real-world scenario, “Ariana started a saving account with$240. She deposits $30 into her account each month. she wants to know how many months it will take for her account to have a balance greater than$500. Write and solve an inequality that represents this situation. How many months will it take for her account to have a balance greater than 500? Explain.” (7.EE.2.4b) ##### Indicator {{'2d' | indicatorName}} 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. The instructional materials for Into Math Florida Grade 7 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. The Module planning pages include a diagram showing the first few lessons addressing understanding and connecting concepts and skills and the last lessons addressing applications and practice. All three aspects of rigor are present independently throughout the program materials, and examples include: • In Lesson 12.1, the materials address conceptual understanding of statistics by having students determine where to locate a fast-food restaurant. Students discuss the terms population, sample, representative, and bias and identify them in different contexts. Students participate in class discussion and Turn and Talk, making generalizations and inferences, before working independently. In Build Understanding, students answer, “Which of the representative samples of the population is more representative of the population? Explain.” • In Module 8, students develop procedural skill by writing, solving, and graphing the solutions to one- and two-step inequalities. The inequalities incorporate rational numbers in various forms, i.e. integers, fractions, and decimals. An example is, “...solve the inequality. Graph the solution. -$$\frac{3}{4}$$m + $$\frac{1}{4}$$ $$\ge$$ 4 $$\frac{3}{4}$$”. • In Lesson 15.4, students conduct simulations and find experimental probabilities, “Allie is a softball player. She has a batting average of 0.600. This means Allie gets a hit 60% of the time. Design a simulation using slips of paper and a box to predict the probability of Allie getting a hit in at least 2 of her next 5 at bats. Perform the simulation and use your results to predict the probability of Allie getting a hit in at least 2 of her next 5 at bats.” 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 5.3, students develop conceptual understanding of converting fractions to decimals using multiple representations including a double number line with one side as decimals and one side as fractions and long division. Students develop procedural skill by converting fractions to decimals in numerous problems such as, “Hayley is buying herbs. She wants to buy ⅚ ounce of basil. The scale she is using to weigh the basil displays the weight as a decimal. How will she know when the display on the scale is correct to the tenths’ place? Explain your reasoning.” • In Lesson 10.1, students develop conceptual understanding of the formula for circumference by examining the relationship between circumference (C), diameter (d), and pi. Students complete a table finding the ratio, C/d, for various circular objects, and they rewrite pi = C/d to reveal the formula for the circumference of a circle. Throughout the remainder of the lesson, students use the formula to solve real-world problems, for example, “Toni rides the Ferris wheel shown for 15 revolutions. A. How far does Toni travel in one revolution? How far does Toni travel for the entire ride?” #### Criterion 2.2: Math Practices Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice The instructional materials reviewed for Into Math Florida Grade 7 partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs). The MPs are identified but not clearly labeled throughout the materials, and the instructional materials support the standards’ emphasis on mathematical reasoning. ##### Indicator {{'2e' | indicatorName}} The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade. The instructional materials reviewed for Into Math Florida Grade 7 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, but they are not clearly labeled. Inconsistencies in identifying the MPs in the materials are present, inaccurate identification, and over-identification of the MPs, examples include: • 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 10.3, the pacing guide identifies MP.1.1 while the Teacher Edition states MP.7.1. • The Planning and Pacing Guide explains each MP and provides a correlation to specific lessons, for example, the correlation for MP.2.1 can be found in, “In every ‘Spark Your Learning’ lesson and most lessons.” MP.1.1 and MP.3.1 are correlated with “every lesson.” • The Planning and Pacing Guide describes generally where to find the MPs, such as Spark Your Learning is always paired with MP.1.1, MP.3.1, and MP.5.1. This is different than previous identification which connects Spark Your Learning to MP.2.1. Connect Concepts and Skills focus on MP.7.1 and MP.8.1, and sometimes MP.4.1; Apply and Practice addresses MP.2.1 and MP.6.1. There are instances where MPs are naturally embedded and enrich the content, though not the majority of the time, examples include: • In the Teacher Edition lesson planning pages, MPs are identified in the Lesson Focus and Coherence. The MPs are further identified within the lesson in Building Understanding and Step It Out. For example, Lesson 3.1 identifies MP.2.1 and MP.5.1 as the lesson focus; then aligns Build Understanding with MP.5.1 and Step It Out with MP.2.1. • Some lessons include an explanation about the connection to the MP in Professional Learning in the planning pages, for example, in Lesson 4.4, MP.2.1, “This lesson provides an opportunity to address this Mathematical Practice Standard. It calls for students to decontextualize problems and represent them abstractly using expressions including sums and differences of rational numbers and integers. Previously, students have also used number lines to represent such problems abstractly. The ability to decontextualize problems into abstract representations is a central skill in all domains of mathematics.” ##### Indicator {{'2f' | indicatorName}} Materials carefully attend to the full meaning of each practice standard The instructional materials reviewed Into Math Florida Grade 7 partially meet expectations for carefully attending to the full meaning of each practice standard (MP). The materials do not attend to the full meaning of MP.4.1 and MP.5.1. For MP.4.1, mathematical models are provided for students, and they use tools as directed by the materials, examples include: • MP.4.1: In Lesson 14.2, Question 4, “Wei has two different routes he takes to a park. He labels the routes A and B. He takes route B about 33% of the time. Describe a simulation Wei could perform using a number cube to estimate the number of times he will take route B to the park if he goes to the park 60 times.” Modeling with mathematics is prescribed because students are to use a number cube. • MP.5.1: Throughout Module 3, students use given number lines to build understanding of adding or subtracting rational numbers, and no other tools are used or mentioned. In Lesson 9.1, students construct an irregular decagon on grid paper, with given side lengths, and directions to guide their placement. The tools to use are given. Examples of the instructional materials attending to the full meaning of the MPs include: • MP.1.1: In Lesson 5.1, Spark Your Learning, “Arnot wins a50 gift card for a virtual reality arcade. If he does not use the card for a whole year, the balance on the card will be reduced by $5 each month that it continues to go unused. What will be the change in the value of the card if Arnot doesn’t use it for 18 months?” Space for students to work and possible methods of arriving at a solution are provided. • MP.2.1: In Lesson 5.4, Question 3, “Tanisha takes a dance class that is$12.50 per class. The charge appears as negative on her account balance until she makes her monthly payment. Suppose the balance on Tanisha’s account for a 2-week period is -\$100. If Tanisha attended at least 1 dance class per week, how many classes could she have attended each week? Explain your reasoning.”
• MP.6.1: In Lesson 6.3, question 4, “What was the total value of Liling’s shares, rounded to the nearest cent, at the end of 2017?”
• MP.7.1: In Lesson 5.1, Build Understanding, Part 3, “You can use what you know about signed numbers to figure out the rules for dividing signed numbers. A) Use the fact the division and multiplication are inverse operations to complete the number statements in the table. B) Use the results from step A to complete this table. C) Complete the rules for division of rational numbers.”
• MP.8.1: In Lesson 5.3, Question 7, “Look for Repeated Reasoning. Convert each fraction in the table to a decimal. Describe a pattern in the results. Does this pattern continue? Why or why not?”

##### Indicator {{'2g' | indicatorName}}
Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
##### Indicator {{'2g.i' | indicatorName}}
Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

An often-used strategy in these materials is Turn and Talk with a partner about the related task. Often, Turn and Talks require students to construct viable arguments and analyze the arguments of others. In addition, students are often asked to justify their reasoning in practice problems.

• In Lesson 3.2, Question 7 states, “Leah said that when you add two negative integers the result must be negative. Do you agree or disagree? Use a number line to help explain your answer.”
• In Lesson 3.3, Question 2 states, “Jamin evaluated the expression 10-(-3) and says it is equal to 7. Is he right? If not, what was his mistake?”
• In Lesson 4.2, Spark Your Learning, Turn and Talk prompts, “Share your solution with your partner. If you didn’t already, come up with an addition expression for solving the problem. Discuss with your partner: Does order matter for this problem? Why or why not?”
• In Lesson 9.4, “Travis draws a triangle with three 60 degree angles and side lengths of 5 inches each.  A. Can Margarita draw a triangle with the same angle measures as Travis’s triangle and different side lengths? Why or why not?  B. Can she draw a triangle with the same side lengths and different angle measures? Explain.”
• In Lesson 10.2, Question 7 states, “A classmate states that if the radius of a circle is doubled, then the area is doubled. Do you agree or disagree, how much larger do you think the area will be?”
• In Lesson 13.1, students analyze data on wait times for two food trucks using dot plots and tables and they answer, “Based on the data, which food truck would have more predictable wait times? Explain.”
• In Lesson 13.2, On My Own states, “After looking at the box plots, Tomas expresses surprise that most award-winning actresses are under the age of 40. Martha disagrees, pointing out that the right whisker is the longest part of the Best Actress box plot. Therefore, she argues, there are more winners between the age of 41 and 62 than in the other intervals. Determine which friend is correct, and explain why.”
• In Lesson 14.4, Question 13 states, “Construct Arguments. Jiang was concerned about a particularly busy intersection because it did not have a stop sign. She took a survey of 100 people who used that intersection. 75 people she spoke to support putting in a stop sign. The town’s population is 4,480. Write a percent equation and also use proportional reasoning to predict how many people in the town support the stop sign. Then make an argument as to why Jiang’s survey results may be unreasonable.”

##### Indicator {{'2g.ii' | indicatorName}}
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.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Many of the lesson tasks are designed for students to collaborate. Teacher prompts promote explaining their reasoning to each other during collaborative lesson tasks. Independent problems provided throughout the lessons also have teacher guidance to assist teachers in engaging students.

• The Teacher Edition provides Guided Student Discussion with questions to encourage students to explain their thinking. For example, in Lesson 5.3, “When you divide two nonzero integers, how do you know if the quotient is positive or negative?” In Lesson 3.1, “When you start with a negative temperature and move down on the number line, is the temperature increasing or decreasing? Why?”
• Turn and Talks are provided multiple times per lesson. For example, in Lesson 10.3, Task 2 Turn and Talk states, “What do you notice about the width of a vertical cross section through the centers of the bases and the diameter of the horizontal cross section? Is this true for all cylinders? Explain.” Teachers are given a possible answer, as well as, additional guidance to assist students in constructing arguments, for example, “If some students are having trouble understanding that the width of a vertical cross section through the center of a cylinder is the same length as the diameter of a horizontal cross section from the same cylinder, ask other students who understand to explain their thinking.”
• The Teacher Edition includes Let’s Talk in margin notes to prompt student engagement. For example, in Lesson 4.1, “Select students who used various strategies and have them share how they solved the problem with the class. Encourage students to ask questions of their classmates. Look for students who used integer sums in steps to determine the number of hours it would take for the submarine to be above water.”
• The Teacher Edition also provides Cultivate Conversation prompts in the lessons. For example, in Lesson 4.2, “Stronger and Clearer. Ask students to describe in their own words what it means that addition and subtraction are inverse operations. Ask how inverse operations are like opposite numbers. Ask them to describe how the addition of a negative number is like subtraction and the subtraction of a negative number is like addition.”
• In lesson planning pages, sometimes Professional Learning provides a rationale for a lesson labeled with a Mathematical Practice. For example, in Lesson 5.2 which is labeled MP.3.1, “In this lesson, students derive the rules of multiplying three or more signed numbers by experimentation, reducing their observations to a general rule. They approach the products of multiple factors strategically and justify their choices by reference to the properties of operations. They then share their strategies with other class members and compare their ideas about solving the problems in the lesson.”

##### Indicator {{'2g.iii' | indicatorName}}
Materials explicitly attend to the specialized language of mathematics.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for explicitly 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.

• Key Academic Vocabulary is listed at the beginning of the module in a table including any prior vocabulary relevant to the lesson and new vocabulary.
• Each lesson includes a Language Objective emphasizing mathematical terminology. For example, in Lesson 5.3, “Use mathematical terminology to explain how to express quotients in different forms.”
• In the Module planning pages, a Linguistic Note located on the Language Development page provides teachers with possible misconceptions relating to academic language. For example, in Module 2, “Speak with students about words which can have multiple meanings. The word change can have multiple meanings in mathematics. When working with money, change can indicate an amount of money returned from a transaction or it can indicate coins. In this lesson, percent change, describes the percent of increase or decrease in an amount compared to its original amount.”
• In Sharpen Skills located in the lesson planning pages, some lessons include Vocabulary Review activities. For example, in Lesson 3.2, students use a graphic organizer to make sense of the term absolute value by using examples and visual models.
• Guided Student Discussion often provides prompts related to understanding vocabulary, such as in Module 13, “Students should be familiar with the terms mean, median, mode, range, interquartile range, center of data, and spread of data. Ask student to explain what they mean if they use those terms.”
• Student pages include vocabulary boxes defining content vocabulary.
• Vocabulary is highlighted and italicized within each lesson in the materials.
• Vocabulary review is located at the end of each Module where students 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.
• The Teacher Edition sometimes suggests creating an Anchor Chart to “connect math ideas, reasoning, and language” where students define terms with words and pictures, trying to make connections among concepts. For example, Lesson 10.2 shows a sample anchor chart including vocabulary related to circumference, area, and cross sections.”
• The Interactive Glossary at the end of the text provides the definition and a visual (diagrams, symbols, etc.) is provided for each vocabulary word. In the student book, the instructions read, “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.”

### Usability

##### Gateway 3
Meets Expectations

#### Criterion 3.1: Use & Design

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 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.

##### Indicator {{'3b' | indicatorName}}
Design of assignments is not haphazard: exercises are given in intentional sequences.

The instructional materials for Into Math Florida Grade 7 meet the expectations that the design of assignments is intentional and not haphazard.

Overall, lessons are intentionally sequenced and scaffolded so students develop understanding 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 utilizing concrete and abstract representations and increase in complexity.

• Spark Your Learning serves to motivate and set the stage for students to learn new material and persevere through a related mathematical task.
• Build Understanding and Step It Out provide opportunities for students to learn and practice new mathematics, as well as “connect important processes and procedures” according to the Planning and Pacing Guide.
• Check Understanding provides a formative assessment opportunity after instruction.
• On My Own, More Practice/Homework, Test Prep, and Spiral Review in each lesson support students in developing independent mastery of the current lessons, as well as reviewing material from previous lessons.
• Lessons are in a logical order and build coherence throughout the grade level.

##### Indicator {{'3c' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 meet the expectations for having a variety in what students are asked to produce, for example:

• Show written calculations and solutions
• Verbally defend or critique the work of others to show understanding
• Analyze double number lines and bar diagrams
• Build models for a problem by using diagrams and equations
• Use a diagram and a coordinate plane to represent a linear equation
• Compare multiple representations - table, graph, equation, situation - of data
• Use a digital platform to conduct and present their work
• Use manipulatives, especially in small groups, to represent mathematics
• Construct written responses to explain their thinking
• Performance Tasks: Grade 7, Unit 3, Jessica’s Cell Phone Plan. “Jessica’s cell phone plan charges her a monthly fee plus a charge for each text message she sends. The cost of her cell phone is shown in the table.” This is followed by 6 questions relating to evaluating data and generating equations to compare options.
• STEM activities - Examples include: Grade 7, Unit 4, “A rectangular electronic game board is 16.5 inches by 12 inches. It includes a grid with 8 rows of 8 squares, each 0.5 inch on a side. When you aim at any of the red squares, data are collected on the accuracy of the laser hits. What are the ratios of (a) the area of one square to the area of the board, and (b) the combined area of the squares to the area of the board? Explain.”

##### Indicator {{'3d' | indicatorName}}
Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

• The series does not involve extensive use of manipulatives however, when they are included, they are consistently aligned to the expectations and concepts in the standards.
• Most hands-on manipulatives are integrated in supplemental, small-group, differentiated instruction activities and warm-up options.
• Examples of manipulatives include: Two-color counters, calculator, coins, number cubes, playing cards, string, square tiles, unit cubes, colored chips, algebra tiles, grid paper, index cards, anchor charts, ruler, compass, protractor, geometry software, bar diagrams, fraction strips, number lines, decimal grids, x-y tables, and pie charts.

##### Indicator {{'3e' | indicatorName}}
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

The instructional materials for Into Math Florida Grade 7 is not distracting or chaotic and supports students in engaging thoughtfully with the subject.

The entire series, both print and digital, follows a consistent format, which promotes familiarity with the materials and makes finding specific sections more efficient. The page layout in the materials is user-friendly. Tasks within a lesson are numbered to match the module and lesson numbers. Though there is a lot of information given, pages are not overcrowded or hard to read. Graphics promote understanding of the mathematics being learned. Student practice problem pages include enough space for students to write their answers and provide explanations. The digital format is easy to navigate, but students have to scroll without being able to view much of the information at one time.

#### Criterion 3.2: Teacher Planning

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

The instructional materials reviewed for Into Math Florida Grade 7 meet expectations for supporting teacher learning and understanding of the CCSSM. The instructional materials include: quality questions to support teachers in planning and providing effective learning experiences, a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials, a teacher edition that partially contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons, and explanations of the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

##### Indicator {{'3f' | indicatorName}}
Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.

The instructional materials for Into Math Florida Grade 7 meet the expectations for providing quality questions to help guide students’ mathematical development.

There are Guided Student Discussion questions and sample student answers throughout the Teacher Edition including on the Module opener page, Warm Up Options, Spark Your Learning, Build Understanding, Common Errors, and Step It Out pages corresponding to tasks or exercises on the page. Each module review also contains suggested questions intended to have students summarize concepts and skills developed within the module.

Each lesson introduction poses an essential question intended to guide student learning. For example, in the Lesson 4.2, the Essential Question is, “How can you calculate the difference of two integers?”

The Spark Your Learning planning page in the Teacher Edition includes examples of student work which show On Track, Almost There, and Common Errors. Each example has suggested questions for teachers to correct or advance student thinking. For example, in Lesson 7.1, On Track about Linear Expressions: “How can we verify a written rule?”

##### Indicator {{'3g' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 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, a variety of information is provided to 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 containing 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.

Two prompts in each module are related to Online Ed: “Assign the auto-scored Are You Ready for immediate access to data and grouping recommendations.” The other prompt being, “Assign the auto-scored Module Test for immediate access to data.” Within lessons, multiple prompts are presented: Warm-Up Options and Step It Out both have an icon, “Printable & projectible.”; “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' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 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 teachers can improve their own knowledge of the subject. Examples of the grade-level explanations include:

• At the beginning of each module, the Teacher’s Edition includes Teaching for Depth providing a brief overview of the mathematics contained in the module. For example, in Module 3, “Students are often taught to add two negative integers by finding the sum of the absolute values of the integers and taking the opposite of the result, as shown. -1 + (-3) = -(1 + 3) + -4 This rule can be written as -a + (-b) = -(a + b), where a and b are positive integers. Notice -a + (-b) is the additive inverse of a + b because their sum is 0. The Inverse Property of Addition is an important property related to additive inverses. It states that the sum of a number and its additive inverse is 0.”
• In addition, Teacher to Teacher From the Classroom gives tips or anecdotes about the module content. For example, in Module 5, “When I reflect on my students’ struggles with multiplying and dividing rational numbers I discover that my students lack real understanding of the operations of multiplication and division altogether. I devote time to students revisiting ideas around multiplication and division and the relationship between the two. I need students to understand what multiplying does to numbers, and conversely what dividing does. We talk and think about rational number operations as an extension of what we already know about and how that operation works on whole numbers. Dedicating time to establish this solid foundation up front saves me tons of time down the road. When I need support figuring out how to do this, go to resources like Beyond Invert and Multiply by Julie McNamara. Deepening my own understanding of the mathematics and connections to prior grades deeply impacts my ability to support students in their own sense making about operations with rational numbers.”

##### Indicator {{'3i' | indicatorName}}
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.

The instructional materials for Into Math Florida Grade 7 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 showing 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 discusses the “four progressions of middle school content leading to the Algebra course: Number and Operations, Operations and Algebraic Thinking, Statistics and Probability, and Functions” and includes a table showing how the domains in Grades 3-5, 6-7, and Grade 8/Algebra fit into these progressions.

##### Indicator {{'3j' | indicatorName}}
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).

The instructional materials for Into Math Florida Grade 7 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. Another standards chart is located in the Planning and Pacing Guide listing 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' | indicatorName}}
Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

The instructional materials for Into Math Florida Grade 7 include strategies for parents to support their students progress. The Planning and Pacing Guide describes strategies to Connect with Families and Community:

• The student materials contain Math on the Spot problems with videos connected to them. “Math on the Spot video tutorials provide instruction of the math concepts covered and allow for family involvement in their child’s learning.” There are generally 1-3 problems per module.
• “Family letters inform families about the skills, strategies, and topics students are encountering at school.” Each module includes a letter, found online in 4 languages, providing vocabulary, a home activity, and discussion prompts.

##### Indicator {{'3l' | indicatorName}}
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

The materials for Into Math Florida Grade 7 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 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) to “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 to “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, Support-Sense Making boxes describe how the language routine can be used. Also, notes in the margin of the Teacher’s Edition provide connections from the strategy to the principle.

#### Criterion 3.3: Assessment

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

The instructional materials reviewed for Into Math Florida Grade 7 partially meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the CCSSM. The instructional materials provide strategies for gathering information about students’ prior knowledge, strategies for teachers to identify and address common student errors and misconceptions, and assessments that clearly denote which standards are being emphasized.

##### Indicator {{'3m' | indicatorName}}
Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

The instructional materials for Into Math Florida Grade 7 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' | indicatorName}}
Materials provide strategies for teachers to identify and address common student errors and misconceptions.

The instructional materials for Into Math Florida Grade 7 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 a Common Error section related to the content of the lesson identifying where students may make a mistake or exhibit misunderstanding. A rationale explains the likely misunderstanding and suggests instructional adjustments or steps to help address the misconceptions.
• “Watch For” boxes and questions prompts that highlight areas of potential student misconceptions.

##### Indicator {{'3o' | indicatorName}}
Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The instructional materials for Into Math Florida Grade 7 partially meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

• Each lesson ends with 2-3 Spiral Review questions for ongoing practice in the More Practice/Homework section.
• Online interactive lessons and homework practice provide students with immediate notification about answers being correct or incorrect.
• The online lessons are the same as in the print textbook and provide immediate notification of correct or incorrect answers, but do not provide feedback for changing incorrect answers.
• Each Module Review has a scoring guide/checklist, so students know which questions they answer correctly. The scoring guide/checklist does not provide feedback for changing incorrect answers.
• Digital assessments are auto-scored and generate recommendations. They can provide feedback to teachers, but not directly to students.

##### Indicator {{'3p' | indicatorName}}
Materials offer ongoing formative and summative assessments:
##### Indicator {{'3p.i' | indicatorName}}
Assessments clearly denote which standards are being emphasized.

The instructional materials for Into Math Florida Grade 7 meet the expectations that assessments clearly denote which standards are being emphasized.

The standards alignment for each item on the Prerequisite Skills Inventory, Beginning-of-Year, Middle-of-Year, End-of-Year, and Module Tests are listed in the Assessment Guide on Individual Record Forms. Each Performance Task 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' | indicatorName}}
Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

The instructional materials for Into Math Florida Grade 7 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?, correlated to standards and a suggested intervention for struggling students. The materials state 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.”
• The Individual Record Forms in the Assessment Guide suggest Reteach Lessons 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 teachers can use for follow-up with students.
• The Performance Task Rubrics for the Unit Performance Tasks do not suggest Reteach Lessons or provide other guidance teachers can use for follow-up with students.

##### Indicator {{'3q' | indicatorName}}
Materials encourage students to monitor their own progress.

The instructional materials for Into Math Florida Grade 7 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.” The scale progresses from 1 to 4. For example from Grade 7, Lesson 1.1:

1. I cannot identify unit rate yet.
2. I can identify unit rates in tables but I still need help with writing the correct quantities in the numerator and denominator.
3. I can identify unit rates in tables by myself with few mistakes.
4. I can identify and use unit rates to complete tables and compare quantities without mistakes and explain it to others.

Each lesson includes “I’m in a Learning Mindset!” which gives students a prompt regarding the purpose of the lesson. For example, Perseverance: “What strategies do I use to stay on task when working on my own?”; Strategic Help-Seeking: “What is challenging about subtracting integers? Can I work through it on my own, or do I need help?”

#### Criterion 3.4: Differentiation

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

The instructional materials reviewed for Into Math Florida Grade 7 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' | indicatorName}}
Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

The instructional materials for Into Math Florida Grade 7 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?, allows teachers to “diagnose prerequisite mastery, identify intervention needs, and modify or set up leveled groups.”
• Each lesson provides Warm-up Options to activate prior knowledge such as Problem of the Day, Quick Check for Homework, and Make Connections.
• Throughout the lessons, notes, strategies, sample guided discussion questions, and possible misconceptions are provided 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 or More Practice/Homework.

##### Indicator {{'3s' | indicatorName}}
Materials provide teachers with strategies for meeting the needs of a range of learners.

The instructional materials for Into Math Florida Grade 7 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• Reteach and Challenge activities are located in each lesson.
• Each module includes Plan for Differentiated Instruction providing 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.

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.” and 3) “Compare and Connect: Students listen to a partner’s solution strategy and then identify, compare, and contrast this mathematical strategy.”

##### Indicator {{'3t' | indicatorName}}
Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

The instructional materials for Into Math Florida Grade 7 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

• Each Unit includes a STEM Task and a Unit Project which include multiple entry-points and a variety of solution strategies. Teachers are provided with possible answers, as well as What to Watch For tips, including: “Watch for students who become discouraged by a task and quickly give up. Strategies that may help these students include: working with a supportive partner, dividing the task into smaller steps, and reminding themselves that working at a difficult task is valuable, even if the task is not completed. Taking on new challenges is how we learn.” and “Watch for students who are reluctant to stretch themselves on a challenging task. Encourage these students to: identify similarities between the current task and tasks they have completed successfully in the past, identify one or more promising strategies or approaches, and try one of the strategies.”
• Each lesson begins with Spark Your Learning, an open-ended problem allowing students to choose their entry-point for applying mathematics and can be solved in a variety of ways. Suggestions in the Teacher’s Edition help students access the context of the problem. For example, in the side margin of the Teacher’s Edition, Motivate provides prompts such as in Grade 7, Lesson 1.1, “Introduce the problem. Ask them if they have ever used a recipe. Tell students to discuss and share with their team members in a small group.”
• Support for Turn and Talk in the Teacher’s Edition provides suggestions to help students using a variety of strategies. Teachers are often prompted to, “Select students who used various strategies and have them share how they solved the problem with the class.”

##### Indicator {{'3u' | indicatorName}}
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).

The instructional materials for Into Math Florida Grade 7 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, further support in place for English Language Learners (ELLs) and other special populations:

• For ELLs, Language Development in each module includes linguistic notes providing strategies intended to help students struggling with key academic vocabulary such as: “Speak with students about words that can have multiple meanings….”, “Listen for students who do not distinguish between minus...and the negative sign.”, and “Visual cues help students…”
• Language Objectives are included in every lesson.
• Teacher Tabletop Flipchart Activities are referenced in the Teacher’s Edition for RtI support.
• Reteach, RtI Tier 2, and RtI Tier 3 worksheets can be assigned online or printed.
• Turn and Talk prompts are designed to support students in other special populations such as, “go back and reread the problem and break it into pieces. For example: What do you know? What do you need to find?”

##### Indicator {{'3v' | indicatorName}}
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.

The instructional materials for Into Math Florida Grade 7 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 and teachers may choose to utilize them 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' | indicatorName}}
Materials provide a balanced portrayal of various demographic and personal characteristics.

The instructional materials for Into Math Florida Grade 7 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

• Lessons contain a variety of tasks that are of interest to students of various demographic and personal characteristics.
• Names and wording are chosen with diversity in mind. The materials include various names throughout the problems (e.g. Jayson, Suyin, Malik, Tressa, Anton, Jasmine, Yu, Felice, Sonia, Roselyn, Tracy, Tran, Arie, Miguel, Maria) and are used in ways that do not stereotype characters by gender, race, or ethnicity.
• When multiple characters are involved in a scenario, they are often doing similar tasks or jobs in ways not expressing gender, race, or ethnic bias, and there is no pattern in one character using more/fewer sophisticated strategies.
• When people are shown, a balance of demographic and personal characteristics.

##### Indicator {{'3x' | indicatorName}}
Materials provide opportunities for teachers to use a variety of grouping strategies.

The instructional materials reviewed for IntoMath Florida Grade 7 provide opportunities for teachers to use a variety of grouping strategies.

• 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, ample opportunities are provided 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' | indicatorName}}
Materials encourage teachers to draw upon home language and culture to facilitate learning.

The instructional materials reviewed for Into Math Florida Grade 7 encourage teachers to draw upon home language and culture to facilitate learning.

• The student glossary is in both English and Spanish.
• Each Module includes School-Home Letters in multiple languages: Spanish, English, Portuguese, and Haitian Creole.

#### Criterion 3.5: Technology

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

The instructional materials reviewed for Into Math Florida Grade 7: 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' | indicatorName}}
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.

The instructional materials reviewed for Into Math Florida Grade 7 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 connecting to the internet with an applicable browser. Online use was difficult on a Chromebook, there are 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' | indicatorName}}
Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

The instructional materials reviewed for Into Math Florida Grade 7 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)
• Assessments can be created using a question bank repeating 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' | indicatorName}}
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.

The instructional materials reviewed for Into Math Florida Grade 7 are intended to include opportunities for teachers to personalize learning for all students. Full functionality of online materials is not accessible at the time of this review.

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

The instructional materials reviewed for Into Math Florida Grade 7 provide minimal opportunity 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.
• A question bank is provided for teachers to create assessments. The bank repeats the questions that are already included in each lesson, and these questions cannot be modified.

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.).

The instructional materials reviewed for Into Math Florida Grade 7 do not incorporate technology that provides opportunities for multiple students to collaborate with the teacher or one another.

##### Indicator {{'3z' | indicatorName}}
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

The instructional materials reviewed for Into Math Florida Grade 7 integrate some technology including, digital lessons and virtual tools. Students can complete tasks and activities from the Student Edition through an interactive format.

• Students can draw pictures, create shapes, and type to show their thinking on the interactive lessons using a virtual sketchpad. Students complete tasks such as shading in the bar diagrams to represent $$\frac{5}{9}\div\frac{2}{9}$$, drag and drop the correct values into a table, or graph an equation. (Note: The backspace button, generally used to make a correction, is interpreted as the “back” button, returning to the previous screen and losing all work.)
• Only one Module per grade is currently available in the interactive lessons, so there is no way to know if the sketchpad is the only manipulative offered. No other virtual manipulatives were found.
• On the Spot videos of specific lesson problems are in the online student resources and provide the opportunity for students to review their work with their families by watching the video. These focus on content rather than MPs.

## Report Overview

### Summary of Alignment & Usability for Into Math Florida | Math

#### Math K-2

The instructional materials reviewed for Into Math Florida Grades K-2 meet expectations for alignment to the Mathematics Florida Standards (MAFS) and usability. The instructional materials meet expectations for Gateway 1, focus and coherence, Gateway 2, rigor and balance and practice-content connections, and Gateway 3, instructional supports and usability indicators.

##### Kindergarten
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 3-5

The instructional materials reviewed for Into Math Florida Grades 3-5 meet expectations for alignment to the Standards and usability. The instructional materials meet expectations for Gateway 1, focus and coherence, Gateway 2, rigor and balance and practice-content connections, and Gateway 3, instructional supports and usability indicators.

###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

#### Math 6-8

The instructional materials reviewed for Into Math Florida Grades 6-8 meet expectations for alignment to the Standards and usability. The instructional materials meet expectations for Gateway 1, focus and coherence, Gateway 2, rigor and balance and practice-content connections, and Gateway 3, instructional supports and usability indicators.

###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations
###### Alignment
Meets Expectations
###### Usability
Meets Expectations

## Report for {{ report.grade.shortname }}

### Overall Summary

###### Alignment
{{ report.alignment.label }}
###### Usability
{{ report.usability.label }}

### {{ gateway.title }}

##### Gateway {{ gateway.number }}
{{ gateway.status.label }}