Materials and tools reflect the balances in the Standards and help students meet the Standards rigorous expectations
Developing students conceptual understanding of key mathematical concepts, where called for in specific content standards or cluster headings.
Material for practicing and strengthening mathematical fluency* appear directly in the curriculum for use on a frequent basis. *fluency as indicated by standard
Allowing teachers and students using the materials Notes: 1 2 3 4
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Major Work
Appropriate Assessment
In any single grade, students and teachers using the materials as designed spend the large majority of their math time, approximately , on the major work of each grade. Supporting material does not detract from the focus and coherence. Refer to Section I IMET-focus on major work
1.Unit assessments are aligned with core instruction and standards of unit.
2. Assessment resources do not detract from the focus and coherence of the major work.
Refer to Section IMET-1 III-4 and Required Fluencies , page 6
Key 1 not met 2 approaching 3 adequately met 4 exceeds expectations
FOCUS RIGOR AND BALANCE
Balanced Assessment as designed to spend sufficient time working with engaging applications, without losing focus on the major work of each grade.
Materials developing conceptual understanding, fluency, and applications are evident over the course of each unit or topic.
Assessment reflects balance between conceptual understanding, fluency, and applications. Refer to IMET Section 1 III-30
Materials are consistent with the progressions in the Standards Basing content progressions on the grade-by-grade progressions in the Standards Refer to Adams excel doc
Relating grade level concepts explicitly to prior knowledge from earlier grades
Notes: 1 2 3 4
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Materials foster coherence through connections at a single grade, where appropriate and where required by the Standards Include learning objectives that are visibly shaped by CCSS-M cluster headings, with meaningful consequences for the associated problems and activities. Refer to cluster headings Suggestions of drill down or spot check
Including 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. Notes: 1 2 3 4
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CONSISTENT PROGRESSIONS COHERENT CONNECTIONS Refer to Dana Curr. Frameworks
Curriculum stimulates students to develop habits of mind reflected in the mathematical practice standards Multiple opportunities to connect to content through rich tasks, problem solving, and applications. High level tasks are prevalent and encourage the use of mathematical practices Refer to task analysis guide
Teacher support includes the rationale for the high level tasks.
Multiple opportunities for students to share and critique reasoning using mathematical language and vocabulary
Notes: 1 2 3 4
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Teacher Friendly
Family Connections
Teaching materials are clear and easy to implement. Navigable and well organized Supporting materials identified in one place-for example homework Learning target is clear for each lesson Clear lesson plans-easily transferred from word to lesson Strategies to identify and address common misconceptions
Materials are clear and accessible to families. Easy and logical access to materials to support class and home work Learning goals are clearly stated Page layout is fitting to task and developmentally appropriate What translations of materials are available? Chinese, Japanese, Spanish Notes: 1 2 3 4
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MATHEMATICAL PRACTICES EASE OF IMPLEMENTATION
Student Friendly
Assessments
Differentiation
Technology
Page layout is developmentally appropriate Language is developmentally appropriate Situations and examples are relevant to and engage students of a wide range of backgrounds Are there opportunities for students to self-select a level of work
A variety of assessment tools encompass procedural/skill, conceptual understanding, and applications. Customizable assessment options are readily available online or on disc Online versions of assessment are available and are connected to growth tracking tools A variety of modes of assessment tools are available. Assessment tools allow teachers to track student growth according to common core.
The curriculum provides ample opportunities for differentiation in the majority of lessons.
Especially addressing the ability of all student populations in understanding how to enter into engagement with the text. Differentiation available for ELL beyond simple word support, SPED, Advanced Learning, Suggestions for combining visual and auditory and other modalities as needed in a lesson
Digital resources are available to enhance and support teachers, students and families, but curriculum is not dependent upon it.
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CULTURAL RESPONSIVENESS Instructional materials must be reviewed for their multicultural and anti-bias qualities Avoids labels or role stereotyping which demean women, people of color and the disabled. Free of ethnocentric, gender biased, or elitist language patterns.
Materials contain perspectives of different gender, racial, ethnic, cultural, religious, sexual orientation and disability groups where applicable.
Provides a variety of ways in which students can be encouraged to build on their skills and learning while at the same time validates their experiences, values, and traditions where applicable. Notes: 1 2 3 4