## Alignment: Overall Summary

The instructional materials for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote less than 65% of instructional time to the major work of the grade. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.

|

## Gateway 1:

### Focus & Coherence

0
7
12
14
5
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 for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is less than 65 percent. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence.

### Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for not assessing topics beforethe grade level in which the topic should be introduced. The instructional materials include assessment items that align to standards above this grade level.

### 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.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 3 do not meet expectations for assessing grade-level content. The materials include Differentiated Unit Tests and Continual Assessments (Books 3A and 3B). Overall, the instructional materials assess content from future grades within the majority of the Unit Tests and Continual Assessments. Above grade-level assessment items are present and could not be modified or omitted without a significant impact on the underlying structure of the instructional materials.

The assessments embedded in the Singapore Math Primary Mathematics Tests, Books A and B, include Unit Tests for each of the twelve units in the grade. Each Unit Test includes two separate tests, A and B. “Test A focuses on key concepts and includes free response questions that demonstrate problem-solving skills. Test B focuses on application of analytical skills, thinking skills, and heuristics” (page 3, Test Books). Three Continual Assessments are also included and administered to students following Units 2, 5, and 8 respectively, and there is an End-of-Year Test.

Throughout the assessments, there were assessment items aligned to standards above grade level. For example:

• Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. (4.NBT.2) Continuous Assessment 2, Test B, #11 “Write the number five thousand, seventy.”
• Use place-value understanding to round whole numbers to any place. (4.NBT.3) Unit 1, Test A, #15b “Round 4,598 to the nearest thousand: ______”
• Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4.NBT.5) Unit 3, Test A, #8 “Multiply. 206 x 3= ______”
• Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. (4.NBT.6) Unit 4, Test B, #2 “Which of the following will not have a remainder? A. 94 ÷ 3 B. 125 ÷ 4 C. 315 ÷ 7 D. 266 ÷ 6”
• Compare two fractions with different numerators and different denominators. (4.NF.2) Unit 9, Test A, #8 “Which of these fractions is the greatest? 5/6, 1/2, 7/12”
• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. (4.MD.A) Unit 7, Test A, #14 “Natalie measures 21 cups of water in a container. How many pints and cups are in the container? ______pt ______c”

Examples of items that align to Grade 3 standards include:

• Unit 9, Test A, #19, “Tamar ate 1/2 of a bowl of salad. Denae ate 1/6 of the same bowl of salad. Who ate the most salad?" (3.NF.3d)
• Unit 3, Test A, #19, "Jessie had $50. After buying 4 art sets, she had$26 left. How much did each art set cost?" (3.OA.3)

### 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 Primary Mathematics Common Core Edition Grade 3 do not meet expectations for devoting the large majority of class time to the major work of the grade. The instructional materials spend less than 65% of instructional time on the major work of the grade.

### 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 Primary Mathematics Common Core Edition Grade 3 do not meet expectations for spending a majority of instructional time on major work of the grade.

• The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 2 out of 15, which is approximately 15 percent.
• The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 11 out of 33, which is approximately 33 percent.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 57 out of 163, which is approximately 41 percent.

A lesson-level analysis (which includes lessons and sub lessons) is most representative of the instructional materials because it addresses the amount of class time students are engaged in major work throughout the school year. As a result, approximately 41 percent of the instructional materials focus on major work of the grade.

### Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
5/8
+
-
Criterion Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 3 partially meet expectations for being coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year. However, the instructional materials partially engage students in the major work of the grade through supporting content, do not identify content from future grades, do not give students extensive grade-level problems, and miss connections between two or more clusters in a domain or two or more domains.

### 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 Primary Mathematics Common Core Edition Grade 3 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The examples from Primary Mathematics Common Core Edition Grade 3 where connections are made between major and supporting work are not always noted in the Teacher’s Guide. Some examples of where the materials make connections between supporting and major work include:

• In Unit 3, Lesson 1f, students solve word problems involving multiplication and division within 100 (major work, 3.OA.3) with representing data (supporting work, 3.MD.3, 3.MD.4). “A tailor used 21 m of cloth to make dresses. She used 3 m of cloth for each dress. How many dresses did she make?”
• In Unit 11, Lesson 1a, students represent data with pictographs (supporting work, 3.MD.3) and connections are made to multiplying and dividing within 100 (major work, 3.OA.2). “Joanne has counted the number of different types of evergreen trees in a park and put the information into a table [Table inserted in text.] She makes a scaled picture graph to show the number of trees in a nature park. She wants to have no more than about 10 symbols in each row. [Pictograph inserted in text.] If [one tree inserted] represents 4 trees, what does [half tree inserted in text] represent? Why did Joanne choose one symbol for 4 trees? Could she have used a different scale?” (Student Textbook, 3B, page 128). This connection is not noted in the Teacher’s Guide.
• In Unit 9, Lesson 9.1a, students use bar models and shapes (supporting work, 3.G.2) to identify fractional pieces and relate them to a whole (major work, 3.NF.1) “What fraction of each shape is shaded? What fraction is not shaded?” (Student Textbook, 3B, page 86). This connection is not noted in the Teacher's Guide.

Examples where units and/or lessons did not make connections between major and supporting work include:

• In Unit 2, Lesson 1.1b, students use mental math to subtract within 1,000, supporting standard 3.NBT.2, with no connection to major work of 3.OA.
• In Unit 5, Lesson 5.3a, students measure, estimate, and compare lengths in feet, yards, and inches, supporting standard 3.MD.4, with no connection to major work of 3.OA or 3.NF.
• Unit 12 addresses angles and shapes through three lessons, supporting standard 3.G.1, in isolation.

### 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

Instructional materials for Primary Mathematics Common Core Edition Grade 3 meet expectations that the amount of content designated for one grade level is viable for one year.

As designed, the instructional materials can be completed in 163 days. The total days were computed in the following manner:

• Each lesson was counted as 1 day of instruction. If a lesson was listed as 1-2 days, 2 days were counted. There was no indication in the Teacher’s Guide of how many minutes each lesson would take.
• Any lesson that did not have an indication of days of completion was counted as 1 day.
• One day was counted for each review day indicated in the Teacher's Guide, each assessment, each Continual Assessment, and the End-of-Year Assessment.

In the Teacher’s Guide is reference to a technology resource named “Primary Digital.” This is an “online digital curriculum that is designed to complement the core math materials in Singapore Math, Primary Mathematics.” The days indicated above do not count any days for using the online digital curriculum. The days noted above also do not include the mental math and reinforcement activities.

### 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 Primary Mathematics Common Core Edition Grade 3 partially meet expectations for the materials being consistent with the progressions in the standards. Overall, materials develop according to the grade-by-grade progressions of the standards; however, some of the content within Grade 3 reflects standards above grade level. Materials make connections to previous grades; however, content from future grades is not identified. For example:

• In Primary Mathematics Teacher’s Guide 3A, page 4 in Unit 1, Numbers to 10,000, the Notes state, “Students will learn the terms' standard form and expanded form. 2,435 is the standard form of the number shown. 2,000 + 4000 + 30 + 5 is the expanded form of 2,435, which shows the value of each digit.” The unit goes beyond the grade-level expectation of working with numbers within 1000. (3.NBT.2)
• In Unit 2, Workbook 3A, page 52, students add and subtract beyond 1,000. For example: “A television costs $1790. It costs$800 less than a computer. What is the cost of the computer?” This aligns to 4.NBT.4.
• In Unit 3, Workbook 3A, page 117, students multiply beyond 1-digit numbers (other than multiples of 10) in Workbook 3A. For example: “5 bicycles cost \$740. How much does one bicycle cost?” This aligns to 4.NBT.6.
• In Unit 9, Workbook 3B, page 97, students work with fractions whose denominators go beyond those aligned with Grade 3 (2, 3, 4, 6, 8). For example: “A pine tree sapling is 2/5 m tall. A maple tree sapling next to it is 5/10 m tall. Which one is taller?” This aligns to 4.NF.3.
• There are 24 games/activities offered as reinforcement in the back of Teacher Guide 3A. Two of these activities relate to adding/subtracting 4-digit numbers (4.NBT.4.). Two of these activities relate to multiplying/dividing a 3-digit number by a 1-digit number (4.NBT.5.).
• There are eight games/activities offered as reinforcement in the back of Teacher Guide 3B. Five of the eight games/activities relate to money, including adding/subtracting decimal amounts (4.MD.2, 5.NBT.7).

The Grade 3 Teacher’s Guides (3A and 3B) include a Developmental Continuum (3A-page vi-x and 3B page vi-x) that contains an overview of topics and skills for each grade level, K-5, but no specific standards are indicated. Standards specific to units and lessons are listed in the introduction to each unit. There are no connections to future grade-level content (other than subsequent units within the same grade level) with except for Units 8 and 13. In each Teacher’s Guide, there is a Notes section at the beginning of each lesson that includes work learned in previous grade levels as well as the connection to the current work in the lesson. For example:

• Unit 1 in Teacher’s Guide 3A, page 2 states, “Students should have a basic understanding of place value through hundreds and simple addition and subtraction. They should also be familiar with scaled number lines, that is, number lines in which the divisions stand for quantities greater than 1. In Primary Mathematics 2B, they worked with bar graphs with divisions other than 1.”
• Unit 7 in Teacher’s Guide 3B, page 52 states, “From Primary Mathematics 2A, students should understand the need for standard units of measurement in order to communicate the measure of something. They should also be aware that there are two systems of measurement, a customary one used in the United States, and the metric system used in most of the world and also in the sciences in the United States. They should know which units are used in which system for length and weights.”
• Unit 10 in Teacher’s Guide 3B, page 168 states, “Students should be able to tell time to the half hour, quarter hour, and 5-minute interval using an analog clock face and be able to read and write time using the hour:minute notation.”

Students in Grade 3 do not have extensive work with grade-level problems due to the amount of above grade-level work in the lessons which detracts from the grade-level work. There are limited opportunities for enrichment and reinforcement of grade-level work.

### 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.
1/2
+
-
Indicator Rating Details

The instructional materials for Primary Mathematics Grade 3 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

The materials for Primary Mathematics Grade 3 include learning objectives that are
visibly shaped by the CCSSM cluster headings. For example:

• In Unit 4 Lesson 1f (Teacher’s Guide 3A, page 252), students solve word problems (one- and two-step problems involving the four operations and identify and explain patterns in arithmetic.” For example, Student Workbook 3A, page 136 says, “A human heart beats 72 times a minute. How many times does it beat in 6 minutes?”
• In Unit 9, Lesson 9.1a (Teacher’s Guide 3B, page 122), students demonstrate understanding of how many fraction pieces make one whole using pictures, models, and numerals (3.NF.1). This is shaped by cluster heading 3.NF.A, “Develop understanding of fractions as a number.”
• In Unit 9, Lesson 9.3b (Teacher’s Guide 3B, page 126), students review the terms “numerator” and “denominator,” compare fractions using models and numerals, and order fractions (3.NF.3). This is shaped by cluster heading 3.NF.A, “Develop understanding of fractions as a number.” For example, in the Student Textbook 3A, page 86, students are given shapes and determine “Which fraction of each shape is shaded? Which fraction of each shape is not shaded?”
• In Unit 13, Lesson 13.1b (Teacher’s Guide 3B, page 232), students find the area of figures by counting the square units (3.MD.6). This is shaped by cluster heading 3.MD.C, “Geometric measurement: understand concepts of area and relate to multiplication and to addition.”

The materials for Primary Mathematics Grade 3 have one example of 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.

• Unit 6, Lesson 6.2b (Teacher’s Guide 3B, page 13) connects two clusters from different domains in the grade. Specifically, “Represent and solve problems involving multiplication and division.” (3.OA.A) and “Solve Problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.” (3.MD.A) For example, Student Textbook 3B, page 14 says, “A fast food outlet sells 45 kg of fruit in each of 7 boxes. What is the total mass of the fruit he has to pack?”

The materials in Primary Mathematics Grade 3 miss connections between two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

• Unit 9 - Fractions addresses the major cluster, “Develop understanding of fractions as numbers,” (3.NF.A) without connections to other clusters or domains. The mathematics in this unit focuses on recognizing and naming fractions, comparing and ordering fractions with common numerators and common denominators, recognizing and finding equivalent fractions, and finding the simplest form of fractions. Connecting fractions with the measurement and data domain, specifically the major cluster, “Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects," (3.MD.A) would be a natural connection.
• Unit 10 – Time, Lessons 10.1a - 10.1e and Lessons 10.2a-10.2b, addresses the major cluster, “Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects,” (3.MD.A) without any connections to other clusters or domains. The mathematics in this unit includes telling time to the nearest minute, converting hours, minutes, and seconds in various ways, adding and subtracting hours and minutes, and solving problems involving time intervals. The domain, Number and Operations - Fractions, and specifically cluster, “Develop understanding of fractions as numbers,” (3.NF.A) would be a natural connection for these lessons, providing students the opportunity to develop a sense of 1/4 hour, 1/2 hour and 3/4 hour.

## 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

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

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

Report Published Date: 11/12/2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Singapore Math Common Core Tests 3A 978-1-932906-52-3 Marshall Cavendish Education Pte Ltd 2017
Singapore Math Common Core Tests 3B 978-1-932906-53-0 Marshall Cavendish Education Pte Ltd 2017
Primary Mathematics Common Core Edition Teacher's Guide 3A 978-981-01-9833-6 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Teacher's Guide 3B 978-981-01-9834-3 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 3A 978-981-01-9845-9 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 3B 978-981-01-9846-6 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Textbook 3A 978-981-01-9857-2 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Textbook 3B 978-981-01-9858-9 Marshall Cavendish Education Pte Ltd 2014

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.

## 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.

• 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.

X