## Spider Learning Mathematics

##### v1
###### Usability
Our Review Process

Showing:

### Overall Summary

The instructional materials for Spider Learning Mathematics Grade 8 do not meet expectations for alignment to college and career ready (Common Core State Standards for Mathematics). In Gateway 1, the instructional materials do not meet expectations for focus. The materials assess above grade-level content and do not spend 65% of class time on the major work of the grade. The instructional materials do not meet expectations for coherence. While the content presented is viable for one school year, and there are some connections between supporting work and the major work of the grade, the materials are not coherent with the progressions of the standards, do not present opportunities for students to engage with all grade-level standards, and do not foster connections where appropriate and called for by the Standards. Since the materials do not meet expectations for Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2, or usability in Gateway 3.

###### Alignment
Does Not Meet Expectations
Not Rated

### Focus & Coherence

The instructional materials for Spider Learning Mathematics Grade 8 do not meet expectations for focus and coherence in Gateway 1. The materials do not meet the expectation for focus as they assess above grade-level content and do not spend at least 65% of class time on major work of the grade. The materials do not meet expectations for coherence as they do not follow the progressions of the standards, provide students with extensive work with grade-level problems, and do not foster connections at a single grade where appropriate and called for by the Standards.

##### Gateway 1
Does Not Meet Expectations

#### Criterion 1.1: Focus

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for Spider Learning Mathematics Grade 8 do not meet expectations for assessing topics before the grade-level in which the topic is introduced. There are above-grade level assessment items present on unit exams.

##### Indicator {{'1a' | indicatorName}}
The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.

The instructional materials for Spider Learning Mathematics, Grade 8, do not meet expectations for assessing grade-level content. Above grade-level assessment items are present and cannot be modified or omitted without a significant impact on the underlying structure of the instructional materials.

Unit Exam items are randomly assigned to students from a bank of items aligned to each standard, so item numbers are not referenced in this report. The Unit Exams include 30 objective items (O), 6 technology-enhanced items (TEI), and 4 free-response items (FR).

Above grade-level content is found in most unit exams. These items cannot be modified or omitted without significantly modifying the materials, and examples of above grade-level assessment items include:

• In Unit 4 Exam, a TEI item states, “Determine the simplest form for each radical expression $$\sqrt{12}, \sqrt{48}, \sqrt{32}, \sqrt{18}$$ This item aligns to N-RN.2 (Rewrite expressions involving radicals and rational exponents using the properties of exponents).
• In Unit 4 Exam, a TEI item states, “What is the first step in solving the following equation for x, $$2\sqrt{x+5}=14$$? A. Subtract 5 from both sides. B. Multiply both sides by 2. C. Square both sides. D. Divide both sides by 2.” This item aligns to A-REI.2 (Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise).
• In Unit 8 Exam, a TEI item states, “The table below shows the values necessary to find the correlation coefficient.” The table shows that a x b has a value of 25, $$a^2$$ has a value of 34, and $$b^2$$ has a value of 24. The item states, “What is the correlation coefficient? Fill in the missing words of the explanation and answer below. Round all values to the nearest hundredth, if necessary. We need to use the formula. The numerator of the formula is ___________. The denominator is _________. If you substitute in the three values above, the numerator will be ________. After multiplying and taking the square root, the value of the denominator will be ________. Finally, we divide the numerator by the denominator to get a final value of ________.” There are the following choices to use to fill in the blanks: “a x b, 25, 28.57, $$\sqrt{a^2+b^2}$$, $$\sqrt{a×b}$$, 34, $$\sqrt{a^2×b^2}$$, 0.82, 24, 27.56, 0.88, 0.93” This item aligns to S-ID.8 (Compute [using technology] and interpret the correlation coefficient of a linear fit).
• In Unit 11 Exam, a FR item states, “Lindsay is an eighth grade entrepreneur who operates a candy store in the garage of her home on weekends. She uses the money to buy the latest fashion trends. The number (N) of outfits she can buy is determined by the amount (A) she charges for each piece of candy, the amount of candy that she sells, the total price (P) that she pays to purchase the candy, and the average cost of each outfit (O) she wants to buy. Therefore, her shopping liberties can be described by this literal equation: $$N=(AC-P)\div O$$. Solve the literal equation for: amount she charges, amount of candy she sells, total price she pays to purchase the candy, and average cost of each outfit.” This item aligns to A-CED.4 (Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations).

#### Criterion 1.2: Coherence

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

The instructional materials for Spider Learning Mathematics Grade 8 do not meet expectations for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend 56% of class time on the major work of the grade.

##### Indicator {{'1b' | indicatorName}}
Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for Spider Learning Mathematics, Grade 8, 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 7 out of the 12 units, which is approximately 58%.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 100 out of 180, which is approximately 56%.
• The number of weeks devoted to major work of the grade (including assessments and supporting work connected to the major work) is 20 out of 36, which is approximately 56%.

A lesson-level analysis is most representative of the instructional materials because of the consistent structure of the units, where each unit has 15 lessons (3 devoted to assessment). As a result, approximately 56% of the instructional materials focus on major work of the grade.

#### Criterion 1.3: Coherence

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials for Spider Learning Mathematics Grade 8 do not meet expectations for coherence. The materials include an amount of content viable for one school year, and make some connections between supporting work and the major work of the grade. However, the materials do not attend to the progressions of the standards, students do not have opportunities to engage in extensive work with grade level content as many grade-level standards are not addressed in the materials. In addition, the materials do not include lesson objectives shaped by the clusters or domains of the standards, and do not include connections between major clusters and domains, or supporting clusters and domains.

##### Indicator {{'1c' | indicatorName}}
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for Spider Learning Mathematics, Grade 8, partially meet expectations for supporting work enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Each lesson addresses one standard, so supporting work standards are taught in isolation and rarely connect to the major work of the grade. The materials contain missed opportunities to enhance the focus and coherence simultaneously by engaging students in the major work of the grade, for example:

• In Unit 11, Lesson 11, students calculate volume (8.G.9), but they do not make connections to the major work of the grade as the volume formulas do not involve integer exponents (8.EE.A) and irrational numbers (8.NS.A). The Daily Assignment problem states, “Find the volume of a spherical sculpture whose radius is 0.45 feet. Round to the nearest hundredth. V= 0.19 cubic feet; 0.27 cubic feet; 0.38 cubic feet.”
• In Unit 11, Lesson 12, Daily Assignment, students “find the volume of a cylindrical clock whose thickness is 6 inches and whose radius is 5 inches. V = 469, 471, 473 cubic inches” (drop down menu for the answer) (8.G.9), but there is no connection to major work of the grade.

Some examples of supporting work connected to major work of the work of the grade include:

• In Unit 4, Lesson 4, students connect the supporting standard, 8.NS.1, with the major standard, 8.EE.2, in the following Daily Assignment: “Which of the following is an irrational number? A. $$\sqrt{4}$$ B. $$\sqrt{2}$$ C. $$\sqrt{9}$$ D. $$\sqrt{16}$$.
• In Unit 8, Lesson 8, students connect the supporting standard, 8.SP.1, with the major standard, 8.EE.7, in the following Daily Assignment: “The scatter plot above compares the size in acres of land with its cost. The equation for a line of best fit is y = 4750x + 1250. What statement about the relationship between the size in acres and the cost is true? A. Each acre costs $1,250; B. Each acre costs$4,750; C. $4,750 will buy 1,250 acres; D. Each acre costs the sum of$4,750 and \$1,250.”
##### Indicator {{'1d' | indicatorName}}
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The instructional materials reviewed for Spider Learning Mathematics, Grade 8, 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 180 days.

• Each of the 12 units in Spider Learning Mathematics, Grade 8, contain 15 lessons for a total of 180 lessons.
• Within each unit, 3 of the 15 days are assessment days. Quizzes take place at Lessons 5 and 10, and the Unit Exam takes place on Lesson 15.

Spider Learning Mathematics has a Scope and Sequence in a separate document containing the standards addressed for each lesson. Each lesson contains a Pre-Test (5-7 minutes); Interactive Video (5-10 minutes), Introduction to the Lesson Objective (2-3 minutes); DOK1, DOK2, and DOK3 Activities (5-8 minutes each); Summary (2-3 minutes); Post Test (5-7 minutes); and Daily Assignment (10 minutes), for a total class period of 44-64 minutes.

##### Indicator {{'1e' | indicatorName}}
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.

The instructional materials reviewed for Spider Learning Mathematics, Grade 8, do not meet expectations for being consistent with the progressions in the Standards.

The instructional materials do not clearly identify content from prior and future grade-levels and do not use it to support the progressions of the grade-level standards. There is no information regarding the progression of the lesson standards from Grade 6 to Grade 8.

In the Teacher view of materials, The Hub (customized for each use situation) includes a Scope and Sequence which identifies the standards and objective for each lesson, however, there are cases where the standards are incorrectly identified in the lesson or the lesson is focused on above or below grade-level standards. Examples include:

• In Unit 4, Lesson 11 identifies A-REI.4b, but the lesson aligns with 8.EE.2, “Use square root and cube root symbols to represent solutions to equations of the form $$x^2=p$$ and $$x^3=p$$, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes.”
• In Unit 5, Lesson 1 identifies 8.EE.5, but the lesson aligns to 6.RP.3. For example, DOK2 activity states, “Reduce the ratio 25 to 10 to lowest terms. A. 5 to 2; B. 5 to 1; C. 25 to 2; D. 2 to 5.”
• In Unit 9, Lesson 11 identifies 8.G.1 instead of 8.G.9, but the lesson aligns to 7.G.4, “Know the formulas for the area and circumference of a circle and use them to solve problems.”
• In Unit 11, Lesson 1 identifies 8.EE.5 in the Scope and Sequence, but the objective states, “Students will solve literal equations for a specified variable,” which aligns to A-CED.4, “Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.” The Daily Assignment TEI question states, “Solve the following literal equation for the variable $$X_f:dX=X_f-X_i$$" Students can choose from "$$::X_f=dX+X_i;$$ $$::X_f=dX-X_i;$$ $$::X_f=X_i-dX$$.”

The instructional materials do not give all students extensive work with grade-level problems as there are 11 Grade 8 standards which are not addressed. These standards are:

• 8.EE.8c;
• 8.F.4 and 8.F.5;
• 8.G.2, 8.G.3, 8.G.4, 8.G.5, 8.G.7, and 8.G.8; and
• 8.SP.2 and 8.SP.3.

Spider Learning Mathematics, Grade 8, does not explicitly relate grade-level concepts to prior knowledge from earlier grades.

• The Scope and Sequence document contains the standard assigned for each lesson, but does not relate it to content from earlier grades.
• The materials provide students some general statements relating to prior grade-level concepts. For example, in Unit 6, Lesson 3, the Objective and Introduction states, “Previously, you looked at graphs of functions. One way to tell if a graph represented a function was to use the vertical line test.” It does not explicitly identify the 7th grade standards on which the lesson builds, nor the high school standard that will come next in the progression. In Unit 3, Lesson 8, the Objective and Introduction states, “As you have previously learned, we can express a rational number as a fraction or a decimal using a series of steps. Now we are going to expand a little further by finding the percentage equivalence for a rational number. A percentage is another way of expressing what portion something is of a whole, and it can also be used to express the difference between two scenarios.”
##### Indicator {{'1f' | indicatorName}}
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

The instructional materials reviewed for Spider Learning Mathematics, Grade 8, do not meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are not visibly shaped by Grade 8 CCSSM cluster headings, for example:

• In Unit 1, the Lesson 8 objective is “Students will multiply mixed numbers.”
• In Unit 1, the Lesson 14 objective is “Students will solve application problems using percents.”
• In Unit 2, the Lesson 1 objective is “Students will understand positive exponents and express them in expanded form.”
• In Unit 3, the Lesson 7 objective is “Students will write mixed numbers as decimal values and vice versa.”
• In Unit 5, the Lesson 2 objective is “Students will reduce a rate to a unit rate.”
• In Unit 11, the Lesson 11 objective is “Students will identify the domain and range of a relation.”

Spider Learning Mathematics, Grade 8, does not identify more than one standard in any lesson, which presents few opportunities to include problems and activities that 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. Examples include:

• In Unit 2, Lesson 6 does not connect 8.F.A, Define, evaluate and compare functions, to 8.EE.B, Understand the connections between proportional relationships, lines, and linear equations. All Daily Assignment problems provide opportunities to identify whether a graphed relationship is a function, but none include the opportunity to graph a relationship and make the connection to a function. For example, “Simplify $$2^3×2^5$$ using the Product Property. A. $$2^{12}$$;; B. $$4^{15}$$; C. $$4^{8}$$; D. $$2^{8}$$” and “Read the following statement and choose the correct word to fill in the blank from the list at the bottom. The Zero Exponent Property states that any base raised to an exponent of 0 is equal to _________.” The answer choices provided are: “Itself; 0; 1”
• In Unit 12, Lesson 14 does not connect 8.F.A, Define, evaluate, and compare functions, to 8.F.B, Use functions to model relationships between quantities as students do not have opportunities to construct graphs. The Daily Assignment states, “Which solution goes with this graph?” (Graphs are included.) “Jaden walks two miles on a hike before eating lunch. After lunch, he walks at a pace of three miles per hour; Taylor buys pens that cost two dollars each. If she buys the pens online, she will also have to pay four dollars for shipping; Aaron is buying boxes of rice at three-quarters of the regular price. He also buys a bottle of olive oil for five dollars; Jordan has three individual granola bars in his backpack, and then buys 4 boxes of granola bars.”

### Rigor & Mathematical Practices

Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One
Not Rated

#### Criterion 2.1: Rigor

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
##### Indicator {{'2a' | indicatorName}}
Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
##### Indicator {{'2b' | indicatorName}}
Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
##### Indicator {{'2c' | indicatorName}}
Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
##### Indicator {{'2d' | indicatorName}}
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.

#### Criterion 2.2: Math Practices

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
##### Indicator {{'2e' | indicatorName}}
The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
##### Indicator {{'2f' | indicatorName}}
Materials carefully attend to the full meaning of each practice standard
##### Indicator {{'2g' | indicatorName}}
Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
##### Indicator {{'2g.i' | indicatorName}}
Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
##### Indicator {{'2g.ii' | indicatorName}}
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.
##### Indicator {{'2g.iii' | indicatorName}}
Materials explicitly attend to the specialized language of mathematics.

### Usability

This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two
Not Rated

#### Criterion 3.1: Use & Design

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
##### Indicator {{'3a' | indicatorName}}
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.
##### Indicator {{'3b' | indicatorName}}
Design of assignments is not haphazard: exercises are given in intentional sequences.
##### Indicator {{'3c' | indicatorName}}
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.
##### Indicator {{'3d' | indicatorName}}
Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
##### Indicator {{'3e' | indicatorName}}
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

#### Criterion 3.2: Teacher Planning

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
##### Indicator {{'3f' | indicatorName}}
Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
##### Indicator {{'3g' | indicatorName}}
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.
##### Indicator {{'3h' | indicatorName}}
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.
##### Indicator {{'3i' | indicatorName}}
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.
##### Indicator {{'3j' | indicatorName}}
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).
##### Indicator {{'3k' | indicatorName}}
Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
##### Indicator {{'3l' | indicatorName}}
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

#### Criterion 3.3: Assessment

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
##### Indicator {{'3m' | indicatorName}}
Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
##### Indicator {{'3n' | indicatorName}}
Materials provide strategies for teachers to identify and address common student errors and misconceptions.
##### Indicator {{'3o' | indicatorName}}
Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
##### Indicator {{'3p' | indicatorName}}
Materials offer ongoing formative and summative assessments:
##### Indicator {{'3p.i' | indicatorName}}
Assessments clearly denote which standards are being emphasized.
##### Indicator {{'3p.ii' | indicatorName}}
Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
##### Indicator {{'3q' | indicatorName}}
Materials encourage students to monitor their own progress.

#### Criterion 3.4: Differentiation

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
##### Indicator {{'3r' | indicatorName}}
Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
##### Indicator {{'3s' | indicatorName}}
Materials provide teachers with strategies for meeting the needs of a range of learners.
##### Indicator {{'3t' | indicatorName}}
Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
##### Indicator {{'3u' | indicatorName}}
Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
##### Indicator {{'3v' | indicatorName}}
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
##### Indicator {{'3w' | indicatorName}}
Materials provide a balanced portrayal of various demographic and personal characteristics.
##### Indicator {{'3x' | indicatorName}}
Materials provide opportunities for teachers to use a variety of grouping strategies.
##### Indicator {{'3y' | indicatorName}}
Materials encourage teachers to draw upon home language and culture to facilitate learning.

#### Criterion 3.5: Technology

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
##### Indicator {{'3aa' | indicatorName}}
Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
##### Indicator {{'3ab' | indicatorName}}
Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
##### Indicator {{'3ac' | indicatorName}}
Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
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.).
##### Indicator {{'3z' | indicatorName}}
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.

## Report Overview

### Summary of Alignment & Usability for Spider Learning Mathematics | Math

#### Math 6-8

The instructional materials for Spider Learning Mathematics Grades 6-8 do not meet expectations for focus and coherence in Gateway 1. While the materials include content viable for one school year, and there are some connections between supporting and major work of the grade, they do not focus on grade level content and attend to the major work of the grade. They do not meet expectations for coherence as they are not coherent with the progressions of the standards, do not present opportunities for students to engage with extensive work with grade-level problems, and do not foster connections where appropriate and called for by the Standards.  Since the materials do not meet expectations for Gateway 1, they were not reviewed for Gateway 2 or Gateway 3.

###### Alignment
Does Not Meet Expectations
Not Rated
###### Alignment
Does Not Meet Expectations
Not Rated
###### Alignment
Does Not Meet Expectations
Not Rated

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### Overall Summary

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###### Usability
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