Alignment: Overall Summary

The instructional materials for My Math Florida Grade 1 partially meet the expectations for alignment. 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 partially meet the expectations for Gateway 2, rigor and practice-content connections. The instructional materials meet the expectations for the criterion on rigor 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. There are missed opportunities in the materials when it comes to attending to the full meaning of the Standards for Mathematical Practice. Overall, the instructional materials attend to the specialized mathematical vocabulary and identify and partially integrate the practice standards.

See Rating Scale
Understanding Gateways

Alignment

|

Partially Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

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

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Meets Expectations

+
-
Gateway One Details

The instructional materials for My Math Florida Grade 1 meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be omitted or modified. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.

Criterion 1a

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content, but these can be omitted or modified in the digital assessment suite.

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 My Math Florida Grade 1 meet expectations for assessing grade-level content. There are no assessment items that assess probability, statistics, and similarity/congruence.

In the Florida Assessment Guide for My Math Florida, there are four types of year-long assessments and implementation suggestions (pages iv-v).

  • Countdown to FSA contains 20 weeks of two-page practices with five problems each.
  • Chapter tests contain problems that assess all of the standards presented in the chapter.
  • Performance Tasks for each chapter measure students’ abilities to integrate knowledge and skills across multiple standards.
  • Benchmark Assessments address content prior to the assessment point and include a performance task.

The materials in the print Florida Assessment Guide for My Math Florida cannot be edited; however, assessments on the digital platform can be edited. The following assessment items from the print Florida Assessment Guide assess above grade-level content but can be omitted or modified in the digital platform:

  • Chapter 9 Test, Question 13 asks, “Circle the shape that shows thirds.” Partitioning circles into thirds aligns to 2.G.1.3.
  • Chapter 10 Test, Question 5 says, “Juanita made a pattern with blocks. What shape does she need to complete the pattern?” and shows a shape pattern with cylinders and cones. Creating and extending patterns aligns to 4.OA.3.5.
  • Chapter 10 Test, Question 15 shows a shape pattern with cones, cylinders, cubes, and spheres. It asks, “Place an X on any shape that will not be in either of the blanks in the pattern.” Creating and extending patterns aligns to 4.OA.3.5.
  • Chapter 10, Performance Task, Part C shows a shape pattern involving cones, cylinders, and rectangular prisms. Students are asked to “circle the shape that comes next.” Creating and extending patterns aligns to 4.OA.3.5.
  • Benchmark Test 3, Performance Task, Part C shows cubes, cones, and cylinders, and asks, “Genji and Liam make a pattern with the blocks. Circle the missing shape.” Creating and extending patterns aligns to 4.OA.3.5.
  • Countdown to FSA, 1 Week, Question 1 shows cones and cylinders and asks, “Garrett made a pattern with blocks. What two shapes does he need to complete the pattern?” Creating and extending patterns aligns to 4.OA.3.5.

Criterion 1b

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

The instructional materials for My Math Florida Grade 1 meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. At least 65 percent of the time is spent on the major work of the grade.

Indicator 1b

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

The instructional materials for My Math Florida Grade 1 meet the expectations for spending the majority of time on the major clusters of the grade. The materials are taught in 10 chapters which are scheduled to be taught in 160 days.

  • The first six chapters are spent on major work of the grade. Students do not begin additional/supporting work until Chapter 7.
  • The first 106 days out of 160 days of instruction (66 percent of the time) are spent on major work.
  • Chapters 1-6 focus on major work (6/10 chapters or 60 percent). Chapter 5, Lesson 9, includes a Grade 2 skill (counting by 5s using nickels).
  • Chapter 7 focuses on supporting work (1/10 chapters or 10 percent).
  • Chapters 8, 9, and 10 focus on additional work (3/10 chapters or 30 percent).
  • The first 70/95 lessons focus on major work (74 percent), 6/95 lessons focus on supporting work (6 percent), and 19/95 (20 percent) focus on additional work.
  • In the text, 110 out of 160 days are focused on the major work of the grade level. This means 69 percent of the work is focused on the major work of the grade.

Criterion 1c - 1f

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

The instructional materials reviewed for My Math Florida Grade 1 meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, with 90 out of 95 of the lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. Overall, coherence and consistency of the standards is achieved in My Math Florida Grade 1.

Indicator 1c

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

The instructional materials for My Math Florida Grade 1 meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Grade 1.

  • In Chapter 7 on how to organize and use graphs, students must apply addition and subtraction operations (1.OA) in order to answer chart questions. An example is Lesson 1.
  • In Chapter 8 on measurement and time, students must apply addition and subtraction operations (1.OA) in order to solve story problems. An example is Lesson 5.

Indicator 1d

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the amount of content designated is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days.

  • According to the Chapter Overview, the suggested pacing is 160 days. This includes the assessment days included in the series.
  • Each chapter has remediation activities, enrichment activities, and chapter projects available.
  • Each chapter also provides additional activities on each standard in the online Teacher Edition.

Indicator 1e

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems, and concepts are explicitly related to prior knowledge.

The materials develop according to the grade-by-grade progressions in the standards, and content is clearly identified from prior or future grades.

  • Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade. An example can be found in Chapter 5, on page 347A. For example, in Chapter 2 students are working on subtraction concepts. These skills build to the content in Chapter 3, where students will be learning subtraction strategies to 20. When students transition to Grade 2, they will be learning to subtract two- and three-digit numbers (Teacher Edition, 99G-99H).
  • Each chapter has a section at the beginning called "What's the Math in this Chapter?" On these pages, the standards progression from grade to grade is shown.
  • The major work of the grade is found within the first six chapters, and supporting work is found in the last four chapters.
  • Each chapter has a page titled "What's in this chapter?" where the MAFS are laid out along with a box that says "What will my students do next with these skills?" An example of this is in Chapter 5, page 337H.

The materials give students extensive work with grade-level problems.

  • 90 of the 95 lessons provide work with grade-level problems.
  • One lesson is creating a pattern, which is a Grade 4 standard, and one lesson is where students work with equal groups, which is a Grade 2 standard.
  • There are enrichment and remediation worksheets available in the digital companion.
  • Differentiated instruction activities are available in the Teacher Edition for students who are approaching level, on level, and above level.
  • Each lesson gives time to "Explore and Explain" the math at the beginning, then follows with "See and Show," "On My Own," and finally homework. "Explore and Explain," "See and Show," "On my Own," and homework are all sections in the Student Edition.

The materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

  • In the Teacher Edition, each chapter contains a section called "Where's the Math in this Chapter?" with information on what students should already know prior to entering Grade 1.
  • Each lesson in the chapter has a clearly identified section on coherence which states previous skills needed to address the standards.
  • Each chapter begins with a Readiness Quiz. This quiz can be taken in the Student Edition under "Am I Ready?" or in the digital companion.
  • Each lesson begins with a review problem of the day to review prior knowledge; for example: Chapter 4, page 293B. 
  • In each chapter, there is a spot for coherence which lists what happened before, now, and next in the standards. An example of this can be found in Chapter 5, on page 347A.

Indicator 1f

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the MAFS cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

The materials include learning objectives visibly shaped by MAFS cluster headings.

  • In the Chapter Overview of the Teacher Edition, each lesson is identified as  major, supporting, or additional work, and the learning objective is listed. For example, Chapter 2 focuses on major work of 1.OA. Lesson 1 has students using addition and subtraction within 20 to solve word problems, then Lesson 2 has students subtracting parts from whole using models.
  • Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.

The materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

  • Chapter 3, Lesson 1 connects 1.OA.3.5 with 1.0A.3.6.
  • The chapters connect many standards in a chapter. For example, Chapters 1 and 2 focus on standards 1.OA.1.1, 1.OA.2.3, 1.OA.3.6, 1.OA.4.7, and 1.OA.4.8. Another example is the standards presented in Chapters 3 and 4, which are 1.OA.1.1, 1.OA.1.2, 1.OA.2.3, 1.OA.3.5, and 1.OA.3.6. Many of the chapters use the standards as a natural progression to build on the skills.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials for My Math Florida Grade 1 partially meet the expectations for rigor and mathematical practices. The instructional materials meet the expectations for the criterion on rigor and balance and partially meet the expectations for the criterion on practice-content connections. Overall, the instructional materials attend to the language of mathematics but do not fully attending to the meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
+
-
Criterion Rating Details

The instructional materials reviewed for My Math Florida Grade 1 meet the expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, procedural skill and fluency, and application, and the materials address these three aspects with balance, not always treating them separately and not always together. Overall, the instructional materials help students meet rigorous expectations by developing 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.
2/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

  • The content in Chapters 5 and 6 specifically and fully address standards which are explicitly outlined as conceptual standards (1.NBT.1.1).
  • In Chapter 1, Lesson 13; Chapter 2, Lesson 14; and Chapter 4, Lessons 6 and 8, the focus is on 1.OA.2.4 or 1.OA.4.7 which are conceptual understanding standards.
  • 14 of the 95 lessons are focused specifically on the conceptual understanding standards.
  • All lessons in the series have a section called "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 359B, Teacher Edition.
  • All lessons in the series have a section called "Talk Math" which targets conceptual understanding. This is contained in the online lesson presentation.
  • In the Student Edition, the majority of lessons begin with an "Explore and Explain" section which targets conceptual understanding.
  • The majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding.

Some Brain Builders enhance conceptual understanding. Examples include:

  • Chapter 2, Lesson 4, Brain Builders, Question 18, “Write your own subtract 0 or subtract all subtraction number sentence.  Tell a friend a subtraction story that matches the subtraction number sentence.” Students are building conceptual understanding while making sense of their equation in the context of their story.   
  • Chapter 5, Lesson 1, Brain Builders, Write Math, “Choose a number from 16 to 20. Explain how many tens and how many more.” Students are developing conceptual understanding of building teen numbers.
  • Chapter 6, Lesson 2, Brain Builders, Write Math, students are asked to find 54 + 3 and then explain how they added the ones.
  • Chapter 8A, Lesson 4, Brain Builders, Talk Math, “Think of 2 different ways to make one dollar and write them here.”

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials give attention throughout the year to individual standards with an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

  • In the Student Edition, fluency practice pages can be found in Chapters 1-4. For example, Chapter 1, pages 93-94; Chapter 2, pages 197-198; Chapter 3, pages 267-268; and Chapter 4, pages 331-332.
  • Homework contains multiple opportunities for students to practice fluency.
  • A "Fact Dash" game is available online with the student login to practice fluency. Students can select the operation and number facts.
  • Each chapter in the online Teacher Edition has additional fluency pages available for printing.
  • "Sail through the Math" is an app game for fluency and is available for purchase ($1.99).
  • In Chapter 5, Lessons 12, 13, and 14 are the only lessons addressing standard 1.NBT.1.1. Three lessons out of 95 does not provide the necessary practice to become fluent.
  • 1.OA.3.6 (Add and subtract within 20) has 20 lessons out of 95 which address the standard and are all in Chapters 1-4.
  • Procedural skills are present in the majority of the lessons. For example, pages 223-224, Teacher Edition, contain procedural skill.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials are designed so teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work.

  • The Teacher Edition states "Math in My World," "Brain Builder Problems," and "Real-World Problem Solving Readers" address application.
  • While "Real-World Problem Solving Readers" are available to provide additional problems, they were not reviewed by EdReports.org. They are not included in the basic package with the Student and Teacher Editions, and were therefore considered supplementary.
  • Teacher Edition states "Math in My World" is a component of application; however, it was not found in the Teacher Edition or in the online edition.
  • Some Brain Builders address application, but the majority address fluency or conceptual understanding.
  • Real-world problems are found in the majority of lesson and homework assignments.
  • Countdown to FSA, a digital component, provides performance tasks requiring application of the standards

Brain Builders and Performance Events sometimes provide additional opportunities for students to engage in the applications of mathematics. Examples include:

  • Chapter 2, Performance Event is divided into 5 parts, with each part related to Mr. Russell at the zoo. Part B: “Mr. Russell had 9 bananas. The monkeys ate 4 of the bananas. How many bananas does Mr. Russell have left?"
  • Chapter 3, My Review, Brain Builders, Question 17, “Jenny has 7 books from the library. Katy has 1 more book than Jenny. How many books do they have in all?”
  • Chapter 7, Performance Event is divided into 3 parts, with each part relating to Jada and her class picnic. Part C shows a graph of the number of people and the ice cream flavor they chose. “For dessert, the class had ice cream. How many people did not choose chocolate?”
  • Chapter 9, Lesson 8, Brain Builders, Question 13, “Damon is sharing a pie equally with himself and 3 friends. How many equal parts does he need? Draw lines to show the equal parts.” A cherry pie picture is provided.

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
2/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 1 meet the expectations that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the materials.

At the beginning of each lesson, a "Rigor" section exists identifying levels of complexity by problem or exercise number. For example, Chapter 9, Lesson 9 has four problems for conceptual learning (understand concepts), seven problems for fluency/procedural skill (apply concepts), and two problems for application (extend concepts).

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
7/10
+
-
Criterion Rating Details

The instructional materials for My Math Florida Grade 1 partially meet the expectations for practice-content connections. The materials meet expectations for identifying the practice standards and explicitly attending to the specialized language of mathematics. However, the materials only partially meet the expectations for attending to the full meaning of each practice standard and engaging students in mathematical reasoning.

Indicator 2e

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 1. Overall, the instructional materials do not over-identify or under-identify the MPs, and the MPs are used within and throughout the grade.

  • The Teacher Edition, pages T22-T24, lists the MPs and the corresponding pages.
  • The practices are identified throughout all 95 lessons. Each lesson focuses on three to four practices.
  • The Student Edition does not indicate which MP with which the student is working.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 1 partially meet the expectations for carefully attending to the full meaning of each practice standard. Overall, the instructional materials carefully attend to the full meaning of some of the practice standards but not for all of them.

The full meaning of each practice standard is not consistently addressed. Non-examples include:

  • MP1: make sense of problems and persevere in solving problems, "HOT Problem," page 512, Teacher and Student Edition.
  • MP2: reason abstractly and quantitatively, page 433-434, Teacher and Student Edition.
  • MP4: model with mathematics, page 471A Teacher Edition.
  • MP5: use appropriate tools strategically, pages 17-18 and 23-24 Teacher and Student Edition.
  • MP6: attend to precision, pages 665-666 and 667B, Teacher Edition.
  • MP7: look for and make use of structure, pages 37A, Teacher Edition.
  • MP8: look for and express regularity in repeated reasoning, pages 257-258 Teacher and Student Edition. MP8 was well represented.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for My Math Florida Grade 1 partially meet the expectations that the materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

The materials offer some opportunities for students to share their thinking and analyze the thinking of others; however, there are frequent instances where something labeled as MP3 does not require the students to construct arguments and/or analyze the thinking of others.

There are some opportunities for students to construct viable arguments and analyze the arguments of others. Examples include:

  • Chapter 4, Lesson 7, Brain Builders, Problem 9, “How could you justify your answer for the number of turtles still in the ocean?”
  • Chapter 5, Lesson 2, Talk Math: Collaborative Conversation, “Challenge students to justify why 10 ten-trains make 100.”
  • Chapter 5, Lesson 9, Talk Math: Collaborative Conversation, “My friend wants to give me 1 nickel for 10 pennies. Is that a fair trade? Explain.”
  • Chapter 7, Lesson 2, Review the Strategies, Problem 7, Construct Arguments, “With a partner, have students discuss what strategy they used to solve this problem and why they chose it.”

There are instances where problems and questions are labeled as MP3, but students do not construct arguments or analyze the arguments of others. For example:

  • Chapter 1, Lesson 5, Math in My World, “How is the vertical addition number sentence similar to the horizontal addition number sentence?”
  • Chapter 5, Lesson 4, Problem of the Day, “Write two related subtraction sentences from the addition fact 4+3=7.” Check for Reasonableness extends the problem of the day by asking students to think of related facts. “What is the other addition fact that would complete the fact family?” Giving the third fact is not having students create or analyze arguments.
  • Chapter 7, Lesson 1, Problem-Solving, Problem 11, “Circle the tally chart that shows 2 students like crackers, 6 students like bananas, and 4 students like carrots.” Construct Arguments, “Have students explain why they did not circle the chart on the right. Sample answer: The tallies in the chart on the right do not show the same information as in the word problem.”
  • Chapter 8, Lesson 2, Guided Practice, “Have students look at the second Guided Practice example. What does the number 3 below the picture of the pen represent? The pen is the shortest object.”
  • Chapter 9, Lesson 4, Brain Builders, Problem 12, “Circle all of the same type of shapes. Explain. Does it make a difference if the colors of the triangles or the position of the triangles are different? Why or Why not?”

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.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for My Math Florida Grade 1 partially meet the expectations for assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. Overall, the materials do not consistently assist teachers in having students construct viable arguments or analyze other students' arguments.

  • Teacher materials do not consistently provide true opportunities for students to construct arguments or analyze the arguments of others.
  • Pages 512, 518, and 544 provide opportunities for students to construct arguments.
  • Page 638 provides an opportunity for students to construct an argument and analyze the arguments of others.
  • Pages 61, 602, 608, and 635A do not provide opportunities for students to construct arguments or analyze the arguments of others as stated in the Teacher Edition.

Indicator 2g.iii

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

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials explicitly attend to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that are consistently present throughout the materials.

  • The special language of mathematics is a strength of the series.
  • Individual vocabulary cards are found at the beginning of each chapter in the Student Edition.
  • Vocabulary checks are included in some homework assignments. For example, Chapter 1, Lesson 2, page 22.
  • Vocabulary assessments can be created in the digital component.
  • Virtual word walls are available in the digital component.
  • "Match the Pairs" is an interactive vocabulary component.
  • "Check my Progress" assesses vocabulary.
  • Each chapter begins with a foldable which supports vocabulary development.
  • The beginning of some chapters contain "My Math Words." For example, Chapter 3, page 206.
  • The Teacher, Student, and online editions contain extensive glossaries in English and Spanish.
  • Lessons contain mathematical terminology.

Gateway Three

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 3z - 3ad

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

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

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

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A
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Additional Publication Details

Report Published Date: 08/07/2019

Report Edition: 2020

Title ISBN Edition Publisher Year
My Math Florida Real-World Problem Solving Readers Teacher Guide 978-0-07-683346-7 McGraw-Hill 2020
My Math Volume 1 Teacher Edition 978-0-07-683378-8 McGraw-Hill 2020
My Math Volume 2 Teacher Edition 978-0-07-683381-8 McGraw-Hill 2020
My Math Volume 1 978-0-07-683409-9 McGraw-Hill 2020
My Math Volume 2 978-0-07-683410-5 McGraw-Hill 2020
My Math Florida My learning Stations Teacher Guide Differentiated Instruction 978-0-07-683412-9 McGraw-Hill 2020
My Math Florida Assessment Guide 978-0-07-683426-6 McGraw-Hill 2020

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

The publisher has not submitted a response.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

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

Advancing Through Gateways

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

Key Terms Used throughout Review Rubric and Reports

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

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

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

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