Alignment: Overall Summary

The instructional materials for My Math Florida Grade 3 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 fluency with multiplication and division within 100.  There are also 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
12
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
14
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 3 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 3 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 3 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 20 problems that assess all of the standards presented in the chapter.
  • Performance Tasks for each chapter measures students’ abilities to integrate knowledge and skills across multiple standards.
  • Benchmark Assessments address content prior to the assessment point and include a performance task.
  • My Math also provides three leveled tests for each chapter with a Form A and B.

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 13 Assessment, Items 10, 11, and 14, students determine area of irregular polygons. (6.G.1.1)
  • Chapter 4, Performance Task, Part E, students solve multi-step problems involving all four operations. (4.OA.1.3)
  • Chapter 13, Performance Task, Part E, students find the area of an irregular polygon. (6.G.1.1)
  • Benchmark Test 3, Item 16, students determine area of an irregular polygon. (6.G.1.1)
  • Benchmark Test 4, Item 21, students determine area of an irregular polygon. (6.G.1.1)

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 3 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. However, there is concern about the amount of time spent on multiplication, division and fractions. Grade 3 is the foundation for multiplication, division and fractions. With only 36 percent of time spent on multiplication and division and 7 percent of the time spent on fractions, mastery of those concepts may not occur with the materials provided.

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 3 meet the expectations for spending the majority of time on the major clusters of the grade. The materials are taught in 14 chapters which are scheduled to be taught in 160 days.

  • Approximately nine of the 14, or about 65 percent of the time, is spent on the major work of the grade.
  • Five of the 14 chapters (1, 2, 3, 12, and 14), or about 35 percent of the time, represent supporting work, which is treated separately.
  • There are 109 total lessons in Grade 3. Of those, 69 lessons focus on major work (63 percent), 15 of the 109 lessons focus on supporting work (14 percent), and 25 of the 109 (23 percent) focus on additional clusters.
  • The first 3 chapters are spent on additional work and students do not begin major work until Chapter 4.
  • Only five chapters, or 36 percent of the time, is spent on multiplication and division.
  • Only one chapter, or 7 percent of the time, is spent on fractions.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
6/8
+
-
Criterion Rating Details

The instructional materials reviewed for My Math Florida Grade 3 partially 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 94 percent of the lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. However, seven lessons from future grade-level content are present and are not clearly identified as such. Overall, coherence and consistency of the standards is achieved in My Math Florida Grade 3.

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 for My Math Florida Grade 3 partially meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials miss some opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content sometimes engages students in the major work of Grade 3.

  • Five and a half chapters consist of supporting work and the half chapter (Chapter 13) enhances the major of work of the grade.
  • The content in Chapter 2 has two lessons (Lessons 2 and 3) that use patterns of addition to solve problems.
  • Chapters 1, 3, 12, and 14 treat the supporting work separately.

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 3 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.

  • Chapter assessments and reviews are calculated to take two instructional days per chapter.
  • Each chapter has remediation activities, enrichment activities, and chapter projects available.

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.
1/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 3 partially meet the expectations that the materials are consistent with the progressions in the standards. Future grade-level content is not clearly identified. There are extensive grade-level problems, and concepts are explicitly related to prior knowledge.

Materials develop mostly according to the grade-by-grade progressions in the standards. Future content from prior or future grades is not clearly identified.

  • There are seven lessons which deal with future grade-level content, and those are not identified as off grade-level work.
  • The content in Chapter 4, Lesson 6 includes combinations, a Grade 7 expectation.
  • The content in Chapter 8, Lessons 8 and 9 include multiplication and division beyond 100, which is a Grade 4 expectation.
  • The content in Chapter 9, Lessons 1-4 include factors, which is a Grade 4 expectation.
  • Each chapter has a page titled "What's in this chapter?" where the MAFS standards are laid out along with a box that says "What will my students do next with these skills?" An example of this is Chapter 5, page 235D.
  • In each chapter, there is also 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, Lesson 1, on page 245A.

Materials give students extensive work with grade-level problems.

  • There are 109 lessons over about 160 days. Of these, 102 of the lessons provide work with grade-level problems.
  • The content in Chapter 4, Lesson 6 includes combinations, which is a Grade 7 expectation.
  • The content in Chapter 8, Lessons 8 and 9 include multiplication and division beyond 100, which is a Grade 4 expectation.
  • The content in Chapter 9, Lessons 1-4 include factors, which is a Grade 4 expectation.
  • Differentiated instruction activities are available in the Teacher Edition and in the digital companion for students who are approaching level, on level, and above level.
  • The chapters in this book also contain a "Check My Progress" section to make sure students are ready to move on.

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

  • Each lesson begins with a review problem of the day to review prior knowledge; for example, Chapter 6, page 601B.
  • 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 Chapter 5, page 235D.
  • In each chapter, there is also 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, Lesson 1, on page 245A.
  • 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.
  • All prior knowledge is grade-appropriate.

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 3 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.

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. Also, the learning objective is listed below. For example, Chapter 4 focuses on major work of 3.OA.1. Lesson 1 has students using models to explore the meaning of multiplication. Then Lesson 2 has students relating multiplication to addition. Plus, each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

Materials include problems and activities which serve to connect two or more clusters in a domain or two or more domains in a grade.

  • For example, Chapters 2 and 6 connect operations and algebraic thinking and number and operations in base ten.
  • The content in Chapter 4, Lesson 2 connects 3.OA.1.1 with 3.OA.1.3 and 3.OA.4.8.
  • The content in Chapter 4, Lesson 1 connects 3.NBT.1.3 with 3.OA.4.8.
  • The content in Chapter 3 combines 3.NBT.2 and 3.OA.4.8.
  • The content in Chapter 6 combines 3.OA.1.1 through 3.OA.3.7 and 3.NBT.
  • The content in Chapters 11 and 12 combine measurement and data standards along with operations and algebraic thinking.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

+
-
Gateway Two Details

The instructional materials for My Math Florida Grade 3 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.
7/8
+
-
Criterion Rating Details

The instructional materials for My Math Florida Grade 3 meet expectations for rigor and balance. The instructional materials give appropriate attention to conceptual understanding, and application, and the materials address these three aspects with balance, not always treating them separately and not always together. However, fluency and procedural skill do not give enough treatment to multiplication and division. 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 3 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Examples where materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings include, but are not limited to:

  • The content in Chapters 1-3 and 9 and 10 specifically and fully address standards which are explicitly outlined as conceptual standards. (3.NBT.1, 3.NF.1 and 3.OA.2)
  • The content in Chapter 6, Lesson 8 focuses on 3.NBT.1, which is a conceptual understanding standard.
  • All lessons in the series have a section "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 697B, 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. For example, see page 16, Teacher Edition and Student Edition.
  • In the Student Edition, the majority of lessons begin with an "Explore and Explain" section which targets conceptual understanding. For example, see page 779, Teacher Edition and Student Edition.
  • The majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding. For example, pages 93-94, Teacher Edition and Student Edition.

Examples where Brain Builders enhance conceptual understanding include but are not limited to:

  • Chapter 2, Lesson 2, Brain Builders, Item 8 states, “Steve colors the following sums on an addition table. Describe the pattern. If he continues the pattern, will the numbers continue to be even? Explain.” Students develop conceptual understanding by using the patterns on the addition table to reason about sums.
  • Chapter 4, Lesson 2, Brain Builders, Item 13 provides a picture of five packages of 6 eggs each and students write a correlating real-world problem. Students use the picture to contextualize the problem helping them build conceptual understanding of multiplication.
  • Chapter 7, Lesson 1, Brain Builders, Item 16, students are shown part of a multiplication table and asked to color the row of products of 3s and then describe the pattern they see. Students are developing conceptual understanding of products by using patterns on the multiplication table.
  • Chapter 12, Lesson 4, Brain Builders, Item 5, students create a scaled picture graph. Next, in Item 6, students explain how the graph would change if the scale changed to a value of 2. Students develop conceptual understanding of graphing and multiplication.

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.
1/2
+
-
Indicator Rating Details

The instructional materials for My Math Florida Grade 3 partially meet expectations that the materials give limited attention throughout the year to individual standards which set an expectation of procedural skill and fluency.

  • Lessons contain multiple examples of fluency practice pages.
  • The Student Edition contains fluency practice pages in Chapters 2 and 3 and 6-8. For example, Chapter 2, pages 119-120; Chapter 3, pages 177-178; Chapter 6, pages 351-352; Chapter 7, pages 415-416; and Chapter 8, pages 487-488.
  • 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).
  • The math standard 3.OA.3.7 (fluently multiply and divide within 100) has six lessons out of 110 which address the standard, found in Chapters 5, 6, and 8. With multiplication being a required fluency for Grade 3, six lessons are not sufficient.
  • The math standard 3.NBT.1.2 (fluently add and subtract within 1,000) has 14 lessons out of 110 which address the standard, all found in Chapters 2 and 3.
  • Procedural skills are present in the majority of the lessons. For example, see page 101, Teacher Edition and Student Edition.

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 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 Teacher Edition states "Math in my World," "HOT (Higher Order Thinking) 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.
  • Beginning in Grade 3, the majority of lessons begin with "Math in my World" which uses real-world problems to introduce concepts. For example, see Chapter 3, Lesson 2, page 139.
  • Some "HOT Problems" address application (for example, pages 32, 38, and 370, Teacher Edition and Student Edition). However, some do not (for example, pages 64 and 367, Teacher Edition and Student Edition).
  • Real-world problems are found in the majority of lessons and homework assignments.
  • Countdown to FSA provides performance tasks requiring application of the standards

Examples where Brain Builders and Performance Events provide opportunities for students to independently demonstrate the use of mathematics flexibly in a variety of contexts include, but are not limited to:

  • Chapter 1, Performance Event, each of the five parts relate to a game Sara and De’Quan are playing. Part C: “Find each player’s total score when they do not round after each turn and when they do round after each turn. Does rounding the scores to the nearest ten after each turn change the outcome of the game? Explain.”
  • Chapter 6, Lesson 1, Brain Builders, Item 5, “Mason has 1 notebook for science and 1 notebook for reading. He put 9 stickers on each notebook. How many stickers did Mason use in all? Write two multiplication sentences.”
  • Chapter 9, Lesson 4, Brain Builders, Item 20, “A clerk unpacked 2 boxes of nails. Each box held 4 cartons with 10 packages of nails. To find the number of packages of nails, one clerk multiplied (2 x 4) x 10. Another multiplied 2 x (4 x 10). Who is correct? Explain.”
  • Chapter 13, Performance Event, each of the 5 parts relate to Apples (a pony) and his new home. Part B: “Apples needs her very own pasture, where she can eat grass all day. The table shows some possible dimensions for Apples’s pasture. Find the perimeter and area of each pasture.” A table is provided for four different pastures. This activity engages students in the application of mathematics.

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 3 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 1, Lesson 5 has two problems for conceptual learning (understand concepts), 16 problems for fluency/procedural skill (apply concepts), and five 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 3 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 3 meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 3. 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 state the MPs and their corresponding pages.
  • The practices are identified throughout all 110 lessons. Each lesson focuses on three to four practices.
  • The Student Edition does indicate which MPs with which the student is working in the lesson and in the homework.

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 3 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. Some practice standards do not fully address the intent/context of the MPs. Some examples include:

  • MP1, make sense of problems and persevere in solving problems, Chapter 2, Lesson 5, page 90, Teacher Edition and Student Edition.
  • MP2, reason abstractly and quantitatively, pages 579-580, 581B, and 583-584. Overall, practices labeled as "reason quantitatively" addressed the full intent of the practice; however, those labeled as "reason abstractly" do not.
  • MP4, model with mathematics, pages 30 and 163, Teacher Edition and Student Edition.
  • Some practice standards fully address the intent/context of the MP. Overall, standards for MPs 5, 6, 7 and 8 are well developed.

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 3 partially meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Opportunities for students to share their thinking and analyze the thinking of others can be found in "Problem of the Day," "Talk Math," and "Brain Builders" portions of the lesson. The materials offer opportunities for students to construct viable arguments, but they infrequently prompt students to analyze the arguments of others. There are instances where the materials label portions of the lesson MP3, but students are not constructing arguments or analyzing the thinking of others.

Examples where the instructional materials prompt students to construct viable arguments and/or analyze the arguments of others include but are not limited to:

  • Chapter 2, Lesson 1, Problem of the Day, students justify their thinking. The problem states “What do these numbers have in common? 135, 468, 24, 2, 468, 79.” Students are prompted to share what observations they made in identifying what the numbers have in common.
  • Chapter 5, Lesson 1, Talk About It, Problem 3, students justify their thinking. The problems states, “Explain the difference between the way you partitioned the counters in the first activity to the way you partitioned them in the second activity.” Students are prompted to share the the differences in how they partitioned shapes.
  • Chapter 9, Lesson 5, Brain Builders, Problem 20, students justify their thinking. In the "Which One Doesn’t Belong?" Question students select which of the four items doesn’t belong. Students are prompted to explain why that item does not belong in the set.

Examples where the instructional materials label items MP3 but do not meet the full intent of the practice, as the materials only prompt students to explain, include but are not limited to:

  • Chapter 2, Lesson 5, Guided Practice, Talk Math states, “Explain why it is important to line up the digits of numbers when you add.” Students are explaining a procedure.
  • Chapter 3, Lesson 3, Talk Math states, “One way to interpret 24 = 8 x 3 is to say that 24 is 8 times as many as 3. What is another way you can interpret this equation?” Students interpret an equation.
  • Chapter 8, Lesson 3, Homework, Problem 10 states, “Francie lives 1/5 mile from the school. Jake lives 2/10 mile from the school. Do they live the same distance from the school? Explain.” Students are explaining equivalence of  1/5 and 2/10.
  • Chapter 11, Lesson 2, Math in My Math, Example 1, “Check for Reasonableness: Discuss how to use the diagram to check the answer.” To answer this question students are not creating an argument or analyzing the arguments of others.

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 3 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.
  • The content in pages 36, 403-404, and 429B, provide opportunities for students to construct arguments.
  • The content in pages 45, 339A, and 457-458 provide opportunities for students to construct an argument and analyze the arguments of others.
  • The content in pages 265A, 309, 401-402, and 613 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 reviewed for My Math Florida Grade 3 meet 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 1, page 14.
  • Vocabulary assessments can be created online.
  • Virtual word walls are available online.
  • "Match the Pairs" is an interactive vocabulary component.
  • "Check my Progress" assesses vocabulary.
  • Each chapter begins with a foldable which supports vocabulary development.
  • "My Math Words" is at the beginning of some chapters. For example, Chapter 4, page 186.
  • 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 978-0-07-683350-4 McGraw-Hill 2020
My Math Volume 1 Teacher Edition 978-0-07-683386-3 McGraw-Hill 2020
My Math Volume 2 Teacher Edition 978-0-07-683387-0 McGraw-Hill 2020
My Math Florida My learning Stations Teacher Guide Differentiated Instruction 978-0-07-683414-3 McGraw-Hill 2020
My Math Volume 1 978-0-07-683419-8 McGraw-Hill 2020
My Math Volume 2 978-0-07-683420-4 McGraw-Hill 2020
My Math Florida Assessment Guide 978-0-07-683428-0 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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