## 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 3 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 Standards for Mathematical Practice (MPs).

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

### Focus & Coherence

The instructional materials reviewed for Into Math Florida Grade 3 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 3 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.

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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 for Into Math Florida Grade 3 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, there is a Performance Task for each Unit, and there are Beginning, Middle, and End-of-Year Interim Growth assessments.

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

• Module 4, Form A, Question 9, students write a multiplication expression to complete the equations ____ = 28 and ____ = 18. (3.OA.1.4)
• Unit 5, Performance Task, students draw a picture graph to represent the drinks sold at a coffee shop. “Mario collects information about the drinks sold today. Use the data to make a picture graph. Include a key” (3.MD.2.3). Students also measure a picture of a given spoon (3.MD.2.4). “Mario buys a box to hold his measuring spoons. The box holds spoons that are up to 4$$\frac{1}{2}$$ inches long. Use a ruler to decide if this spoon will fit. Explain your answer.”
• Module 9, Form A, students solve, “Roman has 293 snap blocks. He uses 69 of the snap blocks to make an airplane and 32 to make a car. About how many snap blocks does Roman have left?” (3.NBT.1.1)
• Module 16, Form B, Question 4, students identify equivalent fractions by matching pairs of differently-partitioned and shaded rectangles. (3.NF.1.3a)
• End-Of-Year Test, Question 10, students, given a perimeter and area of a rectangle, determine possible side lengths (3.MD.4.8). This standard is also assessed in Module 11, Test Form A, Question 4. Students are given a crayon box that is six inches long and five inches wide and find the width of another crayon box with the same perimeter that has a length of nine.

#### 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 3 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.

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Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for Into Math Florida Grade 3 meet expectations for spending a majority of instructional time on major work of grade.

• The number of Modules devoted to major work of the grade is 14 out of 20, which is approximately 70%.
• The number of Lessons devoted to major work of the grade (including supporting work connected to the major work) is 72 out of 100, which is approximately 72%.
• The number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 118 out of 170 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 72% 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 3 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.

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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 3 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:

• Module 10, Lesson 5, Check Understanding, Question 2, 3.NBT.1.2 supports the major work of 3.OA.4.8 when students solve two step word problems with the four operations. For example, “Kai has 65 stamps. He buys 7 more stamps. He uses all of the stamps to make 9 equal pages. How many stamps are on each page?”
• Module 13, Lesson 2, On My Own, Question 8, 3.G.1.2 supports the major work of 3.NF.1.1 when students partition shapes into parts with equal areas and represent those parts as fractional values. For example, a square divided into two parts is given. Students, “Write a fraction to name the blue part of the whole or the group.”
• Module 14, Lesson 1, Teacher Manual, Question 3, 3.G.1.2 supports 3.MD.3.5. Students are asked to examine a rectangle divided into four shaded parts and determine if the parts are the same shape. Then students determine if the shapes have the same area by counting unit squares.
• Module 14, Lesson 3, Check Understanding, Question 2, 3.G.1.2 supports the major work of 3.NF.1.1. Students partition shapes into parts with equal areas and represent those parts as fractional values. For example, “Divide the shape into 3 equal areas. What unit fraction names each equal part of the shape?”
• Module 18, Teacher Manual, Lessons 1-4 align to 3.MD.2.3 and 3.OA.1.3. For example, Lesson 2, Question 1, students choose a scale amount for their picture graph. They then divide the quantities in the data table by their chosen scale amount to determine how many representative pictures to draw. Students use subtraction to solve the remaining questions.
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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 3 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 170 days, 121 days for lessons and 49 days for assessments.

• The Planning and Pacing Guide and Planning pages at the beginning of each module in the Teacher's Edition provide the same pacing information.
• Grade 3 has 6 Units, with 20 Modules containing 100 lessons.
• The pacing guide designates 15 lessons as two-day lessons and 85 as one-day lessons, leading to a total of 115 days. The materials do not define the number of minutes in a lesson or instructional day.
• Each Unit includes a Unit Opener, there are six Openers for Grade 3 (six days).
• Each lesson includes a variety of supplemental instruction such as: reteaching lessons, Flipbook lessons, etc. There is no guidance around building in days for differentiation, therefore no additional days were added.
• This is a total of 121 lesson days.

Assessments include:

• The Planning and Pacing Guide indicating a Beginning, Middle, and End of Year Interim Growth assessment requiring one day each (three days).
• Each Unit includes a Performance Task, which indicates an expected time frame ranging from 25-45 minutes. There are six Performance Tasks for Grade 3 (six days).
• Each Module has both a review and an assessment. There are 20 Modules equating 40 days. Based on this, 49 assessment days can be added.
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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 3 meet expectations for the materials being consistent with the progressions in the Standards. In general, the materials identify content from prior and future grade-levels, as well as relating 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.

The introduction for every Module in the Teacher Edition includes "Mathematical Progressions Across the Grades"  identifying standards under the areas of Prior Learning, for Current Development, and Future Connections, as well as clarifying student learning statements in these categories. For example, before Lesson 3.1, Multiply with 2 and 4, Prior Learning is identifies as, “counted objects by 2s, wrote equations to represent the sum of equal addends, and worked with equal groups of objects to gain foundations for multiplication.” (2.OA.3.3 and 2.OA.3.4) Future Connections identify, “will solve multi-step word problems” and “will write equations with one variable to represent multi step word problems.” (4.OA.3.3) Additional features of the materials further support the progressions of the standards. These include:

• The beginning of each module includes a diagnostic assessment, Are You Ready?, explicitly identifying prior knowledge needed for the current module. For example, Module 4 links prior learning to Grade 2, Lesson 2.3 Count Equal Groups (2.OA.3.4).
• In each lesson the standard of focus is explicitly connected to future work. For example, Lesson 6.1 states the lesson focuses on standard 3.OA.3.3. This work will continue in 4th grade with a focus on standards 4.OA.2.2 and 4.NBT.2.6 during Lessons 6.1-6.6 and 7.1-7.4.

The materials give all students extensive work with grade-level problems. The lesson structure includes Spark You Learning, Build Understanding, and Step It Out where “students connect important processes and procedures to mathematical concepts;” Independent Practice; and Math Center Activities. For example:

• Lesson 2.3, Build Understanding, students relate area to addition and multiplication (3.MD.3.7a). Students find the area of a card two ways, using both multiplication and addition. During Step It Out and On My Own, students complete problems to “Find the area of the figure. Show repeated addition. Show multiplication.”
• Lesson 7.1, Build Understanding, students relate multiplication and division (3.OA.2.6). Question 1, “Jackson plants pepper plants in 3 equal rows. He plants 18 plants. How many plants are in each row?” Students write both multiplication and division equations for the problem, and explain how the equations are the same and different.
• Lesson 15.3, Build Understanding, students compare fractions with the same numerator using drawings, number lines, and by reasoning about the number and size of the parts (3.NF.1.3d).

The materials explicitly relate grade level concepts to prior knowledge from earlier grades in the "Mathematical Progressions Across the Grade" which links explicitly to standards. In addition, the materials include options for the lesson warm-ups to Activate Prior Knowledge to, “Use these activities to quickly assess and activate prior knowledge…,” however, no standards are identified for these activities. For example:

• Lesson 3.3, Multiply with 3 and 6, Activate Prior Knowledge, Problem of the Day, “April and 5 of her friends each made 5 friendship bracelets. Write an equation to show the total number of friendship bracelets April and her friends made.” Based on students responses, teachers can use an Interactive Reteach from Lesson 3.2 or complete a prerequisite skills activity, “Brienne has 7 bags of shells. There are 5 shells in each bag. How many shells does Brienne have?"
• Lesson 6.2, Separate Objects into Equal Groups, Activate Prior Knowledge, Problem of the Day, “Draw Arrays: Use 12 tiles. Make as many different arrays as you can using all 12 tiles.” Based on student’s responses teachers can use an Interactive Reteach from Grade 3, Lesson 1.3 or complete an additional Prerequisite Skills Activity.
• Lesson 12.2 builds on this knowledge to introduce fractions as partitioned areas of a shape. For example, Question 1 asks students to draw a model of a fence that is divided into fourths and one of the fourths painted. Then asks students to identify how many equal parts in the whole fence, how many parts are being counted and then relates that to writing a fraction as $$\frac{1}{4}$$ (3.G.1.2).
##### 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 3 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

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

• Lesson 2.3, the learning objective, “Relate finding area to using an array to find a product,” is shaped by 3.MD.3, Geometric measurement: understand concepts of area and relate area to multiplication and addition,
• Lesson 8.4, the learning objective, “Develop strategies and use reasoning to represent and solve two-step word problems,” is shaped by 3.OA.4: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
• Lesson 10.2, the learning objective, “Use place value strategies to add 2- and 3- digit numbers,” is shaped by 3.NBT.1: Use place value understanding and properties of operations to perform multi-digit arithmetic.
• Lesson 12.1, the learning objective, “Read, write, and tell time on analog and digital clocks to the nearest minute,” is shaped by 3.MD.1: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

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. For example:

• Lesson 4.4 connects 3.OA.1 with 3.OA.3 as students multiply with 7s. Students use multiplication to solve word problems and fluently multiply within 100.
• Lesson 18.1 connects 3.NBT.1 with 3.MD.2 as students use scaled graphs to answer questions about how many more and how many less, fluently adding and subtracting within 1000.

### Rigor & Mathematical Practices

The instructional materials reviewed for Into Math Florida Grade 3 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 3 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 3 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include problems and questions that develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Throughout the materials, there are sections that emphasize introducing concepts and developing understanding such as: “Build Understanding” and “Spark Your Learning”. Students have the opportunity to independently demonstrate their understanding with the “Check Understanding” and “On My Own” problems at the end of each lesson. For example:

• Lesson 1.1, Build Understanding 1, students draw a picture to show equal groups and then tell how many groups, with how many in each group, for the problem: “Raj makes 5 robots like this on. How many arms do the 5 robots have?” (3.OA.1.1)
• Lesson 1.2, Spark Your Learning, “Ling is at a fair with her friends Jimmy and Pablo. At a game booth, they each get 4 balls. How many balls will Ling and her friends get? Show more than one way to find the number of balls." (3.OA.1.1)
• Lesson 6.2, Spark Your Learning, “Annie has 20 photographs to put onto pages in a book. She wants to make equal groups. Write questions that can be asked about the scenario. Show equal groups to answer one question." (3.OA.1.1)
• Lesson 13.1, Build Understanding, students compare pictures of flags to determine which are divided into equal parts and which are not. They use this knowledge to draw both types of flags. Then they name equal parts using words like fourths and eighths. (3.NF.1.1)
• Lesson 13.3, On My Own, Question 4, students shade four equal parts of a hexagon, then write the fraction in words and numbers. (3.NF.1.1)
• Lesson 13.6, Practice & HW Journal, Question 7, students are asked, “Each shape represents $$\frac{1}{2}$$ of a whole. Choose how many shapes to put together to make an amount that is great than 1. Draw your shapes.” (3.NF.1.1)
• Lesson 15.3, Practice & HW Journal, Question 8, Math on the Spot, students are asked, “Zach has a piece that is $$\frac{1}{4}$$ of a pie. Max has a piece of pie that is $$\frac{1}{2}$$ of a pie. Max’s piece is smaller than Zach’s piece. Explain how this could happen. Draw a picture to show your answer.” (3.NF.1.3d)
##### 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 3 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

The materials include problems and questions that develop procedural skill and fluency and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade. Procedural skills and fluencies are primarily found in two areas of the materials. In "On Your Own,” students work through activities to practice procedural skill and fluency; additional fluency practice is found in “More Practice/Homework.”

• Lesson 4.6, Multiply by 9s, On My Own, Problem 5, 9 x 1 = __. Problem 6, 4 x 9 = __. Problem 7, ___ = 9 x 7. (3.OA.3.7)
• Lessons 7.3 and 7.4,  students practice multiplication and division with 2, 3, 4, 5, 6,  8, and 10. Different representations are presented for each operation. (3.OA.3.7)
• Lesson 7.7, students skip count by 2, 3, and 4, and look for patterns. They circle the numbers that are the same in each set. (3.OA.3.7)
• Lesson 9.2 students use mental math to find the sum or difference. For example in, Problem 5, 46 + 24 + ____ and Problem 6, 639 - 425 = ___.
• Lesson 10.2 students estimate and then find the sum of two multi-digit numbers. For example, in Problem 7, students solve 612 + 75; Problem 8, 546 + 56; and Problem 9, 324 + 119. (All problems are presented vertically) (3.OA.3.7)
• Lesson 10.4 students find the difference using place value and regrouping. (3.NBT.1.2)
##### 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 3 meet expectations that the materials are designed so that teachers and students spend 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 knowledge of the grade-level. Students also have opportunities to independently demonstrate the use of mathematics flexibly in a variety of contexts. During Spark Your Learning, Independent Practice, and On My Own, students engage with problems that include real-world context and present opportunities for application. For example:

• Lesson 1.3, On My Own, students use multiplication and division within 100 to solve word problems. For example, “Solar cells on a solar panel collect sunlight which is converted into electricity. Solar cells are arranged on a frame to make a solar panel. Describe one way you could arrange 24 solar cells in an array to make a panel.” (3.OA.1.3)
• Lesson 1.4, Spark Your Learning, students use multiplication and division within 100 to solve word problems in situations. For example, “Andy designed the game board shown (picture provided of a flow chart). The game will have 21 squares. The squares need to be in equal rows. Show two different game board designs that can be made." (3.OA.1.3)
• Lesson 1.5, Exit Ticket, students use multiplication and division within 100 to solve word problems in situations. For example, “Diandre wants to measure the length of a kayak. He has a measuring stick that is 3 feet long.  How can Diandre use the measuring stick and a number line to help him find the total length of the kayak?” (3.OA.1.3)
• Lesson 3.3,On My Own, students solve, “Michael buys 2 packages of hamburger buns. Each package has 6 hamburger buns. How many hamburger buns are there? Show the equal groups. Write an equation for the problem.” (3.OA.1.3)
• Lesson 5.4, Homework, Problem 9, students solve two-step word problems using the four operations. For example, “Ava’s class bought 6 packages of balloons for a school celebration. Each package had 30 balloons. If 17 balloons were left over, how many balloons were used for the party?” (3.OA.4.8)
• Lesson 6.2, Spark Your Learning, students determine how 20 photos might be arranged into a photo album using equal groups. (3.OA.1.3)
• Lesson 8.4, On My Own, students write two equations with letters representing unknown to solve the problems.  An example is, “Jamie’s plant grows 3 inches each week for three weeks. During the fourth week, it growth 5 inches. How much does Jamie’s plant grow over the four weeks?” (MAFS.3.OA.4.8)
• Lesson 10.6, On My Own, students solve two-step word problems using the four operations. For example, “Write a two-step word problem with an unknown number. Write equations to model the problem. Then solve.” (3.OA.4.8)

Each Unit has a Performance Task involving real-world applications of the mathematics from the unit. For example, the Unit 3 Performance task has students follow one child, a baseball card collector, throughout his day. Students estimate the number of baseball cards he has at the end of the day (3.NBT.1.1), tell the time of his various stops throughout the day (3.MD.1.1), determine the perimeter of his baseball card display (3.MD.4.8), and how many coins he has but not counting money (3.OA.1.3).

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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 3 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. In general, two, or all three, of the aspects are interwoven throughout each module. The module planning pages include a  progression diagram showing the first few lessons focused on understanding and connecting concepts and skills. The last lessons focus on applying and practicing.

All three aspects of rigor are present independently throughout the program materials. For example:

• Modules 4, 7, 9 and 10, students develop procedural skill and fluency with finding products, working with related facts, and division. Students also implement estimation and mental math to support the addition and subtraction for the grade level. (3.OA.3.7, 3.NBT.1.2)
• Lesson 8.4, On My Own, students engage in application in Problem 7, “Write a two-step word problem that can be solved using two equations with different operations.” (MAFS.3.OA.4.8)
• Lesson 16.1 builds conceptual understanding of equivalent fractions. Students draw visual models and use number lines to show fraction equivalence. (3.NF.1.3b)

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

• Lesson 7.6 attends to procedural skill and application related to multiplication and division with seven and nine. For example, “The 28 students in Van’s class are on a field trip to a cave. They are divided into groups of 7 for a tour of the cave. How many groups are there?” (3.OA.2.5)
• Lesson 13.6, Spark Your Learning, attends to conceptual understanding and application. For example, “Emilio cuts his pizzas into fourths. If he has 9 slices, show the different amounts of pizza that Emilio could sell. Name each fraction and show.” (3.NF.1.1 and 3.NF.1.2)
• Unit 4, Performance Task, attends to conceptual understanding and application. Students create number lines to visually see equal parts and then use them to solve real-world problems. For example,“Yoshi makes a large sandwich, he cuts the sandwich into 8 equal parts. He wants to put $$\frac{5}{8}$$ of the sandwich on a plate. How many pieces of the sandwich does he need? Draw a number line to solve the problem. Then write your answer.”

#### 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 3 partially meet the 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.

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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 3 partially meet the expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade-level.

The Math Practices are identified at the unit, module and lesson level. In addition, information in the Planning and Pacing Guide also include references to the Mathematical Practices. For example:

• The Planning and Pacing Guide outlines for teachers where to look for each of the MPs. It states, “MP.1.1, MP.3.1, and MP.5.1 are paired with Spark Your Learning tasks. When students connect understanding they have developed with more efficient procedures, MP.7.1 and MP.8.1 are being attended to. This helps students explain and justify their procedures with MP.4.1. MP.2.1 and MP.6.1 are attended to within lessons that ask students to apply procedures in practice.”
• Mathematical Practices are clearly identified throughout the materials, for example, MP.1.1 is identified in Lessons 2.5 and Lesson 8.2; MP.2.1 in Lessons 4.6 and Lesson 6.2, MP.3.1 in Lesson 9.6 and  Lesson 13.3; MP.4.1 in Lessons 7.2 and Lesson 7.7; MP.5.1 in Lesson 5.4 and Lesson 7.3; MP.6.1 in Lessons 2.5 and Lesson 10.6; MP.7.1 in Lesson 1.4 and Lesson 4.6; and MP.8.1 in Lesson 7.7 and Lesson 8.1.
• The Planning and Pacing Guide for the teachers has a section identified as Correlations for Mathematical Practices. In this section the eight Mathematical Practices are listed in a table with a detailed description (from the common core documents) of the practice as well as “some examples,” of where the practice is included in the materials.
• In the Teacher’s Edition in the margin under Homework & Test Prep, a section describes Mathematical Practices that can be seen within the Homework worksheet for the students.
• Lesson 12.1, On My Own, Problem 2, “Critique Reasoning: Mitch says the clock shows that the time is 9:46. Explain why you agree or disagree with Mitch”

However, the materials over-identify the Math Practices, with some identified for every lesson. For example:

• MP.1.1 and MP.3.1 are identified in every lesson.
• MP.2.1 is identified “in every Spark Your Learning Lesson and in most lessons.”
• MP.4.1, MP.5.1, MP.6.1, MP.7.1, and MP.8.1 are identified as, “in most lessons.”
• According to the correlations chart, MP.3.1 (Construct viable arguments and critique the reasoning of others) can be found in every lesson. At the beginning of every lesson in the teacher edition is a “Lesson Focus And Coherence,” table. Inside this table there are a list of Math Standards and Math Practices. The Math Practices list does not include the description of the Mathematical Practice, it simply lists the summary sentence. For example, in Lesson 4.7, MP.3.1 is listed as “Construct viable arguments and critique the reasoning of others.” MP.7.1 is listed as “Look for and make use of structure.” Lesson 18.7 lists MP.1.1, “Make sense of problems and persevere in solving them", MP.2.1 “Reason abstractly and quantitatively,” and MP.6.1 “Attend to precision,” in the Lesson Focus and Coherence Section.

For the most part, when identified, MPs are used to enrich the mathematical content of the lessons. For example:

• Lesson 4.4, Build Understanding, identifies MP.8.1, as students use structure from previous work with the distributive property.
• Lesson 10.5, On My Own, Problem 5, students engage in MP.6.1 as they explain a strategy used to solve a problem.
• Lesson 16.1, Build Understanding, identifies MP.3.1 where students construct arguments about equivalent fractions.
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Materials carefully attend to the full meaning of each practice standard

The instructional materials reviewed for Into Math Florida Grade 3 partially meet the expectations that the instructional materials carefully attend to the full meaning of each practice standard.

The materials do not attend to the full meaning of MP.4.1 and MP.5.1. Students have limited opportunity to create models or choose tools. Models are often provided for the students, and they use tools as directed by the materials. For example:

• MP.4.1: In Lesson 11.3, Build Understanding, Problem 3, students find the unknown side length of an irregular four sided shape when given the total perimeter. They are provided a scaffolded series of questions and prompts to complete this task. “Write an equation to find the perimeter. Use the letter n to stand for the unknown side length,” “Add the lengths of the sides you know,” and “Rewrite your original addition equation using the sum you found.”
• MP.5.1: In Lesson 6.6, Build Understanding, Problem 1, students are given a visual of a bar model with eight feet spanning a space to complete, “Zasha has 8 feet of yarn for a knitting project. She cuts the yarn into 4 equal pieces. How can you use a bar model to find the length of each piece of yarn?” Tools such as cubes, counters, bar model, and pencil are shown in the margin prompting students what to use.

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

• MP.1.1: In Lesson 2.2, Spark Your Learning, “Dom plans to use either large square tiles or small square tiles to cover a wall space.” “Show how Dom can cover the wall space.” In Persevere, the Teacher Edition states, “If students need support, guide them by asking, "How would you describe the two sizes of tiles? What guess would you make about which tile size Dom would need more of to cover the wall space? Suppose Dom wants to use the lesser number of tiles. Which tiles should he choose? Why?”
• MP.2.1: In Lesson 4.1, Turn and Talk, students reason abstractly and quantitatively to answer, “Does multiplying a number by 0 have the same effect as adding 0 to a number?”
• MP.6.1: In Lesson 10.1, Build Understanding- Optimize Output, Stronger and Clearer, students learn to attend to precision, “Have students share their work of using expanded form to add 37 and 48. Remind students to ask questions of each other that focus on how they approached the task. Then have students refine their answers.”
• MP.7.1: In Lesson 6.2, Spark Your Learning, students look for and make use of structure to solve, “Annie has 20 photographs to put onto pages in a book. She wants to make equal groups. Write questions that can be asked about the scenario. Show equal groups to answer one question.”
• MP.8.1: In Lesson 8.1, Spark Your Learning, students look for repeated reasoning to solve, “The Burmese cat has an average of 5 kittens per litter. The number sequence shows the number of kittens in 1, 2, 3, 4, and 5 liters. How many kittens are in 6 liters?”
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Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
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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 3 meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Student materials consistently prompt students to construct viable arguments and analyze the arguments of others. A common strategy in these materials is Turn and Talk with a partner about the related task. Often these Turn and Talks require students to construct viable arguments and analyze the arguments of others. In addition, students justify their reasoning in practice problems, especially those labeled “Critique Reasoning.”

•  In Lesson 5.1, Problem 4, “Pam says that she can write the product of 8 x 60 as the sum of two products. Is she correct? Explain.”
• In Lesson 7.1, On My Own, students critique the reasoning of two students who have different ways to solve the same problem, one using division and the other multiplication.
• In Lesson 10.6, On My Own, Problem 3, students analyze the work of others. For example, there is a box labeled “Ed’s Work” with two equations in it. “Ed has 8 boxes with 7 rocks in each box. Then he finds 9 more rocks. Ed writes these equations to find how many rocks he has now. Is Ed’s work correct? Explain.”
• Lesson 11.4, Turn and Talk, “When rectangles have the same area, how do you know which will have the greatest perimeter and the least perimeter?"
• Lesson 13.2, Turn and Talk, “Compare the fractions in Task 1 and 2. How are they alike? How are they different?"
• Lesson 14.1, Turn and Talk, “What fraction of the whole playground is in each hamster’s play area? How do you know?”
• In Lesson 16.2, Spark your Learning, “Thea is a landscaper. According to her design, $$\frac{2}{3}$$ of the garden should contain red roses. She planted red roses in $$\frac{4}{6}$$ of her new garden, not $$\frac{2}{3}$$. Has Thea made a mistake? Show a way to solve the problem.”
• In Lesson 16.2, Build Understanding, “Peter’s barn is sectioned off into 8 horse stalls. Peter uses $$\frac{6}{8}$$ of the stalls for his jumping horses. Peter uses the 2 stalls on the far right side of the barn for storage. How do the fractions compare for the area of the barn for jumping horses in each of Peter’s set-ups. Explain.”
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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 3 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, with teacher prompts to promote explaining their reasoning to each other. Independent problems provided throughout the lessons also have teacher guidance to assist teachers in engaging students.

• The Teacher Edition provides Guided Student Discussion with guiding questions for teachers to create opportunities for students to engage in mathematical discourse. For example, in Lesson 4.7, Step it Out, Sample Guided Discussion, students are asked, “How can you tell if a product will be even? How can you represent the number 4 as the sum of two equation addends? So, if you multiply 7 by (2 + 2), what are the two smaller products? What statements can you write about whether the product of two odd numbers is even or odd? How can you prove why your statement makes sense using equal groups?”
• Critique, Correct, and Clarify is a strategy used to assist students in constructing viable arguments. For example, in Lesson 2.2, On My Own, Problem 7, students analyze a statement made by a fictitious student. Teachers are told to “Point out to students that in Problem 7, Katy’s statement about a gap when measuring the area of a figure may or may not be correct. Encourage students to describe why the statement is or is not correct and to review explanations with a partner. Students should refine their responses after their discussions with a partner.” In Lesson 9.6, On My Own, Problem 6, students analyze two ways to estimate the difference of 524 - 365, and tell which estimate will be closer to the actual difference. Teachers are told to “Encourage students to describe why they think one estimate is closer to the actual difference and to review explanations with a partner. Students should refine their responses after their discussions with a partner.”
• The Teacher Edition includes Turn and Talk in the margin notes to prompt student engagement. For example, in Lesson 1.3, “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. As a class, choose a number of rows of chairs. Make a visual model of the rows.”
• In Lesson 14.2, Connect Math Ideas, Reasoning, and Language states, “Remind students that they have seen that equal parts have equal areas. Have students describe and give examples in their own words of what area is. Have them share their work and discuss how their descriptions compare and contrast.”
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Materials explicitly attend to the specialized language of mathematics.

The instructional materials reviewed for Into Math Florida Grade 3 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 and accurate terminology and definitions when describing mathematics and support students in using them. Examples found throughout the materials include:

• At the beginning of each module, Key Academic Vocabulary is highlighted for the teacher.  The sections include both Prior Learning - Review Vocabulary, and Current Development - New Vocabulary.  Definitions are given for each vocabulary word.
• Within the lessons, new vocabulary is introduced in highlighted sections called Connect to Vocabulary.  For example, in Lesson 13.1, "A whole is all of the parts that make up one shape or group. If all of the parts of a whole are the same size, then the whole is divided into equal parts.” In Lesson 10.2, “To regroup is to exchange amounts of equal value to rename a number. Examples: 17 ones is one ten and seven ones. 13 tens is one hundred and 3 tens.”
• In the Module planning pages, a Linguistic Note on the Language Development page provides teachers with possible misconceptions relating to academic language. For example, In Module 2, “Listen for students who may not be comprehending instructions that use formal math language. For example, consider the following instructions that use formal math language. What is the area of the figure? Draw a vertical or horizontal line to break apart the figure into smaller rectangles. Complete the equations. After reading the formal language to students, restate the instructions using everyday language: Draw a line that goes up and down. Draw a line that goes across from side to side. What does a rectangle look like? How can you make small rectangles?
• In Sharpen Skills in the lesson planning pages, some lessons include Vocabulary Review activities. For example, in Lesson 10.1, “Objective: Students complete graphic organizers for the review terms sum and expanded form.” “Materials: Word Descriptions graphic organizer,” “Have students form small groups and complete the graphic organizer shown for the term sum. Students can take turns stating an example of a sum and having the others in the group decide whether it is an example or a non-example. Repeat using a new graphic organizer for the term expanded form.”
• Guide Student Discussion provides prompts related to understanding vocabulary such as in Module 1, “Listen for student who correctly use review vocabulary as part of their discourse.  Students should be familiar with the terms sum, addend, and equal groups.  Ask students what they mean if they use those terms.” “How could you use an array to represent each total?” “How would you count the objects in the array?” “Is there more than one way to use equal groups to count the objects in an array of 2 rows with 6 objects in each row? Explain.”
• Student pages include Connect to Vocabulary boxes that define content vocabulary. In Lesson 4.1, “The Identity Property of Multiplication states that the product of any number and 1 is that number.”
• Vocabulary is highlighted and italicized within each lesson in the materials.
• There is a vocabulary review at the end of each Module. Students complete a fill-in-the-blank with definitions or examples, create graphic organizers to help make sense of terms, or the teacher is prompted to make an Anchor Chart where students define terms with words and pictures, trying to make connections among concepts.

### 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 3 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.

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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 3 meet the expectations that there is a clear distinction between problems and exercises in the materials.

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

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

The materials distinguish between problems and exercises within each lesson. Lessons include: Spark Your Learning, Build Understanding, Check Understanding, and On My Own. Spark Your Learning Problems activate prior knowledge and introduce new mathematics to students. Build Understanding includes problems that help students build conceptual understanding of the mathematics topic being taught.

Check Understanding and On My Own sections include exercises that ask students to use the newly learned mathematics in each lesson. Additional practice and Homework is available in a seperate student edition, providing more exercises for students to solve.

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Design of assignments is not haphazard: exercises are given in intentional sequences.

The instructional materials for Into Math Florida Grade 3 meet the expectations that the design of assignments is intentional and not haphazard.

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

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

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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 3 meet the expectations for having a variety in what students are asked to produce.

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

Homework assignments include a variety of responses from fluency to higher level thinking. For example, Lesson 7.1 the Homework assignment has seven problems. The first problems ask students to write an equation to model a real-world situation. The next two problems ask students to complete a visual model of an equation. In Problems 4-6, students find the unknown in an equation and use a table in the last question to solve a word problem.

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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 3 meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

At the beginning of the lesson, the materials indicate what materials/manipulatives will be needed, and the student pages include a picture of the manipulative they will use. For example in Lesson 1.2, students use two color counters, connecting cubes, or a number line to represent the following problem, "Ling is at a fair with her friends Jimmy and Pablo. At a game booth, they each get 4 balls. How many balls with Ling and her friends get?” The manipulatives provide opportunities for students to develop a conceptual model of problems that they will represent in pictorial form in their student workbook.

Examples of manipulatives for Grade 3 include: Base Ten Blocks, connecting cubes, fraction circles, fraction strips, geo board, money, number line, pattern blocks, ruler, square dot paper, and two color counters.

Lesson 4.5, color tiles are referenced as needed in the Almost There small-group option for differentiated instruction. Students use the tiles to make arrays, write an equation to represent the array, then rearrange the tiles to show the changing order of the factors.

The materials rely on pictures of manipulatives. When physical manipulatives are used in the Lesson Materials in the Teacher Edition, it is not always clear how they are to be used. There is sometimes direction for how they can be used in Differentiation.

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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 3 are not distracting or chaotic and support 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 3 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.

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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 3 meet the expectations for providing quality questions to help guide students’ mathematical development.

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

• Lesson 7.2, Spark Your Learning, Persevere, provides the following questions for teachers, “What is the question asking you to do? How can you use the number of equal groups and the number in each group to write a multiplication question and a division question? How can you represent your question?” In the same lesson, the Step It Out Turn & Talk states, “What is the greatest number of multiplication and division facts that can be written for a set of numbers? What is the least? Provide examples.”
• Lesson 15.4, Spark Your Learning, includes two questions, “How do you know what the whole is in the problem?” and “How can you use visual models to find who picked the greater amount of cherries?”
• Lesson 7.4, Step it Out, includes three questions, “How can you find the number of lanes at Gutter Alley?” “What are you counting in each problem as you count by tens?” and “Why can you choose to count up or count back to divide?”
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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 3 meet the expectations for containing ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.

In the Module planning pages, there is a variety of information that can help teachers understand the materials in order to present the content. Each lesson identifies the relevant content standards and Mathematical Practices, an Essential Question, Learning Objective, Language Objective, materials needed, and Mathematical Progressions Across Grades that contain prior learning, current development, and future connections. Unpacking the Standards provides further explanations of the standards’ connections. This section gives an explanation of the content standard contained in the lesson and Professional Learning, which sometimes contains information about the practice standard contained in that lesson. Teaching for Depth provides teachers with information regarding the content and how this relates to student learning.There are additional suggestions about activating prior knowledge or identifying skills in Warm-up Options, activities to Sharpen Skills, Small-Group Options, and Math Centers for differentiation.

There are two prompts in each module related to Online Ed: “Assign the auto-scored Are You Ready for immediate access to data and grouping recommendations.” and “Assign the auto-scored Module Test for immediate access to data.” Within lessons, there are multiple prompts: Warm-Up Options and Step It Out both have an icon, “Printable & 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.”

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

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

• The Mathematical Progressions table in each module and lesson highlights Prior Learning, Current Development, and Future Connections. In Lesson 4.2, this table identifies Prior Learning as a 1st grade standard supporting the 3rd grade on-level standard, and what 4th grade standard this will lead in to.
• Professional Learning describes “Visualizing the Math” present in each lesson. In Lesson 4.2, this is a summary on how visual models help with the distributive property and how they can assist students in forming mental images.
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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 3 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 notes, “Algebra as a course of study today is integrated around four progressions of elementary and middle school content leading to the Algebra course: Number and Operations, Operations and Algebraic Thinking, Statistics and Probability, and Functions” and includes a table showing how the domains in Grades K-5, 6-7, and Grade 8/Algebra fit into these progressions.

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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 3 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 encompassing the standards and pacing (number of days) for each lesson. There is another standards chart 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.

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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 3 include strategies for parents to support their students progress. The Family Resources tab include several resources for parents, including:

• “Family letters inform families about the skills, strategies, and topics students are encountering at school.” Each module includes a letter, found online in four languages, providing vocabulary, a home activity, and discussion prompts. This letter is available in English, Spanish, Haitian-Creole, and Portuguese.
• Math on the Spot videos are available for specific lessons within a module. For example, Module 1 includes a Math on the Spot video for Lessons 2, 3, and 6.
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Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

The instructional materials for Into Math Florida Grade 3 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) that “promote the use and development of language as an integral part of instruction”. These principles are: Support sense-making; Optimize output; Cultivate conversation; and Maximize linguistic and cognitive meta-awareness. To address this, the instructional materials include language routines that “help teachers embrace these principles during instruction.” Each module contains a Language Development page in the Teacher Edition stating where the language routines should be used. On the lesson pages of the Teacher Edition, there are Support-Sense Making boxes that describe how the language routine can be used. Also, there are notes in the margin of the teacher’s edition providing connections from the strategy to the principle.

#### Criterion 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 3 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 3 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 3 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. There is a rationale that explains the likely misunderstanding and suggests instructional adjustments or steps to help address the misconceptions.
• There are also “Watch For” boxes and question prompts highlighting 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 3 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 a few Spiral Review questions for ongoing practice in the More Practice/Homework section.
• Online interactive lessons and homework practice provide students with immediate notification that answers are correct or incorrect, but do not provide feedback for changing incorrect answers.
• 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 that 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 3 meet the expectations that assessments clearly denote which standards are being emphasized.

The Lesson Focus and Coherence page indicates the CCSSM that will be addressed within the lesson. Throughout the lesson are formative assessments in the Check for Understanding, On My Own, and More Practice/Homework. Each Module has an End of Module Test, the standards associated with each problem on this test can be found on the Individual Record Form within the Assessment Guide Book.

Each Unit has a summative Performance Task including 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 3 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 that when using Online Ed, teachers can assign the Are You Ready digitally “for immediate access to data and grouping recommendations.”
• “Check Understanding is a quick formative assessment in every lesson used to determine which students need additional support and which students can continue on to independent practice or challenges.” (Planning and Pacing Guide) Check Understanding presents a limited number of questions, usually 1-3, which includes a digital option that can be “auto-scored online for immediate access to data and recommendations for differentiation.”
• The Individual Record Forms in the Assessment Guide suggest Reteach Lessons that teachers can use for follow-up based on the Module assessments, but there are no other suggestions for follow-up with students or guidance to teachers.
• The Individual Record Forms for the Prerequisite Skills Inventory, Beginning-of-Year Test, 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 3 include Scales to Track Learning Goals at the end of each lesson. The Teacher Edition introduction states, “The scales below can help you and your students understand their progress on a learning goal. Scales are also available in Module Resources.”

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

At the end of On My Own, there is Learning Mindset where students write a response to reflect on the lesson. For example, from Lesson 10.3, the Learning Mindset asks, “What strategy did I use to subtract 3-digit numbers? Explain?”

#### 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 3 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 3 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, there are notes, strategies, sample guided discussion questions, and possible misconceptions that provide teachers structure in making content accessible to all learners.
• Student practice starts with up to four Check Understanding exercises to complete with guidance before moving to independent work in On My Own 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 3 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• There are Reteach and Challenge activities for each lesson.
• Each Module includes Plan for Differentiated Instruction that provides teachers with teacher-guided, Small-Group Options and self-directed Math Center Options based on student need, “On Track/Mixed Ability, Almost There (RtI), and Ready for More.”
• Each lesson provides Leveled Questions in the Teacher’s Edition identified as DOK 1, 2, and 3 with an explanation of the knowledge those questions uncover about student understanding.

There are three “Language Routines to Develop Understanding” used throughout the materials: 1) “Three Reads: Students read a problem three times with a specific focus each time.” 2) “Stronger and Clearer Each Time: Students write their reasoning to a problem, share, explain their reasoning, listen to and respond to feedback, and then write again to refine their reasoning.” 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 3 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

The Planning and Pacing Guide, Teacher Support, Access and Equity, and Spark Your Learning Tasks are “designed as ‘low-floor/high ceiling’ tasks that all students can access but that can also be extended to provide challenge.” Teachers are provided guidance on how to assist various levels of learners, depending on how they respond to the problem. For example, Lesson 3.3, Spark Your Learning has this prompt, “Your community will use wind turbines to bring electricity to homes. Each wind turbine has 3 blades. Choose a number of wind turbines for your community from 1 to 9. How many blades are there in all? Show two different ways to find the total number of blades.” This problem provides multiple entry points and solution strategies for students. However, Spark Your Learning is not present in every lesson.

Support for Turn and Talk in the Teacher 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 3 meet the expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

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

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

• Language Objectives are included in every lesson.
• Reteach and RtI worksheets that can be assigned online or printed.
• Turn and Talk prompts designed to support students, for example, “go back and reread the problem and break it into pieces. For example: What do you know? What do you need to find?”
• A multi-lingual glossary is available online.
##### Indicator {{'3v' | indicatorName}}
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.

The instructional materials for Into Math Florida Grade 3 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. Teachers may choose to utilize with advanced students.
• Each lesson has a corresponding Challenge page, provided in print or online, addressing the same concepts and standards where students further extend their understanding and often use more complex values in their calculations.
• On the Module opener page, Extend the Task in the margin of the Teacher’s Edition provides ideas for extending the task.
##### Indicator {{'3w' | indicatorName}}
Materials provide a balanced portrayal of various demographic and personal characteristics.

The instructional materials for Into Math Florida Grade 3 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

• Lessons contain a variety of tasks that interest students of various demographic and personal characteristics.
• Names and wording are chosen with diversity in mind. The materials include various names throughout the problems that 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 that do not express gender, race, or ethnic bias, and there is no pattern in one character using more/fewer sophisticated strategies.
• When people are shown, there is 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 Into Math Florida Grade 3 provide opportunities for teachers to use a variety of grouping strategies.

In the Planning and Pacing Guide a section titled, “Grouping and Recommendations" is provided. This section states, “One of the most valuable and time-saving tools for teachers is the Recommend Groups tool online. It synthesizes data from assessments and places students into leveled groups, which teacher can modify as needed. Recommended lesson-level resources for each group surfaced in the tool and can quickly be assigned to each group.”

• Each lesson provides teachers with a differentiated plan including small-group options.
• The materials provide students with self-directed activities at math centers.
• Throughout the materials, ample opportunities for students to Turn and Talk with a partner are provided.
• 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 3 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 3: 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 3 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 connected to the internet with an applicable browser. Online use was difficult on a Chromebook, scrolling and loading issues as well as difficulty seeing all pieces of the interactive editions was evident.
• 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 3 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 that repeats the questions presented throughout the interactive lessons. However, teachers cannot modify questions nor add new questions.
• The online system has dynamic reporting by assignment or standards. If teachers are using the online system, they can view student progress for interim growth, module readiness, and lesson practice and homework.
##### Indicator {{'3ac' | 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 3 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 3 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.
• There is a question bank for teachers to create assessments. The bank repeats the questions that are already included in each lesson, and these questions cannot be modified.
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 3 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 3 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 bar diagrams, 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
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###### Usability
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