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

The instructional materials for Ready Grade 3 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

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## Gateway 1:

### Focus & Coherence

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

## Gateway 2:

### Rigor & Mathematical Practices

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

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## Gateway 3:

### Usability

0
22
31
38
36
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

## The Report

- Collapsed Version + Full Length Version

## Focus & Coherence

#### Meets Expectations

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Gateway One Details

The instructional materials for Ready Grade 3 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

### Criterion 1a

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

The instructional materials for Ready Grade 3 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

### Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 3 meet the expectations for assessing grade-level content.

The program provides Interim Assessments available in the student edition and online for each unit. There is a separate Ready Assessments book containing three assessments. There are also two versions (Form A and Form B) of the Mid-Unit and Unit assessments for each of the units. The Mid-Unit and Unit Assessments contain grade-level content questions.

Assessments contain grade-level content questions. Examples of questions include the following:

• Ready Assessments book Assessment 2 Problem 5 asks students which pair of figures show an equivalent fraction and has four pairs of differently-partitioned and shaded rectangles. (3.NF.3a)
• Ready Assessments book Assessment 3 Problem 17 asks students to select the equations that are true and to mark all that apply. The selections are: “a. 5 x 8 = 40, b. 8 x 6 = 48, c. 7 x 4 = 28, and d. 9 x 9 = 72.” (3.OA.7)

Overall, unit assessment items are aligned to Grade 3 standards.

### Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials for Ready Grade 3 meet the expectation for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend at least 65% of class time on the major clusters of the grade.

### Indicator 1b

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

The instructional materials reviewed for Ready Grade 3 meet the expectations for spending the majority of the time on the major clusters of the grade. This includes all the clusters in 3.OA and 3.NF along with 3.MD.A and 3.MD.C. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

• Grade 3 instruction is divided into six units. Units 1 and 3 address 3.OA. Unit 4 addresses 3.NF. More than half of Unit 5 addresses 3.MD.A and 3.MD.C. Therefore, 3.5 out of 6 units, approximately 58 percent, focus on major work of the grade.
• Grade 3 instruction is divided into 33 lessons. Twenty-four out of 33 lessons, or approximately 73 percent, focus on major work of the grade.
• Grade 3 instruction consists of 167 instructional days. Approximately 126 out of 167, approximately 75 percent, of the instructional days focus on major work of the grade.

### Criterion 1c - 1f

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

The instructional materials for Ready Grade 3 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

### Indicator 1c

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

The instructional materials reviewed for Grade 3 meet expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of the connections between supporting work and major work include the following:

• Unit 5 Lesson 26 Representing data sets (3.MD.3) is connected to label fractions/mixed numbers on the number line (3.NF.2).
• Unit 5 Lessons 24 and 25 Representing scaled picture and bar graphs (3.MD.3) is connected to solve problems using addition, subtraction, and multiplication (3.OA.A).
• Unit 6 Lesson 33 Partitioning shapes into equal parts (3.G.2) is connected to understanding of fractions as numbers (3.NF.1).
• In Unit 6 Math in Action Working with shapes and their attributes (3.G.A) is connected to determining area measurement (3.MD.C).
• Unit 5 Lesson 26 Measure Length and Plot Data on Line Plots (3.MD.4) is connected to understanding fractions on the number line and representing fractions on a number line (3.NF.2).
• Unit 2 Lesson 10 Using Place Value to Multiply (3.NBT.A) is connected to the properties of multiplication (3.OA.B).

### Indicator 1d

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

The instructional materials reviewed for Ready Grade 3 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades. The suggested pacing includes 137 days of lessons, 15 days of Math in Action, and another 15 days for assessment making 167 days of materials. According to the Teacher Guide, pages A42-A43, each lesson is expected to last between 30-45 minutes.

### Indicator 1e

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

The instructional materials reviewed for Ready Grade 3 meet the expectation for being consistent with the progressions in the standards. Content from prior grades is identified or connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, materials develop according to the grade-by-grade progressions in the Standards. Typically, material related to prior and future grades is clearly identified or related to grade-level work.

The materials relate grade-level concepts to prior knowledge from earlier grades. Each Lesson Overview provides a Learning Progression. The Learning Progression explains connections between prior grades and the lesson. For example, in Unit 4 Lesson 14 the progression states, “In Grade 2 students used fraction language to describe dividing shapes into equal parts. They divided squares, circles, and rectangles into equal parts and named the parts as halves, thirds and fourths. Through their work with models, students began to understand the concept of dividing a whole into equal parts.” Additionally, each unit begins with a progression overview document. This document connects grade level concepts to specific standards from prior grades, and this document also connects grade-level concepts to future standards. Student prior knowledge is activated and connected to new skills and concepts on the first day of each lesson in Use What You Know. For example, in Unit 3 Lesson 11 students use their prior work with multiplication and division to begin exploring multiplication and division word problems.

The instructional materials provide given extensive work with grade-level problems. Lessons provide grade-level problems for students. Students spend three or five days in a lesson working with grade-level standards. During modeled and guided instruction, students explore ways to solve problems using multiple representations and prompts to reason and explain their thinking. The guided practice allows students to solve problems and discuss their solution methods. The independent practice provides students the opportunity to work with problems in a variety of formats to integrate and extend concepts and skills. The Practice and Problem Solving Guide provides additional practice problems for each of the lessons, and the back of the Practice and Problem Solving Guide provides problems for additional skills practice. Each lesson also has math center activities which provide additional practice with grade-level problems.

### Indicator 1f

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

The instructional materials reviewed for Ready Grade 3 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings and problems and activities that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.

Instructional materials are clearly shaped by CCSSM cluster headings. The units are divided into instruction focused on domains. Grade 3 standards are clearly identified in the Table of Contents and a CCSSM Focus box found at the beginning of each lesson. Additionally, a CCSSM Correlation Chart identifies which lessons address specific standards. Instructional materials shaped by cluster headings include the following examples:

• Unit 1 Lesson 4 Understand the Meaning of Division is shaped by 3.OA.A, represent and solve problems involving multiplication and division.
• Unit 5 Lesson 21 Solve Problems About Time is shaped by 3.MD.A, solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
• Unit 4 Lesson 16 Understand Equivalent Fractions is shaped by 3.NF.A, develop understanding of fractions as numbers.

Instructional 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 the connections are natural and important.

• In Unit 5 Lesson 22 working with liquid volume (3.MD.A) is connected to solving problems involving the four operations (3.OA.D). In Unit 3 Lesson 12 understanding the properties of multiplication and the relationship to division (3.OA.B) connects to solving multi-step problems using the four operations (3.OA.D).

## Rigor & Mathematical Practices

#### Meets Expectations

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Gateway Two Details

The instructional materials for Ready Grade 3 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and attend to the full meaning of each practice standard.

### Criterion 2a - 2d

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

The instructional materials for Ready Grade 3 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

### Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 3 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

• Unit 1 Lesson 2 provides guidance to teachers on how to discuss the Commutative Property of Multiplication with students (3.OA.5).
• Unit 4 Lesson 14 provides guidance to teachers on how to have students fold paper to show equal parts (3.NF.1).
• Unit 5 Lesson 28 provides guidance to teachers on how to explore square numbers with students (3.MD.7).

Cluster 3.NF.A focuses on understanding fractions as numbers and fraction equivalence.

• In Unit 4 Lesson 15 Understand Fractions on a Number Line (3.NF.2) students divide number lines into whole numbers and then whole numbers into fractional parts.
• In Unit 4 Lesson 18 Understand Comparing Fractions (3.NF.3) students use shapes to model fractions and compare them.

Standards 3.OA.1 and 3.OA.2 focus on understanding the meaning of multiplication and division.

• In Unit 1 Lesson 1 Understand the Meaning of Multiplication (3.OA.1) students use counters to build groups and solve for multiplication. Students draw arrays to show equal groups.
• In Unit 1 Lesson 4 Understand the Meaning of Division (3.OA.2) students use counters to divide into equal shares. Students draw pictures to show items being divided into equal shares.

### Indicator 2b

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

The instructional materials reviewed for Ready Grade 3 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the course, including fluency in solving single-digit products and quotients (3.OA.7) and adding and subtracting within 1,000 (3.NBT.2).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contain fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• Unit 1 Lesson 6 addresses multiplication and division facts (3.OA.7).
• Unit 2 Lesson 9 specifically addresses adding and subtracting within 1000 (3.NBT.2).
• In Unit 2 Tic-Tac-Times-Ten students multiply a 1-digit number by a multiple of 10 (3.OA.7).
• In Unit 4 Lesson 17 students identify equivalent fractions (3.NF.3).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available on the Apple platform. The game does include the fluencies for Grade 3.

### Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 3 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade

Opportunities to work with engaging applications are provided throughout the instructional materials. Each unit contains a Math in Action where students are exposed to non-routine problems that contain many points of entry, have more than one possible solution, integrate multiple standards, and include a Persevere on Your Own section. During guided practice Try It and independent practice Practice by Myself, students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students use multiplication and division to solve word problems (3.OA.3) and solve two-step word problems using the four operations (3.OA.8). The following are examples of the applications included in the instructional materials:

• In Unit 1 Math in Action: Use Multiplication and Division students decide how to use pie plates to build robot props, using multiplication and division as well as working with constraints including the maximum number of plates. (3.OA.3)
• In Unit 3 Lesson 13 Practice & Problem Solving Book students use the four operations to solve two-step word problems in the contexts of determining the number of babysitters needed, the amount of money needed to buy song books, and the amount of change received after purchasing puzzles. (3.OA.8)
• In Unit 3 Math in Action: Use the Four Operations students solve several two-step word problems that arise from situations where students are presented with how much different items cost, the number of items needed, and how much money is available to buy the needed items. (3.OA.3 and 3.OA.8)

### Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 3 meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 6 Lesson 31 Understand Properties of Shapes students explore how sides and angles inform them about the properties of a shape. In Guided Practice students look at various polygons and group them into categories, for example, rectangles and triangles. They identify characteristics that help define the shapes within each category, i.e. rectangles have square corners; triangles have three sides. Students then choose their own categories and group shapes as those that represent the category and those that do not. They describe the differences between the two and identify and explain if there is one shape that fits into two categories. In the Lesson 31 Quiz students fluently use classifying shapes to determine if shapes meet or don’t meet stated criteria, analyze using a Venn diagram with attributes of shapes to determine if a shape is placed correctly, and write an explanation to a student to support their analysis.

Math in Action lessons occur at the end of most units. These lessons focus on application problems where students apply procedural fluency and conceptual understanding to solve problems in a non-routine, real-world context.

### Criterion 2e - 2g.iii

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

The instructional materials for Ready Grade 3 meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials identify and attend to the full meaning of the MPs, emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attend to the specialized language of mathematics.

### Indicator 2e

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

The instructional materials reviewed for Ready Grade 3 meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 1 Lesson 6: MPs 1, 2, 6, 7, and 8 are identified in the Lesson Overview. The first SMP TIP in the lesson for MP7 states, “Students are asked to look at the structure of multiplication and division equations to make sense of the relationship between the two operations.” The SMP TIP in the lesson for MP6 states, “Discussing strategies and patterns gives students the opportunity to practice using precise mathematical terms to communicate their ideas to others.”
• Unit 3 Lesson 12: MPs 1, 2, 4, and 5 are identified in the Lesson Overview. The SMP TIP for MP1 states, “You may wish to have students present their interpretations of the models and describe the relationships between them. Students make sense of problems in different ways and benefit from hearing how others think.” The SMP TIP for MP5 states, “As students learn to use appropriate tools, it is helpful for them to evaluate tools for their usefulness in a given situation. Help them do this for this two-step problem by asking questions such as: Why is it helpful to use words and numbers to model the problem? What can using a drawing show us that words and numbers may not?”
• Unit 4 Math In Action: MPs 1, 3, and 4 are identified in the Lesson Overview. The SMP TIP in the lesson for MP4 states, “Guides students to focus on the models in this problem. Engage students in discussions about how the models relate to the actual flower gardens. Note that they function somewhat like a map of the gardens.”

### Indicator 2f

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

The instructional materials reviewed for Ready Grade 3 meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

• MP1: In Unit 5 Lesson 23 students use estimation to help determine if their answer makes sense; they persevere in solving the problem by revisiting their process, if the initial solution does not make sense.
• MP2: In Unit 1 Lesson 2 students explain why an expression matches a situation. In the Unit 2 Math in Action students explain how the context relates to the numbers and operations in a problem.
• MP4: In Unit 4 Lesson 16 students model with mathematics as they use “fraction models and number lines to reason about how the parts of a fraction relate to the whole and to other fractions.” By using the different models, students get to interpret their previous work in different ways and validate that the interpretations agree.
• MP5: In Unit 5 Lesson 26 students choose from inch-rulers or yardsticks as they measure earthworms in some problems and the length of their stride in other problems.
• MP7: In the Unit 3 Math in Action students use the structure of language to understand the structure of the mathematics. The SMP TIP for MP7 states, “Help students recognize that the structure of the information about the parts indicates multiplication. For example, 1 deck costs $8, 2 decks cost twice as much, 3 decks cost three times as much, and so forth.” • MP8: In Unit 2 Lesson 10 students express regularity in repeated reasoning as they use place value to multiply numbers. The SMP TIP in the lesson for MP8 states, “Multiplying by multiples of 10 is an example of a repeated calculation. Encourage students to look for shortcuts for finding the products. Provide several multiplication equations, for example 4 x 40 = 160, 3 x 60 = 180, 7 x 30 = 210, and 8 x 30 = 240. Have students work with a partner to discuss the patterns they find.” ### Indicator 2g Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by: 0/0 ### Indicator 2g.i Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials. Examples where students are prompted to construct viable arguments and analyze the arguments of others include: • Unit 1 Lesson 2 Question 9 students explain what is the same and what is different about the two multiplication equations they wrote. • Unit 3 Lesson 11 Question 25 students choose the correct answer out of four to solve a word problem. After the students answer the question they are asked, “Harry chose A as the correct answer. How did he get the answer? How did you figure out how Harry got his answer?” • Unit 6 Lesson 32 Students construct arguments to answer each of the following questions, “Is every square a rectangle?” and “Is every rectangle a square?” ### Indicator 2g.ii Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others. Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include: • Unit 3 Math In Action SMP TIP states, “As you discuss Sweet T’s solution, prompt students to explain Sweet T’s reasoning. Ask questions such as: How did Sweet T know that he only had$4 left over? or Why did he add $81,$54, and $50?” • Unit 5 Lesson 21 Mathematical Discourse prompts the teacher to ask: “The hour on the digital clock changed from 4 to 5. Why isn’t the answer more than 1 hour?” ### Indicator 2g.iii Materials explicitly attend to the specialized language of mathematics. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics. • The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined. • The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions. • Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 1 Lesson 1 At A Glance states, “Students focus on the meaning of each number and symbol in a multiplication equation using the terms ‘factor’ and ‘product’.” • Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students. • Lessons contain language objectives. For example, Unit 4 Lesson 16 states, “Orally define and use the key mathematical equivalent fraction when reasoning about equivalent fractions with a partner.” ### Gateway Three ## Usability #### Meets Expectations ### Criterion 3a - 3e Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing. 8/8 + - Criterion Rating Details The instructional materials for Ready Grade 3 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent. ### Indicator 3a The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose. Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know, Find Out More, Reflect, Picture It, and Model It sections. At the conclusion of lesson instruction, students complete exercises in the Guided Practice and Independent Practice that engage them in exercises to practice skills and in problems to apply learning. The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Unit 1 Lesson 1 Understand the Meaning of Multiplication students use pictures to think about equal groups and how these can help solve multiplication problems. As the lesson develops, students use rectangular models to represent multiplication, completing exercises to Explain, Create and Analyze. During Independent Practice students write a multiplication equation for an array explaining what each factor and the product mean, and then create equal groups to model their equation. ### Indicator 3b Design of assignments is not haphazard: exercises are given in intentional sequences. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences. Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing what students have learned in previous grades connected to what they will learn in Grade 3 and how this will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what was learned in the previous grade, what students are learning in Grade 3 and how it relates the current lesson, and what will happen in the next grades. Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, in Unit 4 lessons are sequenced, as denoted by their titles, to build an understanding of fractions: Lesson 14, Understand What a Fraction Is; Lesson 15, Understand Fractions on a Number Line; Lesson 16, Understand Equivalent Fractions; Lesson 17, Find Equivalent Fractions; Lesson 18, Understand Comparing Fractions; and Lesson 19, Use Symbols to Compare Fractions. ### Indicator 3c There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meets expectations that there is a variety in what students are asked to produce. Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning. Lessons are designed with a consistent routine that includes whole group, partner, and independent work. The Picture It, Model It, Connect It, and Try It portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. The Pair/Share portion of each lesson asks students to discuss their approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Lesson 24 students complete short-answer questions based on a scaled picture graph, discuss the meaning of fractional pictures in a picture graph, answer true-false and multiple choice items, and show their work on more open-ended questions. ### Indicator 3d Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods. In the Hands-On Activities found within each lesson students use a variety of manipulatives including number cubes, unit cubes, fact triangles, hundreds charts, base-ten blocks, clocks, stopwatches, volume containers, and pattern blocks. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 18 students use fraction strips and circles to construct and compare fractions. Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 10 students use base-ten blocks to model and solve multiplication problems. Then students discuss and make sense of the models, connecting them to the written expression and product. ### 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 + - Indicator Rating Details The visual design of the instructional materials reviewed for Ready Grade 3 is not distracting or chaotic, and supports students in engaging thoughtfully with the subject. The format of each lesson is consistent in both the Teacher Resource Book and Student Instruction Book. The pictures within the Student Instruction Book and the Interactive Tutorials on the Ready Teacher Toolbox are colorful, engaging, and represent items that are relevant to children. The students have adequate space to work within the Student Instruction Book and Practice and Problem Solving Book. Each lesson for the teacher and student has a consistent layout throughout the series. The pictures match the concepts addressed. For example, in the Lesson 10 Interactive Tutorial Multiply Multiples of 10 engages students through an animated fish store. The students are presented with buying different types of fish priced in denominations that are multiples of 10. Students find the total price for fish priced at$10 and $20 each, fish tanks priced at$50 each, and coral priced at 30 each. The tutorial provides a balance of animation, color, and space for work to work in a meaningful and thoughtful way with the content. ### Criterion 3f - 3l Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards. 8/8 + - Criterion Rating Details The instructional materials for Ready Grade 3 meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support: planning and providing learning experiences with quality questions; contain ample and useful notations and suggestions on how to present the content; and contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum. ### Indicator 3f Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways: • Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 15 students explore fractions on a number line. The teacher prompt states: “Are fractions less than 0? How do you know?” An explanation is provided for the teacher: “It’s important to stress that fractions are not less than 0 and that they are parts of whole numbers.” • The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 11 Mathematical Discourse 1 states: “How are multiplication and division alike?” The teacher is directed to “listen for responses that talk about a number of equal groups, the number in each group, and the total.” The second prompt, “How are multiplication and division different?” guides teachers that “Student responses should indicate that multiplication involves finding the total amount in two or more equal groups, and the division involves knowing the total and finding either the number of groups or the numbers in each group.” ### Indicator 3g Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations that they 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. The instructional materials provide resources to support teacher planning. • The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day. • The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson. • Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included. • The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3. The Teacher Resource Book contains components to assist with lesson delivery. • At a Glance explains what students will be doing during each component of the lesson. • Step by Step organizes the lesson into chunks and provides guiding questions. • SMP Tips highlight specific Standards for Mathematical Practice. • Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included. • Try It Solutions provide complete explanations and multiple solutions. • Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities. • Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems. • Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions. • Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach. • Challenge Activity extends the learning of those students who have mastered the skills and concepts. The Teacher Toolbox found online contains the following technology components to assist with lesson delivery: • Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning. • i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction. i-Ready is an Online Diagnostic and Instruction component available for an additional cost. ### 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. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary. In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts. • In Unit 4 Lesson 16 the Learning Progression states, “In this lesson students use fraction models and number lines to develop a conceptual understanding of equivalent fractions. They learn that two fractions are equivalent when they name the same amount of the whole. Underlying this understanding is the important idea that the wholes must be the same size.” • In Unit 5 Lesson 27 teachers are provided with the following possible errors for the Lesson 27 Quiz, “Students find the length of of a side instead of the area of a shape, find the number of sides instead of the area, use unequal size squares, or rectangles, to measure area, and miscount the number of square units in a shape.” Throughout Ready Grade 3 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language. ### 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. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum. Each unit begins with a Lessons Progressions Chart. This chart begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 3. For example, Unit 3 Lesson 11 builds upon Grade 2 Lesson 2 and Grade 3 Lessons 4 and 5. The chart also lists lessons that students are preparing for. For example, Unit 5 Lesson 22 is preparing students for Grade 4 Lesson 25. Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 2. The Learning Progression explains the lesson's overall connection to Grade 3 and the mathematical content of the lesson. This section also explains connections to Grade 4 and, if appropriate, to other future grades. ### 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 Rating Details The instructional materials reviewed for Ready Grade 3 provide a list of lessons in both the printed and digital versions of the Teacher Resource Book that cross-reference lessons and standards and provide an estimated instructional time for each unit, chapter, and lesson. • A Year-Long Pacing Guide recommends the number of days for each lesson, including assessments. Lessons include recommended minutes per day. • The Unit Overview provides the focus standard for each lesson. • The Correlation Chart correlates the Common Core Standards with each instructional lesson. ### 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 Rating Details The Ready Grade 3 instructional materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement. The Practice and Problem Solving Book includes a Family Letter for each lesson. The letter includes an explanation of the math and an activity for the family to use at home. A Spanish version of the letter is available online in the Teacher Toolbox. ### Indicator 3l Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. 0/0 + - Indicator Rating Details The Ready Grade 3 instructional materials contain explanations of the instructional approaches of the program and identification of research-based strategies. The Teacher Resource Book contains the following explanations of the program instructional approaches: • “Answering the Demands of the Common Core with Ready” details how the program addresses the shifts in the standards. • “Supporting Research” provides the instructional methods used by Ready, examples of where these methods are found in the program, and research that supports these methods. • “Cognitive Rigor and Ready” provides a table that combines the hierarchies of learning of Webb (Depth of Thinking) and Bloom (Types of Thinking) and provides a table that charts where higher-complexity items can be found within lessons. • References are provided at the back of the Teacher Edition. This list details key research reports on math instruction and learning. ### Criterion 3m - 3q Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards. 8/10 + - Criterion Rating Details The instructional materials for Ready Grade 3 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for identifying and addressing common student errors and misconceptions, ongoing review and practice with feedback, and having assessments with standards clearly denoted. The instructional materials do not consistently provide strategies for gathering information about students’ prior knowledge or include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers. ### Indicator 3m Materials provide strategies for gathering information about students' prior knowledge within and across grade levels. 1/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 partially meet expectations for supporting teachers with strategies for gathering information about students’ prior knowledge within and across grade levels. Prerequisite skills are listed for each unit and lesson. At the beginning of each unit in the Student Instruction Book students check off skills they already know in the “Self Check.” Filling out the checklist is explicitly called out in the “Step By Step” section at the beginning of the unit in the Teacher Resource Book. Prerequisite support lessons are provided for the teacher within each lesson to review prerequisite concepts or fill in gaps in student knowledge. However, there are no pretests included within the program or systematic way to gather information about student prior knowledge. The i-Ready online component (available for additional purchase and used by most Ready users) is the tool provided to gather information about prior knowledge. ### Indicator 3n Materials provide strategies for teachers to identify and address common student errors and misconceptions. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions. • The Quick Check and Remediation section at the end of a lesson presents a question to monitor understanding of the content of the lesson. This section includes a chart of incorrect answers, common errors, and remediation suggestions. • Lesson Quizzes provide the teacher with a Common Misconceptions and Errors section that describes common misconceptions and errors. • Within lessons themselves, directions instruct teachers to watch for specific errors and misconceptions, and suggestions are provided to address these errors and misconceptions. For example, in Lesson 13 students are assessed on solving two-step word problems, and the following misconceptions are listed: “Students may complete only one step; they may incorrectly represent the problem; they may choose the incorrect operation for one of the steps; or they may make mistakes with estimation.” ### Indicator 3o Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills. Each lesson provides approximately one week of instruction. Over the course of the week, responsibility for the learning process transfers from the teacher to the student. Students move from scaffolded support to independent problem solving. Review and practice is incorporated in each lesson within the Ready Instruction Book and in each homework assignment within the Practice and Problem Solving Book. Feedback is provided to students throughout lessons. Frequent feedback opportunities to address skills and concepts are provided in the Teacher Resource Book. The Quick Check and Remediation activity within each lesson provides teachers with sample errors and remediation strategies to address those errors. Assessments and Performance tasks include rubrics that can also be used to provide feedback. ### Indicator 3p Materials offer ongoing formative and summative assessments: 0/0 ### Indicator 3p.i Assessments clearly denote which standards are being emphasized. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet the expectation for offering ongoing formative and summative assessments that clearly denote which standards are being emphasized. • Standards are clearly noted within assessments found in the Mathematics Assessments Teachers Guide. • An Interim Assessment is provided for each unit. Interim assessments provide standards correlations for each item. This information can be found on the Interim Assessment Correlations chart in the Teacher Resource Book. • Unit Assessments provide standards correlations for each item. Unit Assessments and correlations are found online in the Teacher Toolbox. • Lesson quizzes and quick checks are provided for most lessons. These quizzes assess the specific standards being taught in the lesson. ### 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. 1/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 partially meet expectations for the inclusion of rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Rubrics are used throughout the course. Rubrics can be found within lessons for some independent practice activities, in quizzes, mid- and unit assessments, Math in Action, unit performance tasks, and in the Assessment Book. The rubrics and scoring guidelines are easy to understand and interpret. Within lessons rubrics and scoring guidelines do provide guidance for teachers to follow-up, and throughout Ready there is guidance for teachers on behaviors to look for, error alerts, and misconceptions. However, the lesson quizzes, mid- and unit assessments, interim assessments, and the Assessment Books provide little guidance for teachers on how to interpret student performance or suggestions for follow-up. For example, scoring rubrics are provided for Math in Action Lessons and Unit Performance Tasks, but follow-up suggestions based on scoring criteria are not provided. ### Indicator 3q Materials encourage students to monitor their own progress. 0/0 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 encourage students to monitor their own progress. • There is a self-check for students at the beginning of each unit. It is to be marked both before the unit and then again after the unit. This process is explicitly noted in the Step by Step of the Teacher Resource Book. • There is a self-check for students at the end of each lesson with a reminder to go back to the unit self-check to see if there is anything they can check off. ### Criterion 3r - 3y Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades. 12/12 + - Criterion Rating Details The instructional materials for Ready Grade 3 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics. The instructional materials also consistently provide: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; tasks with multiple entry-points; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth. ### Indicator 3r Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners. • Each lesson follows a gradual release model in which scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice. • Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations. • The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, and real-world connections. • Each lesson contains a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity. • Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation. ### Indicator 3s Materials provide teachers with strategies for meeting the needs of a range of learners. 2/2 + - Indicator Rating Details The instruction materials reviewed for Ready Grade 3 meet expectations for providing teachers with strategies for meeting the needs of a range of learners. The Teacher Resource Book contains the following support: • Each lesson includes a section called Small Group Differentiation that consists of three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Specific lessons from earlier in the material, as well as the previous grade-level material in the series, are identified and can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed. • The marginal notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities. • The Math In Action section for each unit has a Differentiated Instruction page that includes an Intervention and a Challenge Activity. • The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations. ### Indicator 3t Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations. When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies. • In Unit 3 Lesson 12 students are guided through a 2-step word problem using a drawing, diagram, and equation. • In Unit 1 Lesson 6 Hands-On Activities students use a hundreds chart to color the multiples of nine and explore patterns. • In Unit 2 Math in Action Visual Model students use a bar model to solve a word problem. • The Math in Action for each unit features open-ended problems with many entry points and more than one possible solution. For example, Unit 4 Math in Action “Name a fraction that is greater than ⅛ but less than ½.” ### Indicator 3u Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems). 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics. The Teacher Resource Book and online Teacher Toolbox contain the following support: • ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example Unit 4 Lesson 16 includes an English Language Learners Tip: “Discuss the two different-size rectangles. Emphasize the first step in finding equivalent fractions is making sure the wholes of the fractions are the same size.” • Prerequisite lessons include specific ELL support as needed. For example, in Unit 3 Lesson 12 there are two prerequisite lessons. Prerequisite Lesson 2 (Grade 2) includes an English Language Learners support that states: “Some students may struggle to comprehend the language used in a word problem. You may want to type or write the problem on a piece of paper so that each sentence is on a separate line. Cut out each sentence and have students match the sentence to the appropriate part of the model, then fill in the blanks: __ are on the team; ___ are girls: ___ are boys.” • A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 18 Understanding Comparing Fractions includes an Intervention Activity, On-Level Activity, and a Challenge Activity. • Math Center Activities are provided On Level, Below Level, and Above Level. ### Indicator 3v Materials provide opportunities for advanced students to investigate mathematics content at greater depth. 2/2 + - Indicator Rating Details The instructional materials reviewed for Ready Grade 3 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth. Materials offer the following instructional support for advanced learners: • Each lesson of the Teacher Resource Book provides a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, in Unit 3 Lesson 13 Hands-On Activity students solve two-step word problems with play money by working backward from200 to find out how much is left after purchasing two paint brushes for $14. The Challenge Activity allows students to use any tool or strategy to find the cost of each soft drink purchased if Cassie had$30 upon arriving at the movies, purchased a $9 ticket, a$7 popcorn, two soft drinks, and had \$4 leftover. One of the possible solutions is listed for the teacher.
• The Math In Action section for each unit of the Teacher Resource Book has a Differentiated Instruction page that includes a Challenge Activity. For example, in Unit 1 Math in Action: Use Multiplication and Division Differentiated Instruction Challenge Activity Space Creatures students are planning a play and must have space creatures march out of a spaceship in equal groups or rows. Students describe a way to have a total of between 20 and 30 creatures march out in the specified way. The Challenge Activity provides an extension that requires students to have the space creatures perform a routine in which the creatures march in equal formations as close to but no more than ten in each group. They write equations to show the number of space creatures in the routine did not change from their original exit from the spacecraft.
• A Differentiated Instruction page that provides Challenge activities is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 14 Understand What a Fraction Is includes a Challenge Activity to find fractions at home.

### Indicator 3w

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

The instructional materials reviewed for Ready Grade 3 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• Student edition pictures include students from a variety of cultures.
• The Let’s Talk About It section in each lesson includes four faces of various demographics and represents both genders.
• The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
• Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.

### Indicator 3x

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

The instructional materials reviewed for Ready Grade 3 provide opportunities for teachers to use a variety of grouping strategies.

The following strategies are found in the Teacher Resource Book:

• The Gradual Release model incorporates teacher led whole and small group instruction for each lesson.
• Pair/Share Tips found in the margin notes prompt students to compare answers and reason with a partner.
• The online Teacher Toolbox provides protocols for the Think-Share-Compare Activities.
• Margin notes within each lesson suggest appropriate grouping strategy - whole, small group, pairs, or individually - in different parts of the lesson.
• The online Teacher Toolbox provides math center activities for each lesson.

### Indicator 3y

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

The instructional materials reviewed for Ready Grade 3 provide limited support for teachers to draw upon home language and culture to facilitate learning.

• The online Teacher Toolbox provides a Spanish version of the family letters included in the Practice and Problem Solving book.
• Some English Language Learner support sections found in the margin notes discuss making the connection between the English vocabulary and the Spanish cognate.

### Criterion 3z - 3ad

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

The instructional materials for Ready Grade 3 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, but they do not include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials do not include opportunities for teachers to personalize learning for all students, and the materials offer some opportunities for customized, local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.

### Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0
+
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Indicator Rating Details

The Ready Grade 3 instructional materials include Interactive Tutorials that are animated interactive lessons assigned to students in their personalized online instruction plan. These tutorials include integrative technology such as interactive tools and virtual manipulatives/objects to engage students in the Mathematical Practices as they model the mathematical content of the lesson.

### 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
+
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Indicator Rating Details

The Ready Grade 3 digital materials are web-based and compatible with multiple internet browsers. The Teacher Resource Book, Teacher Toolbox, and Student Books are platform neutral and can be accessed on tablets and mobile devices. The i-Ready Door 24 Plus is used for fact fluency, and practice is only available for iPads.

### Indicator 3ab

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

The instructional materials for Ready Grade 3 do not include opportunities to assess students’ mathematical understanding and knowledge of procedural skills using technology.

i-Ready is an online diagnostic and monitoring tool (available for additional purchase and used by most Ready users). i-Ready has two components. i-Ready Diagnostic is an adaptive diagnostic, and i-Ready Standards Mastery is designed to provide information about mastery of individual grade-level standards.

### Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0
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Indicator Rating Details

The Ready Grade 3 digital instructional materials cannot be customized for individual learners or users. An additional purchase of i-Ready (available for additional purchase and used by most Ready users) does provide adaptive diagnostic and growth measures to support personalized instruction.

There are limited opportunities for the teacher to customize lessons for local use. Ready Teacher Resources include Reteach Ready Instruction Prerequisite Lessons, Tools for Instruction, and Math Center Activities. Prerequisite Lessons and Tools for Instruction are teacher-led activities for use with small groups requiring additional instruction and/or review of prerequisite concepts. Math Center Activities are student-led activities.

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
+
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Indicator Rating Details

The Ready Grade 3 instructional materials do not provide opportunities for teachers to collaborate with other teachers or students to collaborate with other students.

## Additional Publication Details

Report Published Date: Thu Apr 12 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Ready Common Core Mathematics Grade 3 978-0-7609-8900-5 Curriculum Associates
Ready Math Practice Problem Solving Grade 3 Teacher Guide (2016) 978-0-7609-9593-8 Curriculum Associates 2016
Ready CCSS Math Instruction Grade 3 Student Book (2016) 978-1-4957-0550-2 Curriculum Associates 2016
Ready 4 Common Core Mathematics Instruction (2014) 978-1-4957-0551-9 Curriculum Associates 2014
Ready CCSS Math Instruction Grade 3 Teacher Resource Book (2016) 978-1-4957-0578-6 Curriculum Associates 2016

## About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

## Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

## Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

• Focus and Coherence

• Rigor and Mathematical Practices

• Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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