Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Zearn Grade 1 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, but they partially connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

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

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
34
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 Zearn Grade 1 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and 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
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-
Criterion Rating Details

The instructional materials for Zearn Grade 1 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

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
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectations for assessing grade-level content and, if applicable, content from earlier grades.

  • Zearn has two components to the program: Independent Digital Lessons and Teacher-Led Instruction. The summative assessments are located in the Teacher-Led Instruction section of the program.
  • Each Zearn Mission includes assessments that hold students accountable for Grade 1 content with one exception. Mission 6 assessments include questions that require first graders to work with coins and money items, including their names and values. The assessments align more closely to 2.MD.8.
  • Most Missions have a Mid-Module and End-of-Module assessment.

The instructional materials focus on grade-level content.

  • Mission 2, End of Unit Assessment Problem 4 includes 5 parts: “Mr. Baggy also has 9 birds, 15 snakes, and 12 turtles. a. Show the number of snakes as a ten and some ones with a number bond, a 5-group drawing, and a number sentence.” Standards addressed: 1.OA.1, 1.OA.2. 1.OA.3, and 1.OA.6.
  • In Mission 4 the standards focus on place value, where students work with two-digit numbers, concrete drawing, and models (1.NBT.1, 2, 3, 4, 5, and 6). The engagement with place value is evident in number 9 where students are asked to break apart two-digit numbers and complete addition and subtraction problems. Additionally, there are direct examples in question 6 for <, >, and = in comparing numbers by looking at place value. In the End-of-Module assessment, one question is: “Maria is having a party for 17 of her friends. She already invited some friends. She has 12 more invitations to send. How many friends has she already invited?”
  • In Mission 6 students identify numbers in the tens and ones, along with adding and subtracting while looking at place value (1.OA.1). For example, “Ben has 18 pencils. Anton has 9 pencils. How many fewer pencils does Anton have then Ben?”

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
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Criterion Rating Details

The instructional materials for Zearn Grade 1 meet the expectation 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 at least 65 percent of class time on the major clusters of the grade.

Indicator 1b

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

The instructional materials reviewed for Zearn Grade 1 meet the expectation for spending the majority of class time on the major clusters of each grade. For Grade 1 this includes all clusters within 1.OA and 1.NBT along with 1.MD.A.

According to Missions and Standards Overview for Grade 1, the materials contain 6 Missions, 119 Lessons, and 36 Weeks, with 4 lessons per week.

  • 5 of the 6 Missions include one or more major clusters of Grade 1. Approximately 83 percent of the Missions focus on major work of the grade.
  • 33 of the 36 weeks of instruction are spent on major work of Grade 1, or approximately 92 percent of the year.
  • There are a total of 119 Lessons, and approximately 103 Lessons focus on major work of Grade 1 (or 87 percent of the Lessons).

The most representative perspective for this indicator is Weeks, with Zearn spending approximately 92 percent of instructional time on the major work of the grade.

Criterion 1c - 1f

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

The instructional materials for Zearn Grade 1 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

Indicator 1c

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

The instructional materials reviewed for Zearn Grade 1 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

During Independent Digital Practice students develop fluency in Number Gyms and Blasts, engage in guided practice in Math Chats, and do independent practice in the Tower of Power sections of the lessons. In Teacher-Led Instruction teachers present Whole Group Fluency, Small Group Lessons, and Whole Group Word problems to engage students with content. In both the Independent Digital Practice and Teacher-Led Instruction students have multiple opportunities to engage with supporting standards connected to the major work of the grade.

  • In Mission 3, Lesson 10 students organize, represent, and interpret data (supporting standard 1.MD.4) connected to major standard 1.OA.1 as they use addition and subtraction to solve word problems.
    • During Teacher-Led Instruction, students collect and organize data. Students are asked several questions about the data that involve counting. Students are also asked find the sum of two categories in the following question: “What is the total number of students who like soccer or basketball the best?”
    • During the Math Chat students organize, represent, and interpret data and use the data to represent, solve, and answer problems using addition and subtraction. For example, students count the number of pink, orange, and blue cubes. Students are then asked to "(w)rite an addition expression to represent the number of Zearners that picked pink or orange" and then write an equation to find the total number of cubes.
    • In the Tower of Power students use data to represent and solve problems using addition and subtraction.
  • In Mission 3, Lesson 12 students are asked questions that connect supporting standard 1.MD.4 to major work, specifically standard 1.OA.2. For example, students are asked: “How many more students would _______ (category) need to have the same amount as _______ (category)? Tell your partner how you figured it out.” Students use addition or subtraction to find the solution and explain their thinking.

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
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectation for having an amount of content that is viable for one school year in order to foster coherence between grades.

The Independent Digital Lessons are broken up into four main components: Fluency, Guided Practice, Independent Practice, and Bonus. The components have different titles depending on the lesson and how the student is progressing through the program. The Teacher-Led Instruction is broken into six sections: Whole Group Fluency, Small Group Lessons, Whole Group Word Problems, Optional Homework, Assessments, and Optional Problem Sets.

The suggested time frame for completing the 119 Independent Digital Lessons and Teacher-Led Small Group Lessons is approximately 36 weeks. This provides material for 180 days. A typical day consists of 15 minutes of Whole Group Fluency and Word Problems, 30 minutes of individual digital content and 30 minutes of small-group, direct teacher instruction. There are also 12 summative assessments in the Zearn program.

Indicator 1e

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

The instructional materials reviewed for Zearn Grade 1 meet the expectations for being consistent with the progressions in the Standards.

The materials identify and explicitly connect grade-level work to prior or future grades. Users of the materials will find these connections throughout the materials. The materials give all students extensive work with grade-level problems. The following are places that demonstrate the progressions of the Standards and the connections from grade to grade:

  • Each Mission has a Summary. This Summary explains how the lessons work through the progression for Grade 1 and make applicable connections to past or future content. For example, the Mission 4 Summary states: “This mission builds on the foundations of counting on, decomposing, and place value that were established in Mission 1 and Mission 2, and gives us the opportunity to work with numbers up to 40. Kids learn a lot of new strategies to identify tens and ones, compare, add, and subtract up to 40. Balance all this new content by applying what they’re learning with the application problem each day.
  • In early Missions, the Whole Group Fluency link identifies essential skills from previous grades on which the Topic builds. For example, in Mission 3, Whole Group Fluency, Topic A Indirect Comparison in Length Measurement, the teacher materials state the following: “Grade 1 Mission 3 opens in Topic A by extending students’ Kindergarten experiences with direct length measurement to indirect measurement whereby the length of one object is used to compare that of two other objects (1.MD.1).“
  • Students have extensive work with practice problems. Students have daily fluency practice, guided practice, and independent practice when using the digital lessons and when working in small groups with the teacher.

Overall, Lesson summaries identify and explain connections between previous grade level, current grade level, and future content including the Lesson, Mission, and/or grade where the content appears.

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 reviewed for Zearn Grade 1 meet the expectations for fostering coherence through connections at a single grade.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings.

  • Mission 3, Topic B, Standard Length Units, is related to 1.MD.A: Measure lengths indirectly and by iterating length units.
  • Mission 6, Topic C, Lesson 10 is related to 1.NBT.C: Use place value understanding and properties of operations to add and subtract. This lesson focuses on number work with tens as students add and subtract multiples of 10 from multiples of 10.

Materials include problems and activities that sometimes serve to connect two or more clusters in a domain, or in two or more domains, where connections are natural and important.

  • Mission 1, Topic B, Counting on from Embedded Numbers, connects 1.OA.A and 1. OA.C. During this Topic, students use both concrete and pictorial situations to describe the decompositions of 6, 7, 8, 9, and 10, and the “put together” situation is highlighted.
  • Mission 1, combines 1.MD.A with 1.MD.C, using data to continue work on iterating length units.
  • Mission 3, Topic D, Data Interpretation, connects 1.OA and 1.MD. In this Topic students collect, sort, and organize data into graphs and ask and answer questions and word problems about the data set. For example, in Lesson 13 students are organizing their data and then answering questions such as, “How many more votes do we need if we want to make the number of votes for building the fort the same as the number of votes for making the snowman?”
  • Mission 5, Topic D, Lesson 11 makes a connection between 1.G.A and 1.MD.B in working with telling time to the half hour using the language and pictorial representation for “half past.” Lesson 13 makes this connection again in clocks with only 12, 3, 6, and 9 showing; but there is not any discussion with fourths or quarters, so this is a missed opportunity.

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The instructional materials for Zearn Grade 1 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, but they do not always identify the Mathematical Practices or attend to the full meaning of each practice standard.

Criterion 2a - 2d

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

The instructional materials for Zearn Grade 1 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

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 reviewed for Zearn Grade 1 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. There are demonstrations by the teacher and independent explorations for the students (with concrete materials). Conceptual understanding is targeted through concrete materials and multiple visual representations.

During Independent Digital Lessons, students engage with visual representations and virtual manipulatives. Multiple visual representations are presented with connections made between them. Students work flexibly with these visual models. For example, in Mission 4, Add and Subtract Bigger Numbers, focuses instruction on understanding place value (1.NBT.B) and using place value to add and subtract within 100 (1.NBT.4 and 1.NBT.6):

  • In Lesson 2, students decompose two-digit whole numbers through place value to identify the tens and ones using unifix cubes, writing a number sentence, and using a place value chart to present multiple representations of the given numbers. One example question is: “17 will be in 2 parts. What parts will they be?”
  • In Independent Digital Lesson 4, students use visual models to find two-digit numbers, decompose those numbers by examining pictures of unifix cubes and number bonds, and complete the corresponding addition sentences to represent the sum of the ones and tens for the given number.
  • In Independent Digital Lesson 5, students use drawings and virtual manipulatives to identify 10 more, 10 less, 1 more, or 1 less than a given two-digit number.

Overall, Lessons within Missions, whether Teacher-Led Instruction or Independent Digital Lessons, present opportunities for students to develop conceptual understanding of the mathematics. Students engage in multiple addition and subtraction problems as described in Table 1 of the CCSSM. Students encounter multiple representations of whole numbers including through place value, decomposing and recomposing of numbers with hands on and virtual manipulatives, and through place value charts. These representations are linked to addition and subtraction sentences within 100.

Indicator 2b

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

The instructional materials reviewed for Zearn Grade 1 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency.

Missions address procedural skill and fluency in both the Independent Digital Lessons, with Fluency activities titled Number Gym, Sprint, and Blast, and in Small Group Instruction, with Fluency activities for most lessons.

  • In Mission 2, Lesson 1 Teacher-Led Instruction Whole Group Fluency students play a game counting on with numbers one through ten and use card games to add within 10. During Independent Digital Lessons, Tower of Power students practice making ten when one addend is nine.
  • In Mission 3, Teacher-Led Instruction, Whole Group Fluency Lesson 4, students play a game where pairs of students roll two dice and make a number sentence from the pair, for example 6+0=6 and 4+3=7. In the Independent Digital Lesson 4 students practice 15 questions adding within 20 during Blast (1.OA.6).
  • In Mission 6, Teacher-Led Instruction, Whole Group Fluency Lesson 11, the teacher note states, “This activity reviews yesterday’s lesson, where students add and subtract tens within 100.” Using a can and ten dimes and ten pennies, students add and subtract as coins are added or removed from the can. The second activity contains a teacher note that states, “This fluency activity builds on yesterday’s Get to Ten(s) activity to prepare students for G1-M6-Lesson 13.” In this activity the teacher says a number, and students say an addition statement to get to the next multiple of 10.

Overall, Zearn includes time in every lesson during Independent Digital Lessons in Number Gyms, Sprints, and Blasts and in the Teacher-Led Instruction Whole Group Fluency Lessons for building fluency. These lessons are designed to complement one another, reinforcing student development of procedural skills and fluency.

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
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-
Indicator Rating Details

The materials meet the expectation for being 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.

Missions address application in most Teacher-Led Instruction Lessons through Whole Group Word Problems that model the situations from Table 1 of CCSSM: “Common Addition and Subtraction Situations.”

Mission 6, Teacher-Led Instruction, Whole Group Word Problems, Topic B Numbers to 100 includes teacher notes on what addition and subtraction situations are represented. The problems address representing and solving problems involving addition and subtraction (1.OA.1) and determining the unknown whole number in addition and subtraction equations (1.OA.8). For example:

  • Teacher-Led Instruction Whole Group Word Problems, Lesson 3: “Tamra has 4 more goldfish than Peter. Peter has 10 goldfish. How many goldfish does Tamra have? The teacher note states that this problem is a “...compare with bigger unknown problem type…”
  • Teacher-Led Instruction Whole Group Word Problems, Lesson 4: “Tamra has 14 goldfish. Darnel has 8 goldfish. How many fewer goldfish does Darnel have than Tamra? The teacher note states, “Today’s Application Problem presents a compare with difference unknown problem type.”
  • Teacher-Led Instruction Whole Group Word Problems, Lesson 5: “Kiana has 6 fewer goldfish than Tamra. Tamra has 14 goldfish. How many goldfish does Kiana have?” The teacher note for this problem states, “Today’s Application Problem is the last in a series of three problems that use a related context. The three problems can be discussed together during the Student Debrief. As students share strategies and compare and contrast the problem stories, they gain a stronger sense of each particular problem type.”

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
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-
Indicator Rating Details

The instructional materials reviewed for Grade 1 meet the expectation for balancing the three aspects of rigor. Overall, 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 Teacher-Led Instruction and Independent Digital Lessons.

In each Mission students develop procedural skills and fluency and conceptual understandings, and apply these to solve real-world problems.

  • Fluency is embedded into every Lesson. In Mission 4, Independent Digital Lesson 5 Sprint, students use addition and subtraction to and from 10. Problems include finding the sum and difference as well as finding missing addends and minuends. For three minutes during Teacher-Led Instruction Whole Group Fluency Lesson 6, students practice “Quick Tens” to show and say numbers between 11 and 40 in varied ways. They then count dimes and pennies.
  • Conceptual understanding is embedded into every lesson. In Mission 4, Teacher-Led Instruction Small Group Lesson 6, students compare the use of ten sticks and unit cubes to using dimes and pennies. For example, students look at one 10 stick and four unit cubes and find the equivalent expression using one dime and four pennies.
  • Application problems are embedded into every lesson and often call for students to model their thinking and make connections to procedural skills. For example, in Mission 4 Teacher-Led Instruction Whole Group Word Problem Lesson 5, students are given the following application problem: “Lee has 4 pencils and buys 10 more. Kiana has 17 pencils and loses 10 of them. Who has more pencils now? Use drawings, words, and number sentences to explain your thinking.” In this task students apply their conceptual understanding to model and compare an addition and subtraction scenario, and they demonstrate procedural fluency in completing the addition and subtraction.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
8/10
+
-
Criterion Rating Details

The instructional materials for Zearn Grade 1 partially meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assisting teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attending to the specialized language of mathematics.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
1/2
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-
Indicator Rating Details

The instructional materials reviewed for Grade 1 partially meet the expectations for identifying the Math Practice Standards (MPs) and using them to enrich the mathematics content. The MPs are identified in the Teacher-Led Instruction sections, Small Group Lessons and Whole Group Word Problems, and are not identified in the Independent Digital Lessons.

  • The Math Practices are identified in the Teacher-Led Instruction teacher materials, titled "Small Group Lessons" and "Whole Group Word Problems," for each Mission.
    • In Mission 4, Lesson 9, MP.7 is identified as students compare two numbers using place value strategies. No additional guidance around MP.7 is included for the teacher in the Mission. However, some guidance on the MPs is provided in the EngageNY Modules. Module 4 lists MP.3, MP.5, MP.6, and MP.7 as Focus Standards for Mathematical Practice. The guidance for MP.7 states, “Students are introduced to the place value chart, deepening their understanding of the structure within the number system. Throughout the module, students use this structure as they add and subtract within 40. They recognize the similarities between 2 tens + 2 tens = 4 tens and 2 + 2 = 4 and use their understanding of tens and ones to explain the connections.”
  • The Whole Group Word Problems rarely identify the math practices, although the use of MPs are regularly used by students to complete the problems.
    • The Mission 5, Application Problem from Lesson 12 includes the following: “Note: Before beginning today’s Concept Development, students have the opportunity to demonstrate their understanding using words and pictures. Circulate, and notice the areas where students are using clear, precise language, as well as elements of their explanation that can use stronger or clearer language. Throughout today’s Concept Development, take care to emphasize or extend the lesson around these areas.”

Indicator 2f

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

The Zearn Grade 1 instructional materials reviewed partially meet the expectation for carefully attending to the full meaning of each Math Practice Standard (MP). They do not treat each MP in a complete, accurate, and meaningful way. The Teacher-Led Instruction Small Group Lessons give teachers limited guidance on how to implement the standards.

On occasion, Math Practices attend to the full meaning. Examples include:

  • MP.2: Mission 4 Lesson 22: Students contextualize as they create stories about the equation on the tape diagram.
  • MP.6: Mission 1 Lesson 13: Students attend to precision by creating stories to go with, given equations and drawing a picture to go with the story they created.
  • MP.7: Mission 2 Lesson 2: Students use the structure of making ten to solve problems with 3 addends.
  • MP.8: Mission 1 Lesson 38: Students use the repeated reasoning on an addition chart to help them solve problems.

More frequently, the materials do not attend to the full meaning of the Math Practices. Examples include:

  • MP.1: Mission 5 Lesson 1: Students are not making sense of problems; they use straws to create shapes. In Lesson 5 students arrange tangrams into a square. Students may need to persevere in solving, but they are not making sense of any problem.
  • MP.2: Mission 2 Lesson 22: Students do not reason abstractly or quantitatively if they are instructed to label their drawings.
  • MP.4: Mission 6 Lesson 3: Students interpret a given number by stating the tens and the ones. There is no model being used or created by the students.
  • MP.5: Mission 4 Lesson 14: Students are told to use number bonds instead of choosing an appropriate tool to use. Mission 4 Lesson 27: Students are told to use place value language, which is not having them choose an appropriate tool to use.
  • MP.7: Mission 3 Lesson 2: Students are determining which items are longer by using a piece of string; they are not using structure to solve problems. Mission 5 Lesson 3: Students tell what is alike about the cubes they are looking at and what is different (They all have 6 faces; one is made of plastic, one is made of cardboard, and one is yellow.). This process does not allow students to use structure to solve problems.

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.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. The students’ materials in the Teacher-Led Lessons, Whole Group Word Problems, Optional Problem Sets, and Assessments provide opportunities throughout the year for students to both construct viable arguments and analyze the arguments of others. The students’ materials sometimes prompt students to construct viable arguments and include some opportunities for students to analyze the arguments of others.

Students are asked daily to explain their thinking while completing application problems. MP.3 is identified through Whole Group Word Problems, Whole Group Fluency, and Assessment. Examples of opportunities to analyze the arguments of others:

  • Mission 4, Teacher-Led Instruction, Whole Group Word Problem, Lesson 7: "Benny has 4 dimes. Marcus has 4 pennies. Benny says, 'We have the same amount of money!' Is he correct? Use drawings or words to explain your thinking."
  • Mission 6, Teacher-Led Instruction, Lesson 27 Sentence prompts: “How does your work help you solve the problem? A compliment I can give you is ___; A question I have for you is ___; One way you might improve your work is ___; Let’s look for similarities and differences in our drawings and strategies.”
  • Mission 2, Mid-Module Assessment, Question 5: Students are given the information: "Eva has 6 marbles in her hand and 8 in her pocket" In part A students are presented with two representations of how two students modeled the marbles Eva has. They need to write a number sentence for each representation. In Part b they respond to a true false question that demonstrates the use of the commutative property of addition. The task continues with additional prompts. In each prompt students must show their thinking using and/or writing number sentences, representations, or explaining why.
  • Mission 4, Mid-Module Assessment, Question 10: Students analyze the thinking of another response when someone says 30-20 is the same as 3 tens-2 tens; students decide if they are wrong or right and why.
  • Mission 6, End-of-Module Assessment, Question 4: Students decide if someone is right or wrong and why.

Examples of opportunities to construct viable arguments:

  • Mission 2, Teacher-Led Instruction, Lesson 1: "Talk to your partner. What are some ways we could add these blocks together?"
  • Mission 4, Teacher-Led Instruction, Lesson 20: Two students show their process for solving word problems on chart paper while the rest of the class solves independently. Students assess the reasonableness of the solutions while talking to their peers.
  • Mission 3, End-of-Module Assessment, Question 2 asks students to explain their choice of a measurement tool.
  • Mission 6, End-of-Module Assessment: In Question 4, students explain their thinking in determining if two students are correct after each one represented the number 87 in a different way with tens and ones. In Question 6, students explain their thinking using a place value chart as they determine what number is 10 more than, 10 less than, 1 more than, and 1 less than 89.

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.
2/2
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Indicator Rating Details

The Zearn Grade 1 materials 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, there is guidance for teachers on how to lead student discussions in which students construct their own viable arguments and analyze the arguments of others.

The Teacher-Led Instruction Lessons provide opportunities for teachers to discuss the mathematics with their students and for students to discuss the mathematics with each other, as directed by the teacher. For example:

  • In Mission 3, Teacher-Led Instruction, Lesson 4 teachers demonstrate measuring a crayon with centimeter cubes. At different points in laying out the centimeter cubes, teachers are directed to lay them out incorrectly so that students can analyze the method used by the teacher and the final measurement that is obtained.
  • In Mission 4, Teacher-Led Instruction, Lesson 18 teachers are given the following questions to ask students about two different methods used for adding 17 and 4: “Can both students’ work be correct, even though they broke apart different numbers?; What is a compliment you can give to each of these students?; and What are some ways they could improve their work?”

Indicator 2g.iii

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

The instructional materials reviewed for Zearn Grade 1 meet the expectation for explicitly attending 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 is present throughout.

The instructional materials provide instruction on how to communicate mathematical thinking using words, diagrams, and symbols. Students have opportunities to explain their thinking while using mathematical terminology, graphics, and symbols to justify their answers in Teacher-Led Instruction and Independent Digital Lessons.

  • Vocabulary is used directly in the Teacher-Led Instruction Small Group Lessons and then reinforced in the Whole Group Word Problems. Teachers, when applicable, model the vocabulary. For example, Mission 2 Teacher-Led Instruction Whole Group Word Problems, Lesson 9 states, “This problem uses three addends, revisiting the associative and commutative properties from earlier in this topic.”
  • Vocabulary is sometimes explicitly taught during the Guided Practice part of the Independent Digital Lessons. Vocabulary words are in bold and explained and are followed up by models or examples. For example, Mission 4 Independent Digital, Lesson 10 Math Chat introduces students to the less than and greater than symbols, terminology associated with them, and examples that demonstrate how the symbols are used.
  • Students are expected to use correct mathematics vocabulary as they Read, Draw, and Write for Whole Group Word Problems and complete Exit Tickets. For example, in Mission 6 Independent Instruction Exit Tickets Lesson 25, students have to be able to read, understand, and use a tape diagram and double tape diagram as they solve a problem about two students sliding down a slide.

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
+
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Criterion Rating Details

The instructional materials for Zearn Grade 1 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

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.
2/2
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Indicator Rating Details

The instructional materials for Zearn Grade 1 meet the expectation of the underlying design of the materials to distinguish between problems and exercises.

Every lesson includes problems and exercises.

  • Problems are included in Teacher-Led Instruction during Small Group Lessons and Whole Group Word Problems.
  • Exercises are built into the Teacher-Led Instruction during Whole Group Fluency and Assessment, which can be found in most lessons.
  • Independent Digital Lessons include a variety of activities for students to engage with exercises. During Number Gym students solve exercises to build fluency.
  • Optional Homework consists of problems and exercises, depending on the content of the mission and/or lesson.

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials for Zearn Grade 1 meet the expectation the design of the assignments is not haphazard, and the exercises are given in intentional sequences.

  • The sequence of topics within each mission is intentional, going from working with a variety of concrete and pictorial representations to more abstract work.
  • Progressions are clear, as in focusing on numbers within 20 before extending to larger numbers.
  • Concepts are developed in Teacher-Led Instruction. These may be extended into Independent Digital Lessons.

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Grade 1 meet the expectation that there is a variety in what students are asked to produce. Students are asked to produce a variety of products in digital and written form.

Students are asked to demonstrate:

  • Multiple representations including models, arrays, number lines, equations, etc.;
  • Justification of their thinking on Optional Problem Sets and Assessments;
  • Completion of timed fluency activities in both Teacher-Led Instruction Whole Group Fluency and Independent Digital Lessons;
  • During Independent Digital Lessons students solve problems using virtual manipulatives.

For example, in Mission 4, Teacher-Led Instruction Lesson 13, students describe and explain why their solutions demonstrate their understanding, using pictures. The Independent Digital Lesson 13 also encourages students to engage with material to use manipulatives and drawing.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectation that manipulatives are faithful representations of the mathematical objects they represent and are appropriately connected to written methods. Manipulatives are embedded in both Independent Digital Lessons and Teacher-Led Instruction to represent mathematical ideas and build conceptual understanding. Examples include place value disks, Unifix cubes, and craft sticks. They are often connected to written representations.

For example, in Mission 2, Teacher-Led Instruction, Lesson 7, students use 10 blue and 10 yellow linking cubes and ten-frames to represent various addition equations within 20, with a focus on making 10 as an addition strategy (i.e. when solving 8+5, students are asked to group their cubes in fives representing 8+5 = 5+5+3 = 10+3). In the corresponding Independent Digital Lesson, students explore the same concept using virtual hats to represent addition and then write number sentences.

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The visual design of Zearn Grade 1 materials is not distracting for students. Students are asked to thoughtfully engage with the material in a variety of ways. The font size, graphics, amount of directions, and language used on student pages and in Independent Digital Lessons is appropriate for students in Grade 1.

For every mission, teachers can access on the home page links to Teacher-Led Instruction and the Independent Digital Lessons. However, while the home page provides access to all activities, teachers need to open multiple tabs and pdfs to view a mission or lesson in its entirety. In addition, Independent Digital Lessons and Whole Group Fluency in Teacher-Led Instruction are not available for every lesson, and there is no explanation as to why.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
6/8
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Criterion Rating Details

The instructional materials for Zearn Grade 1 partially meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support planning and providing learning experiences with quality questions and contain ample and useful notations and suggestions on how to present the content. The materials partially include a teacher’s resource that contains adult-level explanations and examples of the more advanced mathematics concepts in the lessons and partially contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectation of supporting teachers in planning and providing effective learning experiences through quality questions.

The teacher notes within the Teacher-Led Instruction Small Group Lessons provide teachers with guiding questions to elicit student understanding and discourse to allow student thinking to be visible. Discussion questions provide a context for students to communicate generalizations and patterns and to draw conclusions. Debriefing Questions are located at the end of each lesson that provide teachers with quality questions that check for the students' understanding of concepts.

In some lessons, questions are sequenced in such a way as to build student understanding of the mathematics. For example:

  • In Mission 3, Teacher-Led Instruction, Small Group Lesson 6, teachers are prompted to ask:
    • “Without measuring, can you order these three objects from shortest to longest?”
    • “Align the endpoints. Now can you order the objects from shortest to longest? Share your thoughts with your partner.”
    • “What can we do to describe their lengths more precisely? How can we tell how long each item is?”
  • In Mission 5, Teacher-Led Instruction, Small Group Lesson 3, teachers are prompted to ask:
    • “How are all cubes alike?”
    • “How are they different from each other?”
    • “This is a rectangular prism. A rectangular prism also has six faces, but let's check. Does it have six faces?”
    • “What shapes are the faces?”
    • “Who has a rectangular prism in front of them?”

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.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectation of materials that include a teacher’s edition with annotations and suggestions on how to present the content in the student material.

The teacher materials are found in links within Teacher-Led Instruction and include Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems. Guidance is provided to teachers on multiple means of engagement, representation, action/expression, and vocabulary support. On the home page for each Mission, there is a link to the entire Engage NY program upon which Zearn is based. This is where teachers can find additional information on how to use the materials.

Digital materials are a significant part of the learning in Zearn. The Independent Digital Lessons are student-facing lessons aligned to the Teacher-Led Instruction with an emphasis on mastering fluency and providing different representations of the concepts. The Lessons are comprised of four components: fluency, guided practice, independent practice, and bonus (in applicable lessons).

The Help Tab on the home page contains an “Implementation Resources” tab that provides help for instruction. The Implementation Resources section contains a “Getting Started Checklist,” “Zearn Recommended Schedule,” and “Classroom Anchor Charts.” These resources explain how to use the digital and print materials together.

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.
1/2
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Indicator Rating Details

The instructional materials for Zearn Grade 1 partially meet the expectation that the materials include a teacher’s resource that contains adult-level explanations and examples of the more advanced mathematics concepts in the lessons.

Notes are included on pages which help teachers consider how to engage a range of learners; however, the teacher materials do not provide explanations of the mathematical concepts within the lessons. Examples of the mathematics are not provided in adult language within the lessons.

Teachers looking for adult-level explanations and examples can access and download the grade-level “Missions and Standards Overview.” There is no link to the Missions and Standards Overview while in the Small Group Lessons for teachers to find explanations.

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.
1/2
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Indicator Rating Details

Instructional materials reviewed for Zearn Grade 1 partially meet the expectation of containing teacher resources that explain the role of the grade or the course over multiple grades. Some notes within the Small Group Lessons, as well as the Missions & Standards Overview, provide connections between prior learning, within, and between grades.

There is a curriculum map for the course that can be found in the Help Center within the Curriculum Overview section.

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).
0/0
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Indicator Rating Details

The Missions and Standards Overview lists the number of Lessons and weeks per Mission. It also states which Missions address each grade-level standard. There is no pacing guide that describes which standards are addressed in each Lesson.

Guidance on the instructional time for lessons can be found within the Recommended Weekly Schedule section of the “Zearn Math’s Teaching & Learning Approach” document.

There is a curriculum map for the course that can be found in the Help Center within the Curriculum Overview section. This curriculum map shows each Mission’s recommended number of instructional weeks.

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.
0/0
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Indicator Rating Details

There is a parent letter (provided in English, Spanish, Chinese, Portuguese and French) that introduces the program, provides website information, and suggest to parents that they watch the orientation video, and explain the ways parents/caregivers can support students in mathematics, including questions to ask students about their daily math learning. The letter also provides the student username and password. There is a help button that gives information regarding the program and how it works.


Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The Zearn materials offer an explanation of the instructional approaches of the program within “Zearn Math’s Teaching & Learning Approach” document. “The Vision of Zearn Math” explains the program’s approach of “Numeracy for All” and “Learning Pillars.” The Learning Pillars are listed as: "Struggle and support," "Touch and see the math," "Math is a few big ideas," and "Reasoning and sharing." Each Learning Pillar has an explanation as to its meaning within the program.

While the CCSS are listed for each Mission and the MPs are included in the Lessons, there is very little explanation to students or teachers regarding the importance of the identification of the MPs.

An assessment philosophy can be found within the “Zearn Math’s Teaching & Learning Approach” document under “Approach to Assessment.” A "Progression Toward Mastery" is included for each group of Assessments within a Mission. The rubric identifies the criteria and indicators students need to meet as they progress towards Step 4 mastery.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
9/10
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Criterion Rating Details

The instructional materials for Zearn Grade 1 meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the standards. The materials provide opportunities for ongoing review and practice with feedback and offer ongoing formative and summative assessments. The instructional materials provide some strategies for gathering information about students’ prior knowledge, but not for identifying and addressing common student errors and misconceptions.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
2/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectation that materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

In Small Group Lessons the materials note where the content is building on from prior knowledge, whether it be within the grade or from previous grades. This information, as well as regular reports from Independent Digital Lessons, can be utilized as students begin the program and progress toward mastery for each Mission. Informal observation is included in the teacher notes for a lesson and is also used to gather information regarding a student’s prior knowledge. During Small Group Lessons students are regularly asked to comment and share with each other and the whole group by responding to question prompts from the teacher. Information from the daily Exit Tickets that students complete give the teacher an opportunity to check for prior knowledge, review, and provide feedback.

"Independent Digital Lessons include embedded remediation throughout that address gaps in knowledge from both the current and prior grade levels; all students begin on the first Mission of their grade and progress through their grade level sequence at their own pace.", according to page 6 of Zearn Math's Teaching and Learning Approach.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
1/2
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 partially meet the expectation that materials provide strategies for teachers to identify and address common student errors and misconceptions.

The Independent Digital Lessons print reports on students' progress, but they do not provide strategies for teachers to utilize regarding errors and misconceptions. Small Group Lessons include guidance for teachers on specific errors or misconceptions that may arise. Teacher notes include language students may not use correctly as well as areas where the mathematics may be challenging. For example, the Mission 4, Teacher-Led Instruction, Small Group Lesson 6 Multiple Means of Representation states: “Dimes are an abstract representation of tens, particularly because they are smaller than pennies, rather than 10 times the size of a penny. For students who are struggling to grasp quantities of tens and ones, continue to use linking cubes or bundled straws to visually present the comparative quantities.”

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
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Indicator Rating Details

The Zearn Grade 1 instructional materials meet expectations for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The materials provide many opportunities for review and practice. Teacher-Led Instruction and Independent Digital Lessons include:

  • A fluency section to practice and review what has been learned.
  • Guided instruction for students to practice new concepts or skills.

The Independent Digital Lessons provide instant feedback to students if they get a problem right or wrong. When a student misses a problem they are given a second chance to get the problem correct. If their second attempt is still wrong, the answer is provided to the student. Students also have a digital notebook which is reviewed by teachers.

In Teacher-Led Instruction, students work with partners to share feedback regarding the instruction for the day.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 meet the expectation of assessments clearly denoting standards that are being emphasized. Summative assessments are offered in the middle and at the end of each Mission. Each assessment is followed by a rubric indicating the standards assessed and the progressive indicators for mastery.

For Independent Digital Lessons, formative assessments are offered throughout the online lessons, with reports sent to the classroom teacher on each student’s progress towards mastering the standards.

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.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 meet the expectation of assessments including aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Each assessment includes a 4-step rubric indicating the standards assessed and the criteria and indicators for mastery. A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. This rubric provides a 4-step process that goes from 1, which shows “little evidence of reasoning without a correct answer,” to a 4, which is “evidence of solid reasoning with a correct answer.” The assessment also includes exemplars of student work.

Although there are no rubrics for activities in the Independent Digital Lessons, the teacher can access information on the digital component of the system at any time. In addition, an alert is triggered when a student struggles repeatedly on the same concept.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

The student workbook provides pages called, "Weekly Goal Tracker" and "Lesson Progress Checklist." The Weekly Goal Tracker encourages the students to set goals to earn lesson badges. The Lesson Progress Checklist helps students keep track of each lesson’s tasks.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
11/12
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Criterion Rating Details

The instructional materials for Zearn Grade 1 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics and strategies to help teachers sequence and scaffold lessons. The instructional materials consistently provide: strategies for meeting the needs of a range of learners; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 meet the expectations for this indicator by including strategies to help teachers sequence and scaffold lessons.

  • There is guidance provided in the Curriculum Map to clarify the intended sequence of materials to teachers. The Curriculum Map can be downloaded from the Curriculum Overview.
  • A weekly schedule provides suggestions for teachers on how to best modify the sequence of lessons to make the content accessible to all learners. The “Recommended Weekly Schedule,” located on page 18 of Zearn Math’s Teaching & Learning Approach, recommends a flex day for day 5 with suggestions on how to adjust groups and instruction based on the needs of the students.
  • There are notes in the Teacher-Led Instruction sections of Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems that provide strategies for the teacher to scaffold the content for all learners.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
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Indicator Rating Details

The materials reviewed for Grade 1 meet the expectations for this indicator by including strategies for meeting the needs of a range of learners.

  • The notes in the margin for the Universal Design for Learning Framework suggest ways to support students in engagement, representations, and action and expression of the content. These adaptations support a wide range of learners and help teachers make materials accessible.
  • There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. The strategies listed for struggling students on page 22 include, Whole Group Supports, Small Group Supports, and Independent Digital Lesson Supports. Strategies include: “During Whole Group Word Problem, adjust the difficulty of the problem by offering different number choices or context.”, "Small Group Supports, Allow students to work with concrete manipulatives to model and explain thinking", "Independent Digital Lesson Supports, Ensure students are familiar with the video player in Independent Digital Lesson that can be paused and rewound so students can view the video again.".
  • There are notes in the Teacher-Led Instruction sections of Whole Group Fluency, Small Group Lessons, and Whole Group Word Problems that provide strategies for the teacher in meeting the needs of a range of learners.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
1/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 partially meet the expectations for providing tasks with multiple entry points that can be solved in a variety of ways.

  • There are limited opportunities for students to engage with tasks that provide multiple entry points.
    • Whole Group Word Problems, Optional Problem Sets, and Optional Homework are included in almost all Teacher-Led Instruction Lessons. Students can choose their own solution strategy and/or representation to solve these problems.
  • The Independent Digital Lessons predominantly focus on using strategies and skills with one entry point to find a solution.
    • In Guided Practice, students engage in interactive lessons that present a specific approach or strategy.
    • In Independent Practice students have an opportunity to use information presented in the Guided Practice.

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).
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 meet the expectations for this indicator by including support for the English language learner (ELL) and other special populations in order for them to actively participate in learning mathematics.

Within Small Group Lessons, there are notes on Multiple Means of Engagement, Representation and/or Action/Expression that provide timely and direct suggestions for meeting the needs of ELL and special population students. Notes include sentence starters, physical responses, and vocabulary support.

There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. Guidance is provided in the following categories: Whole Group Supports, Small Group Supports, and Independent Digital Lesson Supports. The strategies listed for English Language Learners on page 19 include, “Provide frequent checks for understanding and encourage direct feedback from peers.”, “Allow students to work with concrete manipulatives to model and explain their thinking.”, "Seat students so ELLs work with a variety of learners.", "Ensure students are familiar with the audio buttons in each Independent Digital Lesson that can read text aloud to students.".


Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 meet the expectations of providing opportunities for advanced students to investigate mathematics content at greater depth.

  • In Teacher-Led Instruction, some Whole Group Word Problems include extensions.
  • In Small Group Lessons, Notes on specific problems to use, Multiple Means of Engagement, Representation and/or Action/Expression, sometimes give teachers suggestions about meeting the needs of advanced students.
  • Digital Bonuses are provided in some Missions as Enrichment for students who have met their weekly goals.
  • There is a general list of strategies labeled, “Special Cases of Differentiation” in the “Zearn Math’s Teaching & Learning Approach” document. Guidance is provided in the following categories: Whole Group Opportunities, Small Group Opportunities, and Independent Digital Lesson Opportunities. The strategies listed for Enrichment on page 21 include, "Encourage students to solve problems in more than one way or understand someone else's reasoning.", "Adjust the difficulty of problems by changing the numbers or the context.", and "Encourage students to progress beyond the recommended four Independent Digital Lessons each week; students could progress deeper in on-grade level content or complete all previous Independent Digital Lessons in prior grades through their My Stuff page.".

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
+
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 meet the expectations for this indicator by providing a balanced portrayal of various demographic and personal characteristics.

  • The names and situations in the story problems represent a variety of cultural groups.
  • The Teacher-Led Instruction, Whole Group Word Problems include real-world situations that would appeal to a variety of cultural and gender groups.
  • There is a balanced approach to the use of gender identification.
  • The Independent Digital Lessons represent a variety of cultural groups.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 1 include a variety of grouping strategies.

  • Teacher-Led Instruction, Small Group Lessons include Notes that present teachers with a variety of options for whole-group, small-group, partner, and/or individual work.
  • The Independent Digital Lessons focus independent work.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
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Indicator Rating Details

The materials reviewed for Zearn Grade 1 encourage teachers to make home-language connections and cultural ties to facilitate learning.

  • There are occasions during Teacher-Led Instruction Lessons where students are encouraged to make connections to words in their home languages (mostly with Spanish).
  • A parent letter exists for introducing parents to Zearn; this letter can be accessed in English, Spanish, French, Portuguese, and Chinese.

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
+
-
Criterion Rating Details

The instructional materials for Zearn Grade 1 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers and include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials include some opportunities for teachers to personalize learning for all students, but the materials cannot be easily customized for local use. The instructional materials do include opportunities for teachers and/or students to collaborate with each other.

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.
0/0
+
-
Indicator Rating Details

The digital materials are web-based and compatible with multiple internet browsers, including Chrome, Safari, Firefox, and Explorer. They are platform neutral and can be accessed on tablets and mobile devices, such as iPad and Microsoft Surface. Teacher materials are available with a log-in through Zearn’s website.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
+
-
Indicator Rating Details

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology. Students are given fluency problems in Independent Digital Lesson Sprints, Number Gyms, and Blasts, and a report is sent to the teacher when a student misses 2 or more problems. If a student misses a problem during Independent Practice Tower of Power, re-teaching to help with the error will pop up on the screen. Then, the student will be given another opportunity. If the student is not able to solve the problem correctly, this information is also reported to the teacher.

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.
0/0
+
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Indicator Rating Details

Digital materials include some opportunities for teachers to personalize learning for all students. Teachers can assign any Independent Digital Lesson from any Mission to individual students.

Materials cannot be easily customized for local use. The sequence of the materials can be customized, but the content in the Independent Digital Lessons and Teacher-Led Instruction cannot be customized other than by omitting pieces of either section.

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.).
0/0
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Indicator Rating Details

Materials include opportunities for teachers and/or students to collaborate with each other.

Teachers can access “The Zearn Community” to engage with other educators. The Zearn Community section within the Implementation Resources tab, states, “The Zearn Community: In Fall 2017, Zearn is launching a professional learning community on Facebook where you can connect, collaborate, ask questions, and share ideas with other educators teaching with Zearn. This community is led by Teacher Leaders that have experience with Zearn. Check back in the fall for simple instructions on how to join the Zearn Community!”

Twitter, Facebook, Instagram, and Pinterest accounts exist for Zearn.

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.
0/0
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Indicator Rating Details

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

Students have access to virtual number lines, arrays, number pieces, and number frames in the Independent Digital Lessons. MPs are developed in Teacher-Led Instruction with concrete tools and resources, and students use digital tools and resources as they work through the Independent Digital Lessons. The digital components of the program can be accessed at school and home.

Additional Publication Details

Report Published Date: Wed Oct 18 00:00:00 UTC 2017

Report Edition: 2016

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.

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.

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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