Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Zearn Grade 5 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
33
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials for Zearn Grade 5 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 percent 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 5 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 5 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.
  • The summative assessments in each Mission include a Mid-Module and End-of-Module assessment.
  • Each assessment question has been linked to one or more of the standards which are specified in the rubric.

The instructional materials focus on grade-level content.

  • Mission 3: In the Mid-Module Assessment, students add and subtract fractions with unlike denominators by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (5.NF.1) and solve word problems involving addition and subtraction of fractions referring to the same whole (5.NF.2).
  • Mission 5: In the Mid-Module Assessment, students recognize volume as an attribute of solid figures and understand concepts of volume measurement (5.MD.3), measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units (5.MD.4), and relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume (5.MD.5)
  • Mission 6: In the End-of-Module Assessment, students write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (5.OA.2), generate two numerical patterns using two given rules (5.OA.3), use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates (5.G.1), and represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane (5.G.2).

The Mission 1 End-of-Module Assessment has one problem which assesses future grade-level standards. The End-of-Module Assessment Task problem 4b & 4c asks students to solve a word problem to the thousandths place. Students are limited in 5.NBT.7 to perform operations with decimals to the hundredths place. The problem reads: “4. Dr. Mann mixed 10.357 g of chemical A, 12.062 g of chemical B, and 7.506 g of chemical C to make 5 doses of medicine. 4b-Find the actual amount of medicine mixed by Dr. Mann. What is the difference between your estimate and the actual amount? 4c. How many grams are in one dose of medicine? Explain your strategy for solving this problem.” The off-grade level items could be removed without affecting the sequence of learning for the students or the mathematical integrity of the materials.

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 5 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 5 meet the expectation for spending the majority of class time on the major clusters of the grade. This includes all clusters within 5.NBT and 5.NF along with 5.MD.C.

According to Missions and Standards Overview for Grade 5, the materials contain 6 Missions, 138 Lessons, and 34 Weeks, with 4 lessons per week.

  • All 6 Missions include one or more major clusters of Grade 5. 100 percent of the Missions focus on major work of the grade.
  • 27 of the 34 Weeks of instruction are spent on major work of Grade 5, approximately 79 percent.
  • There are a total of 138 Lessons, and approximately 107 Lessons focus on the major work of Grade 5 (or 78 percent of the Lessons).

The most representative perspective for this indicator is Weeks, with Zearn spending approximately 78 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
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Criterion Rating Details

The instructional materials for Zearn Grade 5 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
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 5 meet expectations for their use of supporting content as a way to enhance coherence by engaging students in the major work of the grade.

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

  • Mission 1 lessons support cluster 5.NBT.A. In these lessons, students solve problems involving place value with decimal fractions. Students use the area model, vertical number lines, and place value strategies to solve problems.
  • Mission 2 lessons support cluster 5.NTB.B. In these lessons, students solve problems involving base-ten operations including multiplying multi-digit whole numbers, dividing whole numbers and using all four operations with decimals to hundredths. Students use place value patterns, area models, the standard algorithm, partial products, and estimation to develop fluency of operations for whole number and decimal values.
  • Mission 3 lessons support cluster 5.NF.A. In these lessons, students solve problems involving adding and subtracting fractions. Students use number lines, area models, equivalent fractions, and benchmark numbers to develop strategies for adding and subtracting fractions.
  • Mission 4 lessons support cluster 5.NF.B. In these lessons, students solve problems involving multiplying and dividing fractions and decimals. Students use tape diagrams, drawings, repeated addition, partitions, unit fractions, and several other strategies to develop the understanding of multiplying and dividing fractions.
  • Mission 5 lessons support cluster 5.MD.C. In these lessons, students solve problems involving volume and how it relates to multiplication and addition strategies. Students initially build and count cubes to determine the volume, then they compose and decompose prisms using layers. This allows students to then develop multiplication strategies for determining volume. Later, students also develop visual models and equations to solve real world problems.

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 5 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 138 Independent Digital Lessons and Teacher-Led Instruction is approximately 34 weeks. This provides material for 170 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 5 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 clearly 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 of Grade 5 and make applicable connections to past or future content. For example, the Mission 1 Summary states: “This opening Mission is a culmination of 2nd, 3rd, and 4th grade. Additionally, students extend their understanding of decimal fractions to the thousandths place and more sophisticated patterns of our base ten system.”.
  • On the teacher home page for many Missions there is a box titled "Foundational Digital Lessons.” This identifies what concepts from previous Topics and Lessons are connected to the current topic. For example, in Mission 3 students work on standards 5.NF.1 and 5.NF. 2. Foundational Digital Lessons that prepare students for the work of Grade 5 are identified as Grade 3 Mission 5 (G3M5) and Grade 4 Mission 5 (G4M5) which focus on standards 3.G.2 and 3.NF.1-3, as well as 4.NF.1-4, 4.MD.2, 4.MD.4, and 4.OA.5.
  • In early Missions, the Whole Group Fluency link identifies essential skills from previous grades on which the Topic builds. For example, in Mission 2, Whole Group Fluency Module 2, Topic B: The Standard Algorithm for Multi-Digit Whole Number Multiplication, the teacher materials state the following: “In Topic B, place value understanding moves toward understanding the distributive property by using area models to generate and record partial products (5.OA.1, 5.OA.2), which are combined within the standard algorithm (5.NBT.5).”
  • 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 Teacher-Led Instruction 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
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 5 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: Making Like Units Pictorially and Topic C: Making Like Units Numerically are visibly shaped by 5.NF.A, “Use equivalent fractions as a strategy to add and subtract fractions.”
  • Mission 4, Topic E: Multiplication of a fraction by a fraction is visibly shaped by 5.NF.B, “Apply and extend previous understanding of multiplication and division to multiply and divide fractions.”

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

  • Mission 2, Topic D: Measurement Word problems with Whole Number and Decimal Multiplication connect 5.OA.A to 5.MD.A. Students use the four operations with whole numbers to write simple expressions in order to convert measurement units within a given measurement system.
  • Mission 5, Topic B: Volume and the Operations of Multiplication and Addition connect 5.MD.C to 5.NBT.B. During this Mission, students find the volume of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts (5.MD.C), which requires the multiplication of multi-digit whole numbers (5.NBT.B).

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The instructional materials for Zearn Grade 5 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 5 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
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-
Indicator Rating Details

The instructional materials reviewed for Zearn Grade 5 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific cluster headings, such as 5.NBT.A, 5.NF.B, and 5.MD.C.

Students expand their understanding of fractions to include addition and subtraction of fractions with unlike denominators (5.NF.A) as well as multiplication and division of fractions for limited cases (5.NF.B).

  • In Mission 3, Small Group Lesson 3, students develop a conceptual model of fraction addition. Students fold pieces of paper and shade sections of the paper to represent each fraction that will be added together.
  • In Mission 4, Small Group Lesson 6, students develop an understanding of finding a fraction of a set. Students use a tape diagram to show an understanding of the solution to the following problem, “In a class of 24 students, ⅚ are boys. How many boys are in the class?”
  • In Mission 4, Small Group Lesson 25, students develop a conceptual model of division with fractions. Students are asked to solve and model the following problem: “Tien wants to cut ¼ foot lengths from a board that is 5 feet long, How many board can he cut?”

The use of multiple representations and understanding the similarities and differences between representations is used extensively throughout the instructional materials to help students build conceptual understanding.

  • Mission 1 focuses on 5.NBT.A. Place value charts and vertical number lines are used to introduce the fractional unit of thousandths as well as place value understanding to round a decimal to any place.
  • Mission 5 focuses on 5.MD.C. Students use centimeter grid paper, centimeter cubes, and isometric dot paper to build and represent solid figures of a given volume as well as to find the volume of a given rectangular prism.
  • Throughout the Grade 5 Missions and Lessons, students are frequently asked to draw and make conclusions based on their drawings.
  • Optional Problem Sets include opportunities for students to draw pictures and make models to show understanding. For example, the Mission 4 Problem Set for Small Group Lesson 16, asks students to, “Solve and show your thinking with a tape diagram” when multiplying fractions within a word problem.

Overall, Lessons within Missions, whether Teacher-Led Instruction or Independent Digital Lessons, present opportunities for students to develop conceptual understanding of the mathematical concepts for the grade using place value, concrete models, and the properties of arithmetic.

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 Grade 5 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, Blast, Totally Times, and Multiply Mania, and in Small Group Instruction, with Fluency activities for most lessons.

  • In Mission 2, Teacher-Led Instruction Whole Group Fluency Lesson 4 (5.NBT.5), students practice decomposing multiplication sentences such as 12 x 3 =____ into (8 x 3) + (____ x 3) = _____. They practice writing the value of the new equation and using addition to solve. They repeat the process for 14 x 4, 13 x 3, and 15 x 6.
  • In Mission 2, Independent Digital Lesson 5 Blast, students practice solving two-digit whole numbers multiplied by 10. During Blast, students solve multi-digit multiplication (5.NBT.5).

Overall, Zearn includes time in every lesson during Independent Digital Lessons in Number Gyms and lesson-specific activities to build fluency. Most Teacher-Led Instruction lessons include a Whole Group Fluency lesson, as well. 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 instructional materials reviewed for Grade 5 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.

During Teacher-Led Instruction in every Mission, there are Whole Group Word Problems (Application Problems) for most lessons. These Application Problems represent the Addition and Subtraction Situations described in Table 1 of the CCSSM, and the Multiplication and Division Situations described in Table 2 of the CCSSM.

Mission 4, Multiply and Divide Fractions and Decimals (5.NF.B) represents major work for the grade. The Application Problems in this mission are specifically designed as a bridge between deepening concept development on multiplication and division and applying their understanding to multiplication and division of fractions. For example, in Teacher-Led Instruction, Whole Group Word Problems, Topic E: Multiplication of a Fraction by a Fraction, “Topic E introduces students to multiplication of fractions by fractions -both in fraction and decimal form (5.NF.4a, 5.NBT.7).” The topic includes six lessons that have application problems. For example:

  • Lesson 15: “Kendra spent ⅓ of her allowance on a book and ⅖ on a snack. If she had four dollars remaining after purchasing a book and snack, what was the total amount of her allowance?” The teacher note states, “This problem reaches back to addition and subtraction of fractions, as well as fractions of a set.”
  • Lesson 17: “Ms. Casey grades 4 tests during her lunch. She grades ⅓ of the remainder after school. If she still has 16 tests to grade after school, how many tests are there?” The teacher note states, “Today’s Application Problem recalls Lesson 16’s work with tape diagrams.”
  • Lesson 18: “An adult female gorilla is 1.4 meters tall when standing upright. Her daughter is 3 tenths as tall. How much more will the young female gorilla need to grow before she is as tall as her mother?” The teacher note states, “This Application Problem reinforces that multiplying a decimal number by tenths can be interpreted in fraction or decimal form (as practiced in Lesson 17). Students who solve this problem by converting to smaller units (centimeters or millimeters) should be encouraged to compare their process to solving the problem using 1.4 meters.”

Throughout Grade 5 students deepen their understanding of multiplication and division as they practice multiplication and division of fractions. The Application Problems link the four operations of arithmetic and the properties of arithmetic to major work of the grade.

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 5 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. Mission 2, Teacher-Led Instruction, Whole Group Fluency Lesson 14 builds on understandings from Grade 4 to help students review the multiplication of unit fractions. In Independent Digital Lessons Mix and Match, students practice multiplication of multi-digit whole numbers.
  • Conceptual understanding is consistently embedded into lessons. In Mission 3, Teacher-Led Instruction, Lesson 8, students use the number line when adding and subtracting fractions greater than or equal to 1. During Independent Digital Lessons, Tower of Power Lesson 8, students use the number line when adding and subtracting mixed numbers and whole numbers.
  • Application problems are consistently embedded into lessons and often call for students to model their thinking and make connections to procedural skills. The Mission 5, Teacher-Led Instruction, Whole Group Word Problems Lesson 3 states: “An ice cube tray has two rows of 8 ice cubes. How many ice cubes are in a stack of 12 ice cube trays? Draw a picture to explain your reasoning.”.

Criterion 2e - 2g.iii

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

The instructional materials for Zearn Grade 5 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 5 partially meet the expectations for identifying the Math Practice Standards (MPs) and using them to enrich the mathematics content. The MPs are frequently identified in the Teacher-Led Instruction Lessons (however, none are identified in Mission 3) and are not identified in the Independent Digital Lessons.

The Math Practices are sometimes identified in the teacher materials, titled "Small Group Lessons" and "Whole Group Word Problems," for each Mission. Sometimes, guidance for implementing the Math Practices can be found within varied sidebars often called “Notes on Multiple…” The “Notes,” however, are inconsistent in that not every Math Practice has specific guidance within a lesson and sometimes the “Notes” are not related to the Math Practices.

  • In Mission 2, Lesson 18, MP.2 is identified as students estimate a quotient. The guidance for MP.2 states “Students should reason about how the estimation of the divisors and dividends affects the quotients. For example, if both the dividend and the divisor are rounded down, the estimated quotient will be less than the actual quotient. Whether the actual quotient is greater than or less than the estimated quotient can be harder to predict when the divisor is rounded up and the dividend is rounded down, or vice versa. How much each number (dividend or divisor) was rounded also affects whether the estimated quotient is greater than or less than the actual quotient. After a problem is completed, ask students to compare the estimated quotients to the actual quotients and reason about the differences.”
  • In Mission 3, math practices are not identified in the Teacher-Led Lessons. There is no guidance for teachers as to which math practices should be emphasized or when they should be used. However, some guidance on the MPs is provided in the EngageNY Module 3.

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 5 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 lessons give teachers limited guidance on how to implement the MPs, and where identified, the materials sometimes attend to the full meaning of each MP.

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

  • MP.2: Mission 4 Lesson 18: Students reason about their observation of the total number of decimal places in the factors and the number of decimal places in the product.
  • MP.6: Mission 5 Lesson 9: Students use precision to calculate and record the volume of several rectangular prisms and then check if one prism is one-half the volume of one of the other prisms.
  • MP.7: Mission 2 Lesson 5: Students use the structure of the standard multiplication algorithm to compare to the area model for multiplication. Students are asked to explain the connections between the two.
  • MP.8: Mission 2 Lesson 11: Students use repeated reasoning to help convert a product back to wholes and hundredths.

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

  • MP.1: Mission 6, Lesson 15, Problem 3: Teachers guide students through the construction of perpendicular line segments using the sum of the acute angles and a straightedge. Students are prompted by the teacher through each step of the construction, eliminating students’ opportunity to make sense of problems and show perseverance.
  • MP.2: Mission 2, Lesson 24: Teachers are instructed to, “Write 54 ÷ 10 horizontally on the board.” and facilitate the lesson by saying, “Let’s solve this problem using place value disks. Draw 5 tens disks and 4 ones disks on your personal white board.” Students are directed by the teacher on which method to use and do not have to reason on their own to solve the problem.
  • MP.4: Mission 5 Lesson 3: The lesson requires that a table be filled in by students that records the volume of several rectangular prisms. The teacher is instructed to tell the students to, “partition this prism horizontally into layers like a cake. What might that look like? Work with your partner to show the layers on the next prism in the row, and tell how many cubes would be in each. Use your cubes to help you.” Students do not have an opportunity to present various ideas on how to solve or to construct their own model to show understanding.
  • MP.5: Mission 4, Lesson 1: This lesson involves rounding measured values and displaying those measurements on line plots. The tools for both measurement and displaying data are provided in the lesson to correspond with each step of the process. Students are not strategically choosing tools to explore and deepen their understanding therefore this lesson does not align to MP.5.

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
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Indicator Rating Details

The instructional materials reviewed for Zearn Grade 5 meet the expectations for prompting students to construct viable arguments and analyze the arguments of others. The students’ materials in the Small Group 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 3, Teacher-Led Instruction, Optional Problem Set, Lesson 5, Question 3: “Sandra says that 4/7 - ⅓ = ¾ because all you have to do is subtract the numerators and subtract the denominators. Convince Sandra that she is wrong. You may draw a rectangular fraction model to support your thinking.”
  • Mission 5, Teacher-Led Instruction, Optional Problem Set, Lesson 1, Problem 3: “Joyce says that the figure below, made of 1 cm cubes, has a volume of 5 cubic centimeters. Explain her mistake.” Students explain that Joyce didn’t count a hidden unit on the first layer of the solid.
  • Mission 6, Mid-Module Assessment, Question 4: “Garrett and Jeffrey are planning a treasure hunt. They decide to place a treasure at a point that is a distance of 5 units from the x-axis and 3 units from the y-axis. Jeffrey places a treasure at point J and Garrett places one at point G. Who put the treasure in the right place? Explain how you know.”

Examples of opportunities to construct viable arguments:

  • Mission 2, End-of-Module Assessment, Question 2, Parts a and b: Students explain their thinking as they determine the estimated quotient by rounding the expression to relate to a one-digit fact.
  • Mission 3, Teacher-Led Instruction, Optional Homework, Lesson 3, Questions 2 - 4: Students are instructed to “Solve the following problems. Draw a picture, and write the number sentence that proves the answer. Simplify your answer, if possible.”
  • Mission 4, End-of-Module Assessment, Question 5, Part d: Students create a viable argument when asked, “Could either of the problems also be solved by using ½ x 5? If so, which one(s)? Explain your thinking.”
  • Mission 6, Teacher-Led Instruction, Optional Problem Set, Lesson 5, Question 7: Students construct an argument from a given list of coordinate pairs for what Adam should guess next in order to sink Janice’s battleship. The problem reads, “Adam and Janice are playing Battleship. Presented in the table is a record of Adam’s guesses so far. He has hit Janice’s battleship using these coordinate pairs. What should he guess next? How do you know? Explain, using words and pictures.”

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 5 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 1, Teacher-Led Instruction, Small Group, Lesson 13, Problems 4-6, teachers are instructed to, “Have students decompose the decimal several ways and then reason about which is the most useful for division. It is also important to draw parallels among the next three problems. Lead students by asking questions such as, 'How does the answer to the second set of problems help you find the answer to the third?' if necessary.”
  • In Mission 2, Teacher-Led Instruction, Small Group, Lesson 28, Problem 3, teachers give students a problem that involves cutting a board into multiple pieces of different lengths. After students solve the problem, the teacher asks, “How can you be sure your final answer is reasonable?” and “How did you organize your work so that you could keep track of all the different steps? Compare your organization with that of your partner.” These prompts require students to construct an argument for their process as well as analyze their partner’s process to finding a solution.
  • In Mission 5, Teacher-Led Instruction, Small Group, Lesson 16, Problem 2, students compare the trapezoid that they created when they added a third and fourth segment that crossed a set of parallel lines. The teacher instructs the students to, “Compare your trapezoid with your partner’s. What is alike? What is different?”
  • In Mission 6, Teacher-Led Instruction, Small Group, Lesson 7, teachers provide guidance for students to construct an argument by stating, “Tell a neighbor how you know.” Students critique the reasoning of their peers when the teacher states, “Some of you said the rule for the coordinate pair is x times 2, and some of you said that rule is y is always 3. Which relationship is correct? How do you know? Turn and talk.”

Indicator 2g.iii

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

The instructional materials reviewed for Zearn Grade 5 meet the expectations 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 6, Teacher-Led Instruction, Whole Group Word Problems, Lesson 2 states, “The Application Problem prepares students for today’s discussions regarding parallel and perpendicular lines.”
  • 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 5, Independent Digital Lesson 1, Math Chat introduces students to the terms, cubic centimeter and volume, and has students complete several examples identifying the volume of solids in cubic centimeters.
  • Students are expected to use correct mathematics vocabulary as they Read, Draw, and Write for Word Problems. For example, in Mission 2, Teacher-Led Instruction, Whole Group Word Problems, Lesson 14, students must use correct terminology and representations as they draw and label a tape diagram to represent a given unit within a measurement system. Problem 3 reads, “Express 1 quart as a fraction of 1 gallon.”

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 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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 with numbers and computation.
  • Progressions are clear, as in focusing on multiplication of multi-digit numbers before multiplying fractions.
  • 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 for Zearn Grade 5 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 through models, arrays, number lines, equations, etc.;
  • Justification of their thinking on Optional Problem Sets and Assessments;
  • Completion of timed fluency activities in Teacher-Led Instruction Whole Group Fluency and Independent Digital Lessons;
  • During Independent Digital Lessons students solve problems using virtual manipulatives.

For example, in Mission 1, Teacher-Led Instruction Lesson 1, students describe and explain why their solutions demonstrate their understanding, using words, pictures, or place value chart. The Independent Digital Lesson 1 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 for Zearn Grade 5 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 Independent Digital Lessons and Teacher-Led Instruction to represent mathematical ideas and build conceptual understanding. Examples include 2-sided counters, centimeter cubes, and tape diagrams. They are often connected to written representations.

For example, in Mission 3, Independent Digital Lesson 3, students use an electronic tool to divide rectangles into equal parts so that students can combine like fractions. The students take notes and draw a model in the virtual student workbook.

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 5 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 5.

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.
5/8
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Criterion Rating Details

The instructional materials for Zearn Grade 5 partially meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials contain ample and useful notations and suggestions on how to present the content. The materials partially: support planning and providing learning experiences with quality questions, include a teacher’s resource that contains adult-level explanations and examples of the more advanced mathematics concepts in the lessons, and 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.
1/2
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Indicator Rating Details

The instructional materials for Zearn Grade 5 partially 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 some guiding questions to elicit student understanding and discourse to allow student thinking to be visible. Periodically, 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 the Grade 5 materials, the Debriefing Questions are only located in Missions 1 and 2.

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 13, teachers are prompted to ask questions such as:
    • "What do you know about the total value of this expression without solving?"
    • "Do you think the answer is more or less than one? Turn and share."
    • "(Write 2 ⅓ + 3 ⅕ ___ 6 + ⅞ on the board.) Which expression is greater? Share your thinking with your neighbor."
  • In Mission 5, Teacher-Led Instruction, Small Group, Lesson 4, teachers are prompted to ask questions such as:
    • "This is the same volume as before. Look at all three multiplication sentences. What patterns do you notice? Turn and talk."
    • "So, does centimeters times centimeters times centimeters give us centimeters cubed? Why or why not? Turn and talk."
    • "Let’s see if this pattern holds. (Display the image of the prism shown.) Record the dimensions of this prism. What’s different about it?"

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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 meet the expectation of materials containing 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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

The instructional materials for Zearn Grade 5 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 5 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 for Zearn Grade 5 partially 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 for Zearn Grade 5 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, Mission 2, Teacher-Led Instruction, Small Group Lesson 7 Multiple Means of Action and Expression states: “When multiplying multi-digit numbers, (especially those with three-digit multipliers) encourage students to remember which partial product they are finding. This will help to remind students about the zeros in the partial products. Ask, "Are we multiplying by ones, tens, or hundreds? When multiplying by a ten, what will the digit in the ones place be? When multiplying by hundreds, what will the digits in the ones and tens places always be?”

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 instructional materials for Zearn Grade 5 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. During Teacher-Led Instruction and Independent Digital Lessons, there are:

  • 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. If 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
+
-
Indicator Rating Details

The materials reviewed for Zearn Grade 5 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
+
-
Indicator Rating Details

The materials reviewed for Zearn Grade 5 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
+
-
Criterion Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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.
    • In Mission 2, Topic B, Small Group, Lesson 4, “Multiple Means of Action and Expression” states, “This lesson requires students to work mentally with two-digit and three-digit numbers. If basic multiplication facts are not yet mastered, be prepared to adjust numbers in calculations to suit the learner’s level. Spending time working on basic facts (with flash cards, computer games, etc.) may be necessary prior to this lesson.”

Indicator 3s

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

The materials reviewed for Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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
+
-
Indicator Rating Details

The instructional materials for Zearn Grade 5 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 on independent work.

Indicator 3y

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

The instructional materials for Zearn Grade 5 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 5 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
+
-
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
+
-
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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