## Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for alignment to the CCSSM. In Gateway 1, the instructional materials do not meet the expectations for focus as they assess above-grade-level standards and devote less than 65% of instructional time to the major work of the grade. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence. Since the materials do not meet the expectations for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.

|

## Gateway 1:

### Focus & Coherence

0
7
12
14
5
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

## Gateway 2:

### Rigor & Mathematical Practices

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

|

## Gateway 3:

### Usability

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

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for focus and coherence in Gateway 1. For focus, the instructional materials do not meet the expectations for assessing grade-level standards, and the amount of time devoted to the major work of the grade is less than 65 percent. For coherence, the instructional materials are partially coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year, but the materials partially meet expectations for the remainder of the indicators within coherence.

### Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
0/2
+
-
Criterion Rating Details

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for not assessing topics before the grade level in which the topic should be introduced. The instructional materials include assessment items that align to standards above this grade level.

### 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.
0/2
+
-
Indicator Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for assessing grade-level content. There are many assessment items that align to standards above grade level, and the omission of the items and adaptations of the materials would affect the underlying structure of the materials.

According to the publisher, “Each level offers differentiated tests (Tests A & B) to suit individual needs. Tests consist of multiple-choice questions that assess comprehension of key concepts and free response questions that demonstrate problem-solving skills. Three continual assessments cover topics from earlier units, and a year-end assessment covers the entire curriculum.” Per Test Booklet page 3, the focus of Test A is key concepts and problem solving skills. The focus of Test B is the application of analytical skills, thinking skills, and heuristics.

Three of the twelve Grade 2 units assess multiplication and division, which aligns to 3.OA. Unit 8 addresses money and includes decimal notation, which aligns to 4.NF.C. Unit 9 addresses fractions and assesses students on comparing and ordering fractions, which aligns to 3.NF.3d. For example:

• Unit 4, Tests A and B assess multiplication, which aligns to 3.OA.
• Test A, Question 5, “What is the correct multiplication equation for the picture below?”
• Test A, Question 12, “Write 2 multiplication equations for the picture below.”
• Test B, Question 9, “Write 2 multiplication equations for the picture below.”
• Test B, Question 11, “There are 7 eggs in each basket. How many eggs are there in 3 baskets?”
• Unit 4, Tests A and B assess division, which aligns to 3.OA.
• Test A, Question 2, “Eight blocks are shared equally between 2 children. How many blocks does each child receive?”
• Test A, Question 13, “Circle to make groups of 4. Then write a division equation.”
• Test B, Question 10, “Write 2 multiplication equations and 2 division equations for the picture below.”
• Test B, Question 13, “Fourteen tickets are shared equally among some children. Each child gets 2 tickets. How many children are there?”
• Unit 5, Tests A and B assess multiplication tables of 2 and 3 and division, which align to 3.OA.
• Test A, Question 2, “Multiply 2 by 6. What is the answer?”
• Test A, Question 8, “2 x ___ = 6, 6 divided by 2 = ____”
• Test B, Question 9, “___ x 3 = 9, 9 divided by 3 = ____”
• Test B, Question 12, “Darryl has 18 guppies. He puts them equally into three tanks. How many guppies are there in each tank?”
• Unit 7, Tests A and B assess multiplication and division, which align to 3.OA.
• Test A, Question 1, “Multiply 7 by 4. What is the answer?”
• Test A, Question 3, “Kiran packed 32 apples equally into baskets. Each basket holds 4 apples. How many baskets of apples are there?”
• Test B, Question 2, “Divide 20 stickers equally among 10 children. Which equation shows the number of stickers each child receives?”
• Test B, Question 7, “4 x 7 is ____ more than 4 x 5.”
• Unit 8, Tests A and B assess money including decimal notation, which aligns to 4.NF.C.
• Test A, Question 5, “Subtract. $9.60 -$3.55 = ______.”
• Test A, Question 11, “Add. Fill in the boxes. $3.75 +$6.15 = ______.”
• Test B, Question 4, “$4.55 +$3.85 = ______.”
• Test B, Question 10, “Add. $6.30 +$5.95”
• Unit 9, Tests A and B assess comparing and ordering fractions, which aligns to 3.NF.3d.
• Test A, Question 4, “What is the greatest fraction? 1/8, 1/5, 1/3”
• Test A, Question 9, “Arrange the fractions in order. Begin with the greatest. 3/8, 1/8, 7/8“
• Test B, Question 6, “1/11 is _____ 1/7”
• Test B, Question 9, “Arrange these fractions in order. Begin with the smallest. 1/3, 1/10, 1/2, 1/5”

### 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.
0/4
+
-
Criterion Rating Details

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for devoting the large majority of class time to the major work of the grade. The instructional materials spend less than 65% of instructional time on the major work of the grade.

### Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
0/4
+
-
Indicator Rating Details

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 2 do not meet expectations for spending a majority of instructional time on major work of the grade.

• The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 6 out of 12, which is approximately 50 percent.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 67 out of 146, which is approximately 46 percent.
• The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is 13 out of 29, which is approximately 45 percent.

A lesson-level analysis is most representative of the instructional materials because it represents the total amount of class time that addresses major work, 46 percent. As a result, approximately 46 percent of the instructional materials focus on major work of the grade.

### Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
5/8
+
-
Criterion Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 2 partially meet expectations for being coherent and consistent with the Standards. The instructional materials have an amount of content designated for one grade level that is viable for one school year. However, the instructional materials partially engage students in the major work of the grade through supporting content, do not identify content from future grades, do not give students extensive grade-level problems, and miss connections between two or more clusters in a domain or two or more domains.

### Indicator 1c

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

The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 2 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Sometimes supporting work is used to enhance focus and coherence by engaging students in the major work of the Grade 2.

• A connection is made between the supporting standard 2.MD.7 and the major standard 2.NBT.2. In the Teacher’s Guide page 153, the teacher is directed to, “Ask students to use the clock face to find the number of minutes in an hour. Ask students how they can count the number of minutes in the shortest time possible; they should count by 5s.” In the Student Textbook page 68, the multiples of five are shown adjacent to the numbers on the clock face, and on Workbook page 120, students fill in the missing multiples of five that are displayed adjacent to the numbers on the clock face.
• The supporting standard 2.MD.9 is connected to the major standard 2.MD.1. In Unit 11, three connections are made between hands-on measuring and line plots. For example, in Student Textbook 2B page 93, the directions state, “Measure the length of the right feet of 15 classmates to the nearest centimeter. … Create a line plot showing the length of the feet of your classmates in centimeters.”
• Connections are made as students use their understanding of the major work of solving addition and subtraction word problems within 100 (2.OA.1) to solving word problems with money (2.MD.8). For example, on Workbook page 85, students solve the following problem: “Matthew counted his money. He had 2 twenty-dollar bills, 3 five-dollar bills, 6 one-dollar bills, 8 quarters, 4 dimes, 3 nickels, and 18 pennies. How much money did he have altogether?”

Supporting standards are often taught in isolation. Some connections are implicitly made; however, the connections are not fully explored. For example:

• Supporting standard 2.OA.4, Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. In Teacher’s Guide Lesson 4.1c, page 174, two examples of repeated addition are given; however, the focus of the chapter is moving students directly to multiplication aligned to 3.OA rather than on using arrays to build a foundation for multiplication in Grade 3.
• Materials do not sufficiently connect the supporting domain of Geometry to major work of Grade 2. In Unit 12 Geometry, one of the 7 seven lessons connects to 2.OA.2. In Lesson 12.3, students write an equation for, “How many more sides does a hexagon have than a quadrilateral?” This is the connection to 2.OA.2, and there are missed opportunities to connect 2.OA.2 to 2.G.2. For example, workbook page 163, students fill in a table on sides/angles of a shape, and natural connection would be to compare sides/angles using addition/subtraction.

### 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
+
-
Indicator Rating Details

Instructional materials for Primary Mathematics Common Core Edition Grade 2 meet expectations that the amount of content designated for one grade level is viable for one year.

• Instructional materials can be completed in 146 days.
• Materials include 130 instructional days and 16 days for assessment (one day per assessment), totalling 146 days.
• The suggested pacing from the publisher is one day per lesson. Each lesson is 60 minutes.
• No specific day or time for assessments is included in the Teacher’s Guide. There are assessments for each unit, three continual assessments, and an End-of-Year Assessment.
• According to the publisher, a teacher may need to supplement lessons in the book with outside resources. Teacher Edition 2B, page 200 states, “The lessons in this chapter are short and not likely difficult. You can extend the lessons easily with activities involving tangrams or pattern blocks. There are a number of sites on the Internet as well as books from which you can print out puzzles for students to form larger shapes from pattern blocks or tangrams. There are also sites on the Internet that allow students to manipulate shapes online.”

### 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
+
-
Indicator Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 2 partially meet expectations for the materials being consistent with the progressions in the standards. Content from prior or future grades is not clearly identified in the materials and does not support the progressions of the grade-level standards. Materials do always relate grade-level concepts explicitly to prior knowledge.

• Each unit does begin with prerequisite skills. For example, Teacher’s Guide 2A, Unit 2, page 40 lists prerequisites: Students should have a good knowledge of place value concepts within 100 and should know addition and subtraction facts within 10.
• The Notes section in Teacher’s Guide 2A, pages 6-10 describes the continuum of skills present in each unit.

However, content from prior or future grades are not clearly identified in the materials and do not support the progressions of the grade-level standards. For example:

• In Unit 8, students work with money using decimal points. (4.NF.4)
• Workbook 2A, page 51, Problem 3: "Mr. Cohen sold 242 books. He had 304 books left. How many books did he have at first?" The problem situation uses numbers above Grade 2 standards and is not identified as such in the materials.

Materials require significant redesign in order to align them to Grade 2 standards. For example, Teacher’s Guide 2A, Unit 4, pages 163 -164 maps out approximately nine instructional days worth of lessons. However, the majority of these lessons align to Grade 3 standards. Units 4, 5, 7, and 9 address Grade 3 multiplication and division standards. The Grade 3 standards are listed in the Teacher’s Guide at the beginning of each of these units.

Primary Mathematics Common Core Edition Grade 2 materials do not provide all students extensive work with grade-level problems. Materials contain a large amount of lessons above grade level; there is not an extensive amount of time and practice for students with on grade-level problems. Less than 50 percent of the materials (70 of the 146 lessons) align to grade-level standards. There is limited practice on Standard 2.MD.10. Students are given three opportunities to complete a bar graph with information given. Two of these opportunities (Workbook 2B, pages 138 and 141) do not have “single scale units” as specified in Grade 2 CCSSM.

### 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
+
-
Indicator Rating Details

The instructional materials for Primary Mathematics Common Core Edition Grade 2 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Materials include learning objectives that are not consistently shaped by CCSSM cluster headings. Additionally, the cluster headings are not explicitly identified within the materials.

• Materials are not visibly shaped by the CCSSM cluster headings. Connections made are not specifically stated to the teacher and/or students.
• Several units include math that is not related to cluster headings, such as: Unit 4 Multiplication and Division, Unit 5 Multiplication Tables of 2 and 3, and Unit 7 Multiplication and Division.
• Lesson 8.1, Workbook 2B pages 66-68 include money with decimals, which do not support the Grade 2 cluster heading and go beyond Grade 2 standards.
• An NBT cluster heading for Grade 2 is, “Use place-value understanding and properties of operations to add and subtract.” Unit 2 includes several lessons that connect to this cluster heading. For example, in Teacher’s Guide, Lesson 2.1a pages 45 – 48, students add 2 one-digit numbers by decomposing one of the addends to make a partner-of-ten fact. In Teacher’s Guide, Lesson 2.2a pages 68 – 69, students use place-value disks to solve two- and three-digit addition problems.
• Workbook 2B, Lesson 10.1 pages 120-124 partially supports the cluster, "Work with time and money," by giving students the opportunity to tell and write the time from analog and digital clocks.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain; however, important connections are missed.

• An important connection between the number line and measurement is not made and opportunities to connect 1.OA.A.1 with place-value understanding are not developed.
• Unit 1: Connections are missed between 2.NBT.A.2 and 2.NBT.B.4, although both standards are identified for the lesson. In Textbook, page 25 Problem 5b, students “Count on in steps of 10: 475, 485, 495, … 535.” The opportunity to connect this to addition is missed. In Lesson 1.2b, a connection between 1.NBT.A and 1.NBT.B.7 is not identified as students write numbers within 1,000 using expanded form.
• Unit 2: Connections are made between 2.OA.A, 2.OA.B, 2.NBT.A, and 2.NBT.B. For example, in Lesson 2.2b, students solve addition and subtraction word problems using base-ten understanding. In Textbook 2A, page 44, students solve the following word problem: “There are 236 boys and 362 girls. How many children are there altogether?”
• Unit 3: Connections are made between length and addition and subtraction as students solve word problems related to length. (2.OA.A, 2.MD.A, and 2.MD.B). For example, in Textbook 2A, page 86, students solve the following word problem; “The grasshopper is 4 cm long. The fish is 6 cm long. The grasshopper is ___ cm shorter than the fish. The fish is ___ cm longer than the grasshopper.”
• Unit 6: Connections between NBT and OA are not fully developed in the chapter on addition and subtraction. There are few examples of word problems in the unit. The focus of the unit is computation.

## Rigor & Mathematical Practices

#### Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

### 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.

### 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.
N/A

### 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.
N/A

### 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
N/A

### 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.
N/A

### Criterion 2e - 2g.iii

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

### Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
N/A

### Indicator 2f

Materials carefully attend to the full meaning of each practice standard
N/A

### Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
N/A

### 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.
N/A

### 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.
N/A

### Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
N/A

## Usability

#### Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

### Criterion 3a - 3e

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

### 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.
N/A

### Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

### 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.
N/A

### Indicator 3d

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

### Indicator 3e

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

### Criterion 3f - 3l

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

### Indicator 3f

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

### 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.
N/A

### 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.
N/A

### 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.
N/A

### 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).
N/A

### 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.
N/A

### Indicator 3l

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

### Criterion 3m - 3q

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

### Indicator 3m

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

### Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

### Indicator 3o

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

### Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

### Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

### 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.
N/A

### Indicator 3q

Materials encourage students to monitor their own progress.
N/A

### Criterion 3r - 3y

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

### Indicator 3r

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

### Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

### Indicator 3t

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

### 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).
N/A

### Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

### Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

### Indicator 3x

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

### Indicator 3y

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

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

### 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.
N/A

### 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.
N/A

### Indicator 3ab

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

### 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.
N/A

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.).
N/A

Report Published Date: Mon Nov 12 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Singapore Math Common Core Tests 2A 978-1-932906-50-9 Marshall Cavendish Education Pte Ltd 2017
Singapore Math Common Core Tests 2B 978-1-932906-51-6 Marshall Cavendish Education Pte Ltd 2017
Primary Mathematics Common Core Edition Textbook 2A 978-981-01-9831-2 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Textbook 2B 978-981-01-9832-9 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 2A 978-981-01-9843-5 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Workbook 2B 978-981-01-9844-2 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Teacher's Guide 2A 978-981-01-9855-8 Marshall Cavendish Education Pte Ltd 2014
Primary Mathematics Common Core Edition Teacher's Guide 2B 978-981-01-9856-5 Marshall Cavendish Education Pte Ltd 2014

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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