Alignment to College and Career Ready Standards: Overall Summary

The instructional materials reviewed for Common Core Coach Suite Grade 5 do not meet the expectations for alignment to the CCSSM. In Gateway 1, the instructional materials partially meet the expectations for focus and coherence. The instructional materials meet the expectations for focus, but they do not meet the expectations for coherence. In Gateway 2, the instructional materials do not meet the expectations for rigor and the mathematical practices. The instructional materials partially meet the expectations for rigor and balance, but they do not meet the expectations for practice-content connections. Since the materials do not meet the expectations for alignment to the CCSSM, they were not reviewed for usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

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Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
9
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
8
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
0
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Partially Meets Expectations

+
-
Gateway One Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet the expectations for focus and coherence in Gateway 1. The instructional materials do not assess topics before the grade level in which the topic should be introduced, and the materials do spend at least 65% of instructional time on the major work of the grade. The instructional materials do not meet the expectations for being coherent and consistent with the Standards as they partially have: supporting content that enhances focus and coherence by engaging students in the major work of the grade; consistency with the progressions in the Standards; and coherence through connections at a single grade.

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 reviewed for Common Core Coach Suite Grade 5 meet the expectations for not assessing topics before the grade level in which the topic should be introduced.

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 Common Core Coach Suite Grade 5 meet the expectations for assessing grade-level content. Most of the assessments include material that is appropriate for Grade 5, although there is some content from future grades assessed. In the instances where future content is assessed, the items could be easily omitted or modified by a teacher without impacting the structure and grade-level content of the overall assessment.

For this indicator, all summative assessments were reviewed across the three books included in the suite. In addition, the suite contains two PARCC practice assessments. These assessments were reviewed and also found to meet the expectation for assessing grade-level content. Probability, statistical distributions, similarity, transformations, and congruence do not appear in any of the assessments.

Common Core Coach contains a Domain Assessment for each of the five domains and one end-of-year summative assessment. All of these assessments are found in online in the Digital Assessments blade. Additionally, print-only Performance Task assessments can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Coach include:

  • Domain 2 Assessment for Number and Operations in Base Ten, Question 6: “Joaquin has a special mountain bike that weighs only 16.25 pounds. Rhonda says her bike weighs 2.5 times as much as Joaquin’s bike. How much does Rhonda’s bike weigh?” (5.NBT.7)
  • Domain 4 Assessment for Measurement and Data, Question 22: “Suri is going on a plane to visit relatives. She knows the airline will charge a fee if her suitcase weighs more than 50 lbs, so she has weighed everything she wants to take. The empty suitcase weighs 12 lb, her clothes and shoes weigh 31 lb 9 oz, her papers weigh 14 oz, and her book weighs 2 lb 12 oz. Will Suri be charged a fee? Show your work.” (5.MD.1)

Common Core Support Coach includes two practice tests, which may be used as summative assessments. These can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Support Coach include:

  • Practice Test 1, Question 31: “Johan bought 1.807 pounds of almonds. Natalia bought 1.897 pounds of almonds. Which expression could be used to show who bought more almonds?” (5.NBT.3b)
  • Practice Test 2, Question 44: “Samuel played football for 90 minutes on Friday and 2 hours on Saturday. How many more minutes did Samuel spend playing football on Saturday than on Friday?” (5.MD.1)

Common Core Performance Coach contains a summative Review and Performance Task assessment for each of the five domains. These assessments can be accessed online in the Print-Only Assessments blade.

Examples of grade-level assessment items in Common Core Performance Coach include:

  • Domain 3 Review and Performance Task assessment for Number and Operations - Fractions, Question 5: “Drew hiked two trails at a state park. Rocky Hill Trail is 7/8 mile long. Babbling Brook Trail is 4/5 mile long. How much farther did Drew hike on the Rocky Hill Trail than on the Babbling Brook Trail? Write an equation to represent the situation using a common denominator. Drew hiked _____ farther on the Rocky Hill Trail.” (5.NF.1)
  • Domain 5 Review and Performance Task assessment for Geometry, Question 6: “Brian says the ordered pair for point T is (4, 3), so it is 4 units from the x-axis and 3 units from the y-axis. Is he correct? Explain.” (5.G.1)

In the instances where future content is assessed, the items could be easily omitted or modified without impacting the structure and grade-level content of the overall assessment. The above grade-level items on assessments include several that require students to use Order of Operations (6.EE.2c). These assessment items include:

  • Common Core Coach Operations and Algebraic Thinking Domain Assessment, Question 3: “What is the value of $$21+4\times8-2$$?”
  • Common Core Coach Summative Assessment, Question 46: “Which expression has a value of 17?” (Sample answers include: “$$3+(5\times2)-8\div2+5$$” and “$$3+[(5\times2-8)\div2]+5$$”)
  • Common Core Performance Coach Domain 1 Review and Performance Task Assessment, Question 4: “Jarrod wrote two numerical expressions: $$100–2\times5$$ and $$(100–5)\times2$$. His expressions use the same numbers and operations. Explain how these expressions are different.”
  • Common Core Performance Coach Doman 1 Review and Performance Task Assessment, Question 10: “Which expression shows multiplication as the last operation to be performed? Circle all that apply.” (Sample answers include: “$$(3\times9+18\div6-4)\times3$$” and “$$9\times[(11-5)2=4]$$”)

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 reviewed for Common Core Coach Suite Grade 5 meet the expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade.

Indicator 1b

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

The instructional materials reviewed for Common Core Coach Suite Grade 5 meet expectations for spending a majority of instructional time on major work of the grade. Overall, approximately 71 percent of instructional time is spent on major work.

Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. “The Coach products are designed to provide a flexible instructional pathway that fits your classroom needs.” As such, the Implementation and Pacing Guide provides suggested activities and minutes for each day but leaves the decision to the teacher as to which students work with Common Core Support Coach and Common Core Performance Coach on any given day.

Calculations were based on the Implementation and Pacing Guide provided for the Common Core Coach Suite. Since all students work with the Common Core Coach but do not necessarily work with Common Core Support Coach and Common Core Performance Coach, the evaluation of major work, and supporting work connected to major work, in Common Core Coach is most representative of the instructional materials.

  • Common Core Coach contains approximately 20 of 28 lessons focused on major work or supporting work connected to the major work of the grade (71 percent).
  • Lessons are allocated to last between three and six days, and are broken into 20-30 minutes of core instruction using Common Core Coach and 10-20 minutes of differentiation through Common Core Support Coach and Common Core Performance Coach. According to the Implementation and Pacing Guide, students could spend the following minutes on major work of the grade or work that supports the major work of the grade:
    • Common Core Coach approximately 2450 minutes out of 3380, or approximately 72 percent of the time is spent on major work or work that supports major work.
    • Common Core Support Coach approximately 2200 minutes out of 2960, or approximately 75 percent of the time is spent on major work or work that supports major work.
    • Common Core Performance Coach approximately 2000 minutes out of 2590, or approximately 77 percent of the time is spent on major work or work that supports major work.

The amount of lessons focused on major work of the grade or work that supports the major work of the grade is the most appropriate calculation for these materials for two reasons. One, it cannot be determined how much time or how many lessons any student would spend in Common Core Support Coach and Common Core Performance Coach. Second, the time provided by the publisher does not align to the perceived time of the reviewers (see 1d report for more information).

It is important to note that Common Core Support Coach does not contain lessons that address two standards that are major work of the grade (5.NBT.4 and 5.MD.5c), thus they are unaccounted for in the calculations of instructional time.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
3/8

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the Common Core Suite of books, standards are mostly taught in isolation from other standards. Each lesson focuses on one standard without referencing connections to major work. Additionally, the teacher edition does not provide explicit connections from supporting work to major work; however, some natural connections are made.

Examples of supporting standards not connected to major work:

  • Converting like measurements (5.MD.1) is addressed in Common Core Coach Lesson 21, Common Core Support Coach Lesson 15, and Common Core Performance Coach Lesson 23. However, no lesson connects to multiplying and dividing fractions (5.NF.4).
  • Making line plots to display data sets (5.MD.2) is addressed in Common Core Coach Lesson 22, Common Core Support Coach Lesson 16, and Common Core Performance Coach Lesson 24. There are no connections to using equivalent fractions to add and subtract fractions (5.NF.1) or multiplying and dividing fractions (5.NF.B).

There are some connections made in the lessons; however, these connections are not explicit, and there is no indication of the connections for the student or teacher. For example:

  • Common Core Coach Lesson 1 Evaluating Numerical Expressions and Lesson 2 Writing and Interpreting Numerical Expressions address using parentheses, brackets, or braces to write, interpret, and evaluate numerical expressions (5.OA.A). Both lessons connect the order of operations to understandings of operations with whole numbers (5.NBT.B). Common Core Performance Coach Lesson 1 Writing Numerical Expressions and Lesson 2 Evaluating Numerical Expressions support and extend understandings of these concepts.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
0/2
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-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 do not meet the expectation that the amount of content designated is viable for one school year in order to foster coherence between grades. The materials consists of three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. These three together make up the Common Core Coach Suite.

  • Common Core Coach contains the core instruction and practice elements of the suite. There are 28 lessons broken up across the five domains, each designed to be taught over three to six days, for a total of 132 instructional days. Lessons are broken into smaller components that are scheduled to last between 20-30 minutes each day. Additionally, each domain contains a Domain Assessment, which is given over two 40-minute periods, for an additional ten days.
  • Common Core Support Coach contains scaffolded lessons for students struggling with concepts taught during core instruction. There are 20 lessons, each designed to be supplemental by making explicit connections between prior knowledge and current grade-level concepts. Each lesson is designed to be taught over three to six days, between 10-20 minutes following the corresponding core instruction. Additionally, there are two Practice Test Assessments which are given over two days at the end of the year.
  • Common Core Performance Coach extends skill development for on-level students and provides practice with a variety of item types for reinforcement and test preparation. There are 30 lessons, each designed to be taught over three to six days, between 10-20 minutes following the corresponding core instruction. Additionally, each domain contains a Domain Review, which is completed over two days as time permits, for ten days.

Common Core Coach Suite provides an insufficient number of problems to complete in the time allotted for lessons. Teachers would need to make significant supplementation and modifications for the program materials to be viable for one school year. Examples include:

  • In Common Core Coach Lesson 14, Problem Solving: Adding and Subtracting Fractions and Mixed Numbers, students work four guided examples and five practice problems over five days to complete the lesson, at 20 minutes each session (100 minutes). These provide an insufficient amount of problems and practice for this lesson. Adding in the differentiation components of Common Core Support Coach or Common Core Performance Coach, another 20 minutes of instruction over five days (or 100 minutes) could be accounted for. Again, these two components consist of guided examples and little practice with grade-level work. The lessons in these components would add little instructional practice.
  • Common Core Coach Lesson 26 Graphing Points on the Coordinate Plane spans four days (80 minutes) for three scaffolded examples, a “Mystery Graph” problem, and 26 practice problems.
  • Common Core Support Coach Lesson 1 Analyzing Numerical Patterns spans four days (80 minutes) of supplemental learning through five scaffolded examples and 24 practice problems.
  • Common Core Support Coach Lesson 15 Converting Measurements spans five days (100 minutes) of supplemental learning using six scaffolded examples and 32 practice problems.
  • Common Core Performance Coach Lesson 3 Relating Numerical Expressions spans four days (80 minutes) for extending understandings of numerical expressions using three scaffolded examples, one coached example, and 10 practice problems.
  • Common Core Performance Coach Lesson 10 Dividing Whole Numbers spans six days (120 minutes) for extending understandings of dividing whole numbers through four scaffolded examples, one coached example, and 11 practice problems.

Assessments also contain an overallocation of time:

  • Common Core Coach Domain Assessments take place over two days (80 minutes) for 20-25 problems per assessment.
  • Common Core Support Coach Practice Tests take place over two days (80 minutes) with teachers selecting key questions for students based on need; neither Practice Test is given in its entirety.
  • Common Core Performance Coach Domain Review and Performance Tasks take place over two days (80 minutes) for 29-35 problems and one performance task per assessment.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
1/2
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations for the materials being consistent with the progressions in the standards. Two components of the suite develop according to the grade-by-grade progressions in the standards, and most content from prior or future grades is clearly identified and connected to current grade-level work. However, the materials do not provide students with extensive work with grade-level problems, and the materials do not meet the full depth of the standards.

Examples of how the materials develop according to grade-by-grade progressions and identify content from prior or future grades, relating it to grade-level work:

  • The Common Core Coach Teacher Edition contains a progressions chart at the start of each of the five domains, which show the connections between prior and future learning to the current grade-level standard being developed in each lesson. The Teacher Edition states that these connections also appear in the Student Edition on a visual roadmap of the domain progressions, showing “how new content builds upon previous grade levels and domains, and connects to future domains.”
    • Domain 2 for Number and Operations in Base Ten, Grade 4 Lesson 2 Problem Solving: Using Multiplication and Division to Make Comparisons (4.OA.2) connects with Grade 5 Lesson 4 Multiplying Whole Numbers (5.NBT.5) which in turn connects to Grade 6 Lesson 4 Problem Solving: Unit Rates (6.RP.3b), Grade 6 Lesson 27 Finding the Area of Triangles and Quadrilaterals (6.G.1), and Grade 6 Lesson 28 Finding the Volume of Rectangular Prisms (6.G.2).
    • Domain 4 for Measurement and Data, Grade 4 Lesson 10 Multiplying Whole Numbers (4.NBT.5) connects to Grade 5 Lesson 24 Finding the Volume of Rectangular Prisms (5.MD.5a, 5.MD.5b) and progresses to Grade 6 Lesson 28 Finding the Volume of Rectangular Prisms (6.G.2).
  • Common Core Support Coach contains lessons that begin with a “Plug In” section, which reviews prior foundational standards. The “Power Up” section includes a grade-level standard that will support the work of the target standard for the lesson. These two are connected in the “Ready to Go” section, which provides students opportunities to work problems using the scaffolded support. Examples include:
    • Powers of Ten, Lesson 2 supports students multiplying and dividing by powers of ten (Common Core Coach Lesson 4) (5.NBT.2). The “Plug In” draws on previous understandings of place value (4.NBT.1, 5.NBT.1), the “Power Up” reviews multiplying by multiples of ten (3.NBT.3, 4.NBT.5), and the “Ready to Go” practice gives them opportunities to use whole-number exponents to multiply and divide by powers of ten (5.NBT.2).
    • Dividing Whole Numbers, Lesson 6 supports students dividing multi-digit numbers up to four-digit quotients and two-digit divisors (Common Core Coach Lesson 9) (5.NBT.6). The “Plug In” reviews using place value to multiply and divide (4.NBT.6), the “Power Up” reviews multiplying multi-digit numbers (4.NBT.5), and the “Ready to Go” practice provides opportunities for students to apply knowledge of place value and the relationship between multiplication and division to divide multi-digit numbers (5.NBT.6).
    • Multiplying Fractions, Lesson 10 supports students using models to multiply fractions in order to solve real-world problems (5.NF.4a). The “Plug In” reviews understanding fractions as multiples (4.NF.4a), the “Power Up” reviews multiplying fractions by whole numbers (4.NF.4b), and the “Ready to Go” practice provides opportunities for students to use models to multiply fractions (5.NF.5a).

Although Common Core Coach and Common Core Support Coach are consistent with the progressions, Common Core Performance Coach does not support the progression of the grade-level standards and does not identify connections to prior knowledge or future work. There is no explicit guidance to show development of the progressions in any of the lessons. For example:

  • In Line Plots, Lesson 29, students work with line plots to add and subtract fractions (4.MD.4). Guidance is not provided for students or teachers as to how this connects to previous understandings of representing and interpreting data using picture and bar graphs (3.MD.3) and extends to future learning involving using line plots and fraction measurements to solve problems (5.MD.2).
  • In Common Core Performance Coach Multiplying Fractions, Lesson 17, students work with the grade-level standard for multiplying fractions. (5.NF.4a) Guidance is not provided within Common Core Performance Coach for students or teachers as to how this connects to previous understandings of multiplying fractions by a whole number (4.NF.4) and extends to future learning involving dividing fractions in Grade 6 (6.NS.1).

The instructional materials for Common Core Coach Suite do not attend to the full intent of the grade-level standards and do not provide students extensive work with grade-level problems. The core instruction in Common Core Coach does not attend to the full intent of the grade-level standards and does not provide students extensive work with grade-level problems. Most of the standards that are considered major work of the grade are taught in one lesson. Some above grade-level work is presented, but it is not identified as such. Examples include:

  • Dividing Whole Numbers, Lesson 9 addresses 5.NBT.6, a major standard for Grade 5. In this lesson, students use a place-value model to find whole-number quotients and have no opportunities to use other strategies to find whole number quotients to meet the full intent of this standard.
  • Recognizing Volume as Additive, Lesson 25 teaches the standard algorithm for multiplication, but does not provide students opportunities to relate volume to the operations or multiplication and addition in real-world problems. (5.NF.5) Additionally, the nine practice items do not provide students extensive work with grade-level problems.

Common Core Support Coach and Common Core Performance Coach provide additional support intended for students needing interventions or additional work with concepts and skills. While these components contain some standards that are not addressed to the full intent of the grade-level standard, including standards that are considered major work of the grade, most lessons do not contain sufficient practice for students to engage in extensive work with grade-level problems.

Examples of standards not addressed in Common Core Support Coach:

  • “Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.” (5.OA.1)
  • “Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.” (5.OA.2)
  • “Use place-value understanding to round decimals to any place.” (5.NBT.4)
  • “Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.” (5.MD.5c)

Examples of standards not addressed to the full intent of the grade-level standard by not giving students extensive work with grade-level problems:

  • Common Core Support Coach Adding and Subtracting Fractions with Unlike Denominators, Lesson 8 addresses two standards (5.NF.1 and 5.NF.2) and contains 17 practice problems.
  • Common Core Support Coach Measuring Volume of Rectangular Prisms, Lesson 17 addresses all of 5.MD.3 (5.MD.3a, 5.MD.3b, and 5.MD.3c) and contains 14 practice problems.
  • Common Core Performance Coach Dividing Decimals, Lesson 13 is the only lesson that attends to 5.NBT.7, major work for Grade 5. There are 10 practice problems presented.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
1/2
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards. Materials are clearly shaped by domain headings but do not connect two or more domains or clusters.

Common Core Coach Suite contains three components: Common Core Coach, Common Core Support Coach, and Common Core Performance Coach. Lessons in Common Core Coach and Common Core Performance Coach are grouped by domain. CCSSM standards alignment can be found in the Table of Contents of the Teacher Edition for each component of the suite. Most lessons in the suite address one standard.

Examples of lessons in Common Core Coach shaped by domain headings include:

  • Domain 1: Operations and Algebraic Thinking: Lesson 2 Writing and Interpreting Numerical Expressions (5.OA.2).
  • Domain 3: Number and Operations - Fractions: Lesson 16 Multiplying Fractions (5.NF.4).
  • Domain 4: Measurement and Data: Lesson 23 Understanding and Measuring Volume (5.MD.3).

Overall, the materials miss important natural connections. Examples include:

  • Common Core Coach Lesson 21 Converting Units of Measure to Solve Problems, Common Core Support Coach Lesson 15 Converting Measurements, and Common Core Performance Coach Lesson 23 Converting Measurement Units do not connect 5.NBT.5 and 5.NBT.6, to place value (5.NBT.1).
  • Common Core Coach Lesson 24 Finding Volume of Rectangular Prisms, Lesson 25 Recognizing Volume as Additive, Common Core Support Coach Lesson 18 Formulas for Volumes of Rectangular Prisms, and Common Core Performance Coach Lesson 26 Volume of Rectangular Prisms all address finding the volume of a right rectangular prism (5.MD.5a), but do not connect to multiplying fractions (5.NF.4).

Gateway Two

Rigor & Mathematical Practices

Does Not Meet Expectations

+
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Gateway Two Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 do not meet the expectations for rigor and mathematical practices. The instructional materials partially reflect 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, but the instructional materials do not meet the expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

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.
4/8
+
-
Criterion Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet the expectations 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 partially attend to each aspect of rigor, and they also partially attend to balance among the three aspects of rigor.

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.
1/2
+
-
Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Materials present concrete visual models and lessons are scaffolded and redundant in problem structure, thus not meeting the full intent of conceptual understanding standards. When the materials present conceptual understanding, it is generally as part of class instruction. Students are typically shown a problem and solution using a representation or strategy. Later in the lesson, before students have any independent practice using the representation or strategy, they are given the formal mathematics rule. For example:

  • In Common Core Coach Lesson 16 Multiplying Fractions, students use multiple shaded-fraction models to represent multiplication of a fraction by a whole number and how to shade models to represent multiplying a fraction by a fraction. However, in the practice portion of the lesson, students are given the models and find the product. Students do not use models to show the connection between their understanding of multiplying whole numbers with multiplying fractions. (5.NF.4)
  • In Common Core Support Coach Lesson 6 Dividing Whole Numbers, during the “Plug In” portion of the lesson, students use place value to divide but then are provided the traditional algorithm for division, which is a Grade 6 standard. Students are given six practice problems to solve, using the standard algorithm. During the “Power Up,” students use the traditional algorithm for multiplication which is followed by four practice problems using the standard algorithm to find the product. During the “Ready to Go” portion of the lesson, students use the traditional algorithm for division. and the problems are scaffolded so students are filling in digits to long division problems. Students do not have the opportunity in this lesson to use a strategy based on place value to find quotients. (5.NBT.6)
  • Common Core Performance Coach Lesson 2 Evaluating Numerical Expressions addresses order of operations (5.OA.1); however, students are given the mnemonic “PEMDAS” and do not have opportunities to learn how the operations are related to one another.

Students are given few opportunities to demonstrate conceptual understanding independently. During independent practice, students solve problems similar to those examples from class instruction, with slight difference in context and/or numbers. Students rarely create visual representations on their own or explain concepts to demonstrate understanding. There are Practice questions with labels such as “Write,” “Draw,” or “Prove,” where students explain mathematical concepts. The questions elicit students' ability to restate the mathematics ideas addressed by the teacher during class instruction. The materials address conceptual understanding standards in a proceduralized way and do not enhance the student's ability to form a conceptual understanding of major work within the grade.

  • Common Core Support Coach Lesson 10 Multiplying Fractions, students both model multiplication and use the algorithm. The Teacher Edition states, “Guide students through shading the model. Monitor that students have correctly translated from the model to the equation. DO B: Show students the multiplication of 9 x 1/8 by renaming 9 as 9/1 then multiplying the numerators and multiplying the denominators.” In the practice problems of the “Power Up” section, students complete one model and then use the algorithm for four additional problems. Practice problems in the “Ready to Go” section direct students to “Shade the models and then multiply the fractions,” thus combining conceptual understanding with a procedure for multiplying fractions. (5.NF.4a and 5.NF.4b)
  • In Common Core Performance Coach Lesson 8 Rounding Decimals, students are taught to use place- value charts to round decimals. Students are then given scaffolded close sentences to fill in with numbers/digits to walk them through the process of rounding decimals. In Practice problems, students answer true false/questions to tell if numbers are correctly rounded. Students do not have to independently create and fill out place value charts to help them round numbers. (5.NBT.A.4)

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.
1/2
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

Specific lessons in the suite address the fluency standards in the CCSSM. All lessons in the suite provide students opportunities to use computation skills. Common Core Coach lessons conclude with two pages of Practice problems, Common Core Support Coach lessons conclude with three practice problems, and Common Core Performance Coach lessons conclude with independent practice problems. Additional fluency practice pages are found in Appendix A of the Common Core Coach Teacher’s Guide.

Specific lessons in the suite addressing fluency standards include:

  • 5.NBT.5: Common Core Coach Lesson 8, Common Core Support Coach Lessons 5 and 6, Common Core Performance Coach Lesson 9
  • 5.NF.1: Common Core Coach Lesson 13, Common Core Support Coach Lesson 8, Common Core Performance Coach Lesson 14
  • 5.NBT.5: Common Core Coach Lesson 8

Since there are very few lessons specifically identified as addressing fluency standards in the suite, there are few opportunities for students to practice fluency skills throughout the entire year. Common Core Support Coach and Common Core Performance Coach do not identify specific fluency components; lessons in these components are developed around the fluency standards. However, additional procedural practice is not provided outside of those specific lessons.

  • Lessons in all three components of the suite allow students to practice procedural skill. However, the lessons do not allow for students to demonstrate fluency since many scaffold thinking. Students fill in spaces, but are not provided opportunities to demonstrate fluency independently. Examples of this include:
    • Common Core Coach Lesson 8 Multiplying Whole Numbers
    • Common Core Support Coach Lesson 17 Measuring Volume of Rectangular Prisms
    • In the Common Core Coach Teacher’s Guide, teachers are instructed to assign various pages for fluency practice throughout the year. No further instructions are given for demonstrating mastery of procedural skill and/or fluency on these pages.

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
1/2
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that the 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 the grade. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

In the Common Core Coach Teacher’s Edition, the Table of Contents denotes lessons that apply skills to real-world problems. Common Core Support Coach does not label specific lessons as application or provide performance tasks that apply skills to real-world situations. In Common Core Performance Coach, there is one Performance Task at the end of each domain that applies concepts and skills to real-world problems. Non-routine problems are addressed in the Performance Tasks, and there are five Performance Tasks throughout the year.

Examples where the instructional materials do not provide opportunities for students to demonstrate the use of mathematics independently and flexibly in a variety of contexts include:

  • Common Core Coach contains 28 lessons; 11 are identified as “Problem Solving.” Each “Problem Solving” lesson follows a specific, scaffolded procedure: “Read, Plan, Solve, & Check.” Students are then given five practice problems to solve, each with diminishing scaffolds.
    • In Lesson 7 Rounding Decimals Using Place Value, students use number lines and place value to round. There is one practice problem and students are given a place-value chart along with blank spaces for students to fill in to determine how to round the number. During independent practice students solve 22 procedural fluency problems related to rounding and four routine story problems (5.NBT.5).
  • In Common Core Support Coach, lessons are scaffolded for students and include a checklist for students to follow when solving problems. Application standards and clusters are therefore not presented appropriately. For example, Lesson 14 Dividing Unit Fractions and Whole Numbers (5.NF.7.a, 5.NF.7.b, & 5.NF.7.c) contains nine questions within the main lesson, four of which are scaffolded and do not provide students opportunities to apply an understanding of multiplication. There are an additional three “Ready to Go” problems to solve that contain an example of a procedural process: “Read, Plan, Solve, and Check,” with a checklist for students to reference throughout the procedure.
  • Common Core Performance Coach provides three to five worked problems as examples to solve the subsequent routine problems.
    • In Lesson 22 Solving Problems with Division of Unit Fractions and Whole Numbers Question 3, students determine if Julio or Dana used the correct equation to determine how many cashews they can each buy. In Question 5, students sort quantities of cereal into two groups: “Less than 7 servings” or “7 servings or more.” (5.NF.6)

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.
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Indicator Rating Details

The instructional materials for Common Core Coach Suite Grade 5 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the program; however, they are mostly treated separately, and there is emphasis on procedural skill and fluency over the other aspects of rigor.

Common Core Coach designates lessons that are specifically identified as fluency, concept, or problem solving (application) lessons. However, the majority of the materials present the mathematics procedurally.

Although all three aspects of rigor are addressed in the materials, lessons throughout the suite quickly move from conceptual understanding or application to procedural skill. For example:

  • In Common Core Coach Lesson 10 Adding and Subtracting Decimals, students use models and place- value charts to add decimals. As the lesson progresses, students use the traditional algorithm for adding decimals. Students then subtract decimals using place value and the traditional algorithm, but no models are given. Students use the standard algorithm to solve practice problems.
  • In Common Core Performance Coach Lesson 14 Adding and Subtracting Fractions and Mixed numbers, students use models to add fractions, then use the algorithm for finding common denominators, creating equivalent fractions, and adding them. The lesson encourages students to use the algorithm and reinforces this in practice problems.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
4/10

Indicator 2e

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

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

The Standards for Mathematical Practice (MPs) are identified in the Teacher Editions of all three components of the suite. The MPs are identified throughout the “teacher notes” and are mostly found during the discussion portion of the lessons. The MPs are identified for each lesson and guidance is given to teachers as to where they are woven into lessons; however, the meaningful connections to the mathematical content are missing.

  • Common Core Coach Teacher Edition page 4 states that “MP standards are woven throughout the curriculum, aligning to interactive questions, practice questions, and assessment items.” Within the Teacher Edition answer key, MPs are identified for each lesson and attached to specific story problems. For example, Lesson 8 Multiplying Whole Numbers addresses MP1 in Question 19: “Write a multiplication problem that has a product of 48,000.”
  • Common Core Support Coach Teacher Edition includes a “Spotlight on Mathematical Practices” section in each lesson, providing the teacher with more detail on where the MPs are woven into the lesson and “notes that support teachers at point-of-use to develop strong mathematical behaviors.” (page xi)
  • Common Core Performance Coach Teacher Edition identifies between two to four MPs in each lesson, linked to the discussion questions and journal prompts at the start of the lesson. For example:
    • Lesson 13 Dividing Decimals discussion question: “How are models for multiplication problems similar to models for division problems? How are they different?” (MP4)
    • Lesson 14 Adding and Subtracting Fractions and Mixed Numbers journal prompt: “When adding two fractions with unlike denominators, what should you do first?” (MP7)

Although MPs are identified throughout the suite, they do not serve to enrich the mathematical content. Since they are identified primarily in discussion questions, the materials lack guidance for teachers on how the highlighted MPs connect to the mathematics students are engaged in. Thus, the treatment of the MPs is fragmented across the suite, and do not provide opportunities for students to make connections and interact with the MPs in a meaningful way. For example:

Common Core Coach:

  • Lesson 2 Writing and Interpreting Numerical Expressions and Lesson 10 Adding and Subtracting Decimals are the two lessons identified as addressing MP2. These two lessons contain three example problems that align to MP2. MP2 is not identified in any other lesson during the year.
  • No MPs are identified for Lesson 14 Problem Solving: Adding and Subtracting Fractions and Mixed Numbers, Lesson 15 Problem Solving: Interpreting Fractions as Division, Lesson 18 Problem Solving: Multiplying Fractions and Mixed Numbers, and Lesson 20 Problem Solving: Dividing with Unit Fractions.

Common Core Support Coach addresses multiple MPs within lessons. For example:

  • MP3 and MP6 are identified in every lesson.
  • In Lesson 3 Reading and Writing Decimals, MPs 1-7 are identified as being present in the lesson. There is no guidance for teachers as to how the seven MPs meaningfully connect to the content within this lesson.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
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Indicator Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 do not meet expectations that the instructional materials carefully attend to the full meaning of each practice standard.

While there is some guidance for teachers on the MPs, the Common Core Coach Suite does not attend to the full meaning of many MPs, as students do not have opportunities to demonstrate use of the practices independently. For example:

  • MP1: In Common Core Coach Lesson 19 Dividing with Unit Fractions and Whole Numbers, teachers are instructed to “Encourage students to ask: Into how many 1/4’s can 6 be divided? This question may help them think of a word problem.” Students do not need to make sense of this problem.
  • MP2: In Common Core Coach Lesson 2 Writing and Interpreting Numerical Expressions, the teacher is instructed to “Encourage students to include parentheses in the numerical expressions they write. Emphasize that including the parentheses makes it very clear which operation is to be performed first.” Students are not independently demonstrating abstract thinking to solve the problem quantitatively but are being told how to approach the problem.
  • MP4: MP4 is frequently misidentified throughout the suite. There are many examples of teachers modeling a specific strategy and students discussing examples of real-life situations in which to use that strategy, but students do not model with mathematics in any of the problems. Examples from Common Core Support Coach where MP4 is misidentified include:
    • In Lesson 1 Analyzing Numerical Patterns, students discuss additional examples of real-world situations that involve creating number or shape patterns.
    • In Lesson 10 Multiplying Fractions, students discuss additional examples of real-world situations that involve using unit fractions to describe fractions.
    • In Lesson 13 Multiplying Fractions and Mixed Numbers, the Problem Solving section prompts teachers to model the 4-step method to problem solving and point out the multiplication clue words “1/2 as much.” Students fill in the blanks on a worksheet and then transition to three basic story problems involving multiplication.
    • In Lesson 17 Measuring Volume of Rectangular Prisms, students discuss additional examples of real objects that are cubes.
  • MP5: In Common Core Coach Lesson 8 Multiplying Whole Numbers Example 2, the teacher is instructed, “A place-value chart may help students see why the product has a digit in the hundred thousands place.” Students are not given the opportunity to choose the model they use but instead are told to use a place-value chart. Additionally, Lesson 24 Finding Volume of Rectangular Prisms addresses MP5 through a discussion of how students could use a volume formula $$V = B\times h$$. This question does not allow students to make their own choices for an appropriate tool and/or model in order for them to solve the problem efficiently and accurately.
  • MP8: Common Core Support Coach lessons address MP8 through discussion questions that help students express reasoning, but it is unclear how they are looking for and expressing regularity, other than using substitution in formulas. Examples include:
    • Lesson 12 Interpreting Multiplication of Fractions: “Invite volunteers to explain how they found the area of rectangles. Have partners compare their work on a problem and describe their results.”
    • Lesson 17 Measuring Volume of Rectangular Prisms: “Invite students to explain how they found each length or volume. Have partners compare their work on a problem and describe their results.”

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.
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Indicator Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet expectations that the instructional materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

While many of the lessons throughout all three components of the suite identify opportunities for students to discuss problem solving and mathematics, the materials provide few opportunities for students to construct arguments using mathematics or to analyze the reasoning and mathematics in others’ arguments. For example, the following lessons identify MP3, but they do not present opportunities for students to critique the work of other students or to construct an argument:

  • In Common Core Coach Lesson 12 Dividing Decimals, after completing Example A, teachers are instructed “To reinforce the relationship between multiplication and division, have students use the multiplication sentence provided to check their work.” While students are encouraged to discuss their own work, using inverse operation is not an example of constructing an argument or critiquing the work of other students.
  • In Common Core Coach Lesson 25 Recognizing Volume as Additive, teachers are directed to “Explain that there may sometimes be more than one way to separate a composite solid figure into smaller rectangular prisms. Stress that however the figure is divided, the total volume of the figure will be the same.”
  • In Common Core Support Coach Lesson 7 Multiplying Decimals, teachers are instructed to “Have partners discuss briefly before group discussion. If needed, encourage students to represent $$3\times2.4$$ as repeated addition.”
  • In Common Core Support Coach Lesson 12 Interpreting Multiplication of Fractions, teachers are directed to “Encourage students to see how comparing one factor to 1 helps them interpret the product. Have partners complete the following sentences, then share and compare their answers: If one factor is less than 1, then the product will be ___ the other factor. If one factor is greater than 1, then the product will be greater than ___. If one factor is equal to 1, then ____.”
  • In Common Core Performance Coach Lesson 7 Comparing Decimals, students are given the following journal prompt: “Give a real-world example of when you might need to compare decimals. Then write an explanation for how you would find the decimal with the greater value.”
  • Common Core Performance Coach Lesson 8 Rounding Decimals has students explain, “How can you tell when the rounded decimal will be less than or greater than the given decimal?”

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.
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Indicator Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet expectations that the instructional materials assist teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. There is little teacher guidance on how to lead discussions beyond the provided discussion questions, and there are missed opportunities to guide students in analyzing the arguments of others.

In Common Core Coach, items marked as addressing MP3 are often related to the teaching of the content with little or no assistance to teachers to engage students in both constructing viable arguments and analyzing the reasoning of others. Most often the materials prompt a discussion about “the topic” to assist students, but there are limited questions or prompts for teachers to support students’ development of arguments. Often suggestions for teachers regarding MP3 focus on students checking their work. Teachers are not provided with strategies for students to analyze the work of others in any of the lessons. For example:

  • In Lesson 10 Adding and Subtracting Decimals, the teacher directions state, “Since addition is the opposite of subtraction, students can use the given addition problem to check their answer.”
  • In Lesson 12 Dividing Decimals, the teacher directions state, “To reinforce the relationship between multiplication and division, have students use the multiplication sentence provided to check their work. Ask: Why are you multiplying 10.3 by 1.2 instead of by 12, which was the divisor you used to divide? Be sure students understand the importance of using the numbers in the original problem to check the answer.”
  • In Lesson 17 Interpreting Multiplication of Fractions, the teacher directions state, “Students should use the products they find as examples to support the conclusion that the answer to the question is yes.”

Common Core Support Coach provides limited assistance to teachers in engaging students in both constructing viable arguments and analyzing the arguments of others. Most often when MP3 is identified, teachers are directed to “Have partners discuss briefly before group discussion.” Some lessons contain a section titled “Spotlight on Mathematics” that offers additional support for teachers in developing critical thinking by offering probing questions to use with students. In addition, teachers are frequently provided a prompt and sentence starter to assist students. However, these probing questions and prompts do not allow for students to construct arguments or critique the reasoning of others.

  • Lesson 4 Comparing Decimals directs teachers to “Have partners discuss briefly before group discussion. As needed, have students look back at the Instruction box to review expanded form of decimal numbers.” This does not explicitly instruct teachers how to support students in constructing arguments about number sense or in analyzing the arguments of others.
  • In Lesson 5 Multiplying Whole Numbers, students discuss with each other before group discussion. In addition, the Teacher Edition prompts, “What steps do you take to find the product by using partial products and place value?” and a sentence starter “I find the product by….”. However, there are no instructions to have student analyze the reasoning of others.

In Common Core Performance Coach, there are no directions to assist teachers in engaging students in constructing arguments or analyzing the arguments of others. Although discussion questions and journal prompts are provided, there are no prompts for teachers, or example student answers to guide the teacher. MP3 is addressed within the discussion questions at the beginning of lessons and within the journal prompt that accompanies most lessons. Additional support for the teacher related to MP3 is not present within the lessons.

  • Lesson 8 Rounding Decimals addresses MP3 with the discussion question, “How can you tell when the rounded decimal will be less than or greater than the given decimal?” No additional support is offered for the teacher and students do not need to construct an argument or analyze others’ arguments based on this prompt.
  • Lesson 19 Comparing Products to Factors, teachers are prompted to ask, “How can multiplication be used for scaling or resizing?” This question serves as a prompt, and students do not need to construct an argument or analyze the reasoning of others to provide an answer.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
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Indicator Rating Details

The instructional materials reviewed for Common Core Coach Suite Grade 5 partially meet expectations that materials use accurate mathematical terminology.

A glossary is available in the student edition of the materials, allowing students to look up definitions for highlighted terms they find in lessons, but these terms are not part of the lesson practice nor do they appear on assessments in any component of the materials.

The Common Core Coach Teacher Edition has a vocabulary box at the beginning of each lesson with mathematical terms and their definitions; however, the lessons do not specifically address the teaching of these terms. Common Core Support Coach does not address specific vocabulary and there is no instruction regarding mathematical language in this component of the suite. Key terms in Common Core Performance Coach are identified at the beginning of each lesson. There is little to no instruction on how to use the language of mathematics within any of the components of the suite. For example:

  • Common Core Coach Lesson 16 Multiplying Fractions, teachers are instructed, “Show how to plot (3, 5) and (5, 3) on the same grid. This will help students understand that the two ordered pairs represent different locations on the coordinate plane.” It is unclear how the student demonstrates precise language. Other than highlighting key vocabulary and a glossary, there is little additional instruction on using accurate mathematical vocabulary.
  • Common Core Coach Lesson 28 Extending Classification of Two-Dimensional Figures Example A introduces the concept that figures can be classified and sorted according to the types of sides they have. Students are instructed to use the glossary to help review terms such as perpendicular and parallel, but no instruction is given for students to use these mathematical terms throughout the lesson.
  • Common Core Support Coach Lesson 7 Dividing Decimals directs teachers to “Have partners discuss briefly before group discussion. As needed, direct students’ attention to the models in [example] DO A. Have students compare the two sets of models.” There is no direction on how students are to use precise language during the discussion.
  • While Common Core Performance Coach lessons never specifically identify key vocabulary, the ELL Support component does suggest students keep dictionaries and use the Frye Method to define terms, use them in a sentence, and give examples and non-examples. Sentence frames are also provided for teachers so they can assist students in understanding the concepts of mathematical terms. However, there is little to no instruction for teachers on how any student should use the language of mathematics.
    • Lesson 12 Multiplying Decimals directs the teacher to ask, “How can you make sure you have placed the decimal point in the correct location of a product when multiplying decimal factors?” This does not support students’ use of precise language around number sense, but rather students could provide a rote response.

Gateway Three

Usability

Not Rated

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
0/8

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.
0/2

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
0/2

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.
0/2

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
0/2

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

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
0/8

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
0/2

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.
0/2

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.
0/2

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.
0/2

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

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

Indicator 3l

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

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
0/10

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
0/2

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
0/2

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
0/2

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
0/2

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.
0/2

Indicator 3q

Materials encourage students to monitor their own progress.
0/0

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
0/12

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
0/2

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
0/2

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
0/2

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).
0/2

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
0/2

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
0/2

Indicator 3x

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

Indicator 3y

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

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

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 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0

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 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

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

Additional Publication Details

Report Published Date: Wed Oct 24 00:00:00 UTC 2018

Report Edition: 2015

Title ISBN Edition Publisher Year
Common Core Coach Grade 5 Teacher Edition 9781619974500 School Specialty, Inc. 2013
Common Core Support Coach Grade 5 Student Edition 9781619979765 School Specialty, Inc. 2014
Common Core Support Coach Grade 5 Teacher Edition 9781619979826 School Specialty, Inc. 2014
Common Core Performance Coach Grade 5 Student Edition 9781623628075 School Specialty, Inc. 2015
Common Core Performance Coach Grade 5 Teacher Edition 9781623628130 School Specialty, Inc. 2015

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.

The publisher has not submitted a response.

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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