## Alignment: Overall Summary

The instructional materials reviewed for Grade 1 do not meet the expectations for alignment to the CCSSM.

The materials do not devote the large majority of class time to major standards of the grade, but the materials can be utilized to appropriately assess grade-level content. One partial strength was noted in the coherence criterion, but too many areas of weakness mean the instructional materials do not meet quality expectations for coherence. Due to the materials not meeting expectations for focusing on major work and coherence, they were not reviewed for rigor and Mathematical practices.

|

## Gateway 1:

### Focus & Coherence

0
7
12
14
3
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

## Gateway 2:

### Rigor & Mathematical Practices

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

|

## Gateway 3:

### Usability

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

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 1 do not meet expectations for alignment to focusing on major work of the grade and coherence. The instructional materials do not allocate a large percentage of class time to major standards of the grade, but the materials can be utilized to appropriately assess grade-level content. One partial strength was noted in the coherence criterion, but too many areas of weakness lead to the instructional materials not meeting quality expectations for coherence.

### Criterion 1a

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

The instructional materials reviewed for Grade 1 meet the expectations for assessing material at the grade level. Although there are multiple units and lessons noted that align to and/or assess standards that are beyond Grade 1, the inclusion of these lessons and units is either Mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials.

### Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 meet expectations for assessment because above grade-level assessment items, and their accompanying lessons or units, could be modified or omitted without significantly impacting the underlying structure of the instructional materials. For this indicator, all of the identified assessments and end-of-unit assessments for the 17 units were reviewed. Units and lessons accompanying above grade-level assessment items are noted in the following list.

• In unit 3, lesson 7 has assessment items that align to 2.MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”. The Key Assessment Opportunities Chart shows the expectation that students be able to solve addition word problems involving two or three whole numbers whose sum is less than or equal to 20 using counters and ten frames. The expectation for students does align to standards in 1.OA.A, “Represent and solve problems involving addition and subtraction,”, but given that the problems in lesson 7 have students use the ¢ symbol appropriately, the problems more closely align to 2.MD.C.8. This lesson accounts for two class sessions of unit 3, which encompasses 13 to 14 class sessions total, so the omission or modification of this lesson would not significantly impact the structure of this unit. • In unit 5, lessons 2, 3, and 4 have assessment items that align to MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, and 2.NBT.A.2., “Count within 1000; skip-count by 5s, 10s, and 100s.” The Key Assessment Opportunities Chart shows the expectation that students be able to skip count by 5s and count on to find the value of a set of coins. These lessons account for six to seven class sessions of unit 5, which encompasses 10 to 12 class sessions total, so the omission or modification of these lessons would have an impact on the structure of this unit.
• In unit 7, lessons 1 and 3 have assessment items that align to MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, 2.NBT.A.2, “Count within 1000; skip-count by 5s, 10s, and 100s,”, and 2.MD.D.10, “…Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The Key Assessment Opportunities Chart shows the expectation that students be able to represent and identify quantities using connecting links, coins, and symbols; connect representations of quantities; skip count by 5s and 10s and count on to find the value of a set of coins; and read a table or bar graph to find information about a data set. These lessons account for five to seven class sessions of unit 7, which encompasses 12 to 16 class sessions total, so the omission or modification of these lessons would have a minor impact on the structure of this unit. • In unit 8, lessons 1 – 4 have assessment items that align to standards from 3.MD.C., “Geometric measurement: understand concepts of area and relate area to multiplication and addition.” The Key Assessment Opportunities Chart shows the expectation that students be able to recognize that different shapes can have the same area and find the area of a shape by counting square units and nonstandard units using efficient counting strategies. These lessons account for four to six class sessions of unit 8, which encompasses five to seven class sessions total, so the omission or modification of these lessons would have a significant impact on the structure of this unit. Given the size of this unit, though, its omission or modification would not have a significant impact on the entirety of the materials for the grade. • In unit 11, lessons 4, 6, and 7 have assessment items that align to MD.C.8. , “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?” The Key Assessment Opportunities Chart shows the expectation that students be able to use skip counting to find the value of a collection of pennies, nickels, dimes, and quarters and recognize the relationship between larger and smaller units (i.e., one dime is two nickels). These lessons account for five class sessions of unit 11, which encompasses 11 to 13 class sessions total, so the omission or modification of these lessons would have a minor impact on the structure of this unit.
• In Unit 13, Lessons 1 through 4 have assessment items that align to standards from 5.MD.C, “Geometric measurement: understand concepts of volume”. The Key Assessment Opportunities Chart shows the expectation that students be able to solve problems involving volume using repeated addition and skip counting; represent the volume of an object using symbols, connecting cubes, and number sentences; measure and estimate volume by building models and counting cubic units; and recognize that different shapes can have the same volume. These lessons account for seven to 10 class sessions of unit 13, which encompasses 9 to 12 class sessions total, so the omission or modification of these lessons would have a significant impact on the structure of this unit.
• In unit 14, lesson 2 has assessment items that align to 3.MD.B.3., “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.” The Key Assessment Opportunities Chart shows the expectation that students be able to read a table or bar graph to make predictions and solve problems about a data set. This lesson accounts for two to three class sessions of unit 14, which encompasses 11 to 14 class sessions total, so the omission or modification of this lesson would not have a significant impact on the structure of this unit.

*Evidence updated 10/27/15

### Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
0/4
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. Too much time is focused on non-major work of the grade. Major work of Grade 1 includes addition and subtraction within 20 with only two units out of 17 units covering this work. For Grade 1, close to 85% of instructional time should be focused on major work of the grade, and with the amount of above-grade level instruction and assessment, these instructional materials do not approach 85%. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 1 or on standards that are above Grade 1.

### Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 1 or on standards that are above Grade 1.

• Major work of Grade 1 includes addition and subtraction within 20. Only two units out of 17 (12%) units cover this work.
• Too much time is focused on non-major work of the grade.
• For Grade 1, close to 85% of instructional time should be focused on major work of the grade, and with the amount of above-grade level instruction and assessment, these instructional materials do not approach 85%.

### Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
1/8
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have some instances of supporting work fostering coherence by engaging students in major work of the grade as addressed in indicator 1C, but the amount of content designated for Grade 1 is not viable for one school year. Also, the instructional materials are not consistent with the progressions in the CCSSM, and they do not foster coherence through connections at a single grade. Overall, the instructional materials for Grade 1 exhibit some characteristics of coherence as noted in indicator 1C, but for the entire criterion, there are too many weaknesses for the materials to even partially meet the expectations.

### Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 partially meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not engage students in the major work of Grade 1.

• Time and shapes are presented separately and do not engage students in the major work of the grade.
• Representing and interpreting data is not presented in a way so that students are engaged in the major work as evidenced in lesson 6, unit 1, and lesson 5, unit 5.
• The supporting work of representing and interpreting data is present in unit 14.
• Unit 2, lesson 2 describes and compares shapes.
• Unit 15, lesson 1 folds shapes and partitions them into halves and fourths.

### Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is not appropriate for a school year of approximately 170-190 days.

• The content is designed for 220 days, which far exceeds the amount of content which could be taught/learned in a school year.
• The instructional materials contain 17 units with five to six lessons in a unit.
• The instructional materials contain 109 lessons with up to five activities per lesson.

### Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for having materials that are consistent with the progressions in the CCSSM. Overall, the materials do not give students extensive work with grade-level problems, and grade-level concepts are not always explicitly related to prior knowledge from earlier grades. Also, the materials do not develop according to the grade-by-grade progressions, with non grade-level content not being clearly identified.

• The content is somewhat connected to the major work of the grade, but because the mastery of the off-grade content must occur before the problems can make sense, this becomes a problem as evidenced by lesson 7, unit 3; lesson 2, unit 5; lesson 1, unit 7; lesson 5, unit 5; and lesson 3, unit 7.
• Work from prior grades is identified at the beginning of each unit in the "unit overview."
• Content does not progress appropriately within the major work of each grade as addressed in 1a, 1b and 1c.
• No mention of work in preparation for future grades is identified.
• All units except unit 1 and unit 2 have future grade content.
• The amount of time spent off grade level does not allow for students to spend enough time with grade-level work.
• Daily practice problems and problems of the week are present, but there is no evidence of differentiation for below- or above-level students.
• There are no explanations provided for the teacher or student linking prior knowledge from prior grades.

### Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 1 do not meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.

• It is not clear the learning objectives have been shaped by the cluster headings due to the amount of off grade-level objectives.
• Unit 4, lesson 3, aligns to 1.OA.A.1 and 1.OA.A.2 (add and subtract within 20), but there is no evidence in the unit of going beyond 10. Other examples include unit 4, lesson 4; unit 12 lesson 2; and unit 6, lesson 6.
• Units are departmentalized. For example, unit 2 explores shapes, but then it is not until unit 16 that 3-dimensional shapes are introduced.
• Lesson 1, unit 3, is the only lesson in the series that connects two clusters appropriately. There are some other instances where clusters are connected, but those involve future grade level content.
• In unit 2, lesson 2, there is no connection between describing and comparing shapes with place value and 10s, for 1.NBT.
• In unit 7, lesson 5, there is no connection between measuring in inches and adding and subtracting when solving word problems.

## Rigor & Mathematical Practices

#### Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

### Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.

### Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
N/A

### Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
N/A

### Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
N/A

### Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
N/A

### Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

### Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
N/A

### Indicator 2f

Materials carefully attend to the full meaning of each practice standard
N/A

### Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
N/A

### Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
N/A

### Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
N/A

### Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
N/A

## Usability

#### Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

### Criterion 3a - 3e

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

### Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

### Indicator 3b

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

### Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

### Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

### Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

### Criterion 3f - 3l

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

### Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

### Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

### Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

### Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

### Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
N/A

### Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
N/A

### Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

### Criterion 3m - 3q

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

### Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

### Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

### Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

### Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

### Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

### Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

### Indicator 3q

Materials encourage students to monitor their own progress.
N/A

### Criterion 3r - 3y

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

### Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

### Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

### Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

### Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
N/A

### Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

### Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

### Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

### Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

### Criterion 3aa - 3z

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

### Indicator 3aa

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

### Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

### Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
N/A

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.).
N/A

### Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
N/A
abc123

Report Published Date: 2015/02/13

Report Edition: 2015

Title ISBN Edition Publisher Year
9781465224101
9781465224279

## Math K-8 Review Tool

The mathematics review criteria identifies the indicators for high-quality instructional materials. The review criteria supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our review criteria evaluates materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complements the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

Along with access to digital materials for students and teachers, the student workbooks for each grade level were also reviewed.

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

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

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

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

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

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

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

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

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

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