The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The instructional materials develop conceptual understanding throughout the series and provide opportunities for students to independently demonstrate conceptual understanding. Examples include, but are not limited to:

• In Algebra I, Module 5, Topic 1, students determine from an equation whether a function has an absolute maximum or minimum and explain their decision. In answering the questions, students demonstrate an understanding of absolute maximum and minimum and other characteristics of quadratic functions. (A-APR.B)
• In Algebra I, Module 2, students complete steps to create equivalent equations by exploring equal statements and applying a series of arithmetic steps to both sides. Students work collaboratively to use properties of equality to justify how equivalent equations were created through the solution process. Students solve multi-step equations providing a justification for each step, and when justifications are provided, students complete the steps. (A-REI.A)
• In Algebra I, Module 2, Topic 1, Lesson 1, students explore the concept of arithmetic sequences and build them into linear functions. In Module 3, Topic 1, Lesson 1, students explore geometric ratios and graph the terms of the geometric sequences before working with exponential growth. Students write explicit geometric formulas and exponential functions from the common ratios. In Module 3, Topic 2, Lesson 1, students compare the average rate of change between common intervals of a linear and an exponential relationship in contextual problems while justifying their thinking and processes. (F-LE.1)
• In Geometry, Module 3, Topic 1, in addition to calculating ratios and angle measures to determine similar figures, students answer a series of questions to develop conceptual understanding. Students answer questions to explain or justify their answers using measurements or transformations, for example: “Explain why this similarity theorem is Angle-Angle instead of Angle-Angle-Angle.” In answering the questions, students demonstrate an understanding of similarity and the characteristics that make two figures similar. (G-SRT.2)
• In Geometry Module 3, Topic 2, Lesson 1, students explore trigonometric ratios as measurement conversions and analyze the properties of similar right triangles. Starting with two parallel lines, students pick a point on one line and draw a line to another line and create two triangles. Students verify the two triangles are similar by measuring all sides and comparing the ratio of the lengths of the corresponding sides. Students use the triangles to find the ratio of the lengths of the sides that later are defined as sine, cosine, and tangent. Students use the ratios throughout the lesson to develop an understanding of the ratios before the formal definitions are given at the end of the lesson. (G-SRT.6)
• In Algebra II, Module 3, Topic 1, Lesson 4, students review exponent rules and explore tables and graphs for power functions with integer exponents. Students write conclusions based on this exploration and use their conclusions with rational exponents and radical expressions. Students analyze other student work with rational exponents by comparing, contrasting, and justifying different approaches to rewriting radical expressions. (N-RN.1)

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing intentional opportunities for students to develop procedural skills, especially where called for in specific content standards or clusters. The instructional materials develop procedural skills and provide opportunities to independently demonstrate procedural skills throughout the series. The series includes practice problems in the lessons, MATHia software, and an additional workbook. 

Examples include, but are not limited to:

• In Algebra II, Module 1, Topic 1, Lesson 2, students develop procedural skills with algebraic and geometric patterns. Students compare models and calculations and verify the equivalence of expressions. This topic has additional days of MATHia and skills practice on patterns, algebraically and graphically, modeled by linear, exponential, and quadratic equations. Students explore and analyze patterns, compose and decompose functions, sketch 3rd and 4th degree polynomials, and explore average rate of change. (A-SSE.1b)
• In Algebra I, Module 5, Topic 2, Lesson 2, students combine terms, multiply expressions, solve quadratic equations using multiple methods, and convert and sketch graphs in the lesson. This topic has additional days of MATHia and skills practice on estimating values of functions, solving equations to determine the zeros, and rewriting expressions using difference of squares. (A-SSE.2)
• In Algebra II, Modules 1-4, students practice transformations with a variety of parent functions. MATHia software includes additional days of practice with inverse functions, represented graphically and numerically, writing inverses of quadratic functions as square root functions, identifying transformations of quadratic functions, and exponential functions, both growth and decay. The skills practice includes additional problems on transformations, rewriting and solving radical and exponential functions, and properties of exponential graphs. (F-BF.3)
• In Geometry, Module 1, Topic 1, students use area and perimeter in a coordinate plane and the distance formula as they work with composite shapes. Students demonstrate procedural skills by finding the perimeter and area of polygons. (G-GPE.7) 

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations that the materials support the intentional development of students’ ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. 

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematics while providing  opportunities for students to independently demonstrate the use of mathematics flexibly in a variety of contexts throughout the series. 

Examples where students engage in routine and non-routine application of mathematics include, but are not limited to:

• In Algebra I, Module 1, Topic1, Lesson 1, students read scenarios and determine the independent and dependent quantities. Students then match each scenario to its corresponding graph. For each graph, students label the axes with the appropriate quantity and a reasonable scale, and then interpret the meaning of the origin. Students draw conclusions from the scenarios. (N-Q.A)
• In Algebra II, Module 1, Topic 2, Lesson 1, students are given a scenario where a drain is built. Students make physical models from paper, compare with classmates, then complete a chart of possible height/width combinations for a certain size of sheet metal to determine the dimensions that produce the most water flow. Next, they write a function to model a cross sectional area and use technology to graph the function. Students interpret points on the graph and describe what that point represents. Then students work on a new scenario with larger dimensions of sheet metal. (A-REI.11)
• In Algebra I, Module 5, Topic 3, Lesson 3, students engage in a MATHia application scenario about guns on a battleship. Students are given that the guns fire at an initial height above an ocean and an initial upward velocity. Students must define a unit for each quantity, enter a variable for the time, and write an expression for the height of the charge. Students must answer a set of questions in order to plot points. Students use the graph to determine how long after the charge is fired that the projectile reaches certain heights. (F-IF.B)
• In Geometry, Module 3, Topic 2, Lesson 4.2, problems 5, 6, and 7, provide opportunities for students to engage in applications. Problems 5 and 6 represent traditional inverse trigonometric problems where students are asked to find angles. However, these problems are contextualized in a way that is appropriate for high school courses. Problem 7, represents a less traditional inverse trigonometric problem. This problem requires students to evaluate the given information and solve for more than one triangle in order to arrive at the appropriate answer. (G-SRT.8)

The instructional materials for the Carnegie Learning Math Solutions Traditional meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present independently throughout the program materials and multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials.

Examples of where the instructional materials attend to conceptual understanding, procedural skills, and application independently throughout the grade level include:

• Conceptual Understanding: In MATHia, students must see the connections between algebraic representations of functions, graphical representations of different types of functions, and determine from a context the type of function that is being described. In Algebra I, students are exposed to different types of functions (e.g., cubic, polynomial) but asked to categorize them as “Other.” Students must understand the relationships between contextual situations, algebraic representations, and graphs. 
• Procedural Skills: In MATHia Algebra II, opportunities exist for students to simplify radicals with negative radicands, simplify powers of i, adding and subtracting complex numbers, multiplying complex numbers, and solving quadratic equations with complex numbers. 
• Application: In Algebra I, Module 5, Topic 1, students write quadratic functions to model contexts. Specifically, Activity 2 includes a handshake activity where students must record and organize data and write a function that models that data. Students are then asked application questions related to minimums, domain, and range. They are also asked to compare the orientation of the graph to a previous problem in the section.

Examples where two or more of the aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials include: 

• All sections related to G.SRT.6 represent a balance between solving simple proportions related to trigonometric ratios in right triangles, contextualized word problems involving different trigonometric ratios, and conceptual understanding related to the different trigonometric functions. For example, in Geometry, Module 3, Topic 2, Activity 2.3, students are asked to extend their knowledge of the tangent ratio and apply it to different similar triangles and more abstract representations of angle measures. 
• In Algebra I, Module 2, Topic 1, End of Topic Test A, students demonstrate all aspects of rigor by rewriting equations in different forms and transforming figures on a coordinate grid. Students are required to recall arithmetic and linear functions and use knowledge of both to solve problems and answer questions. Students also apply knowledge of linear equations by reading a scenario and answering a series of questions involving the function.
• In Algebra II, Module 3, Topics 1-4, the study of exponential, radical, and logarithmic functions are developed, practiced, and utilized. The study begins in Topic 1 with developing the conceptual understanding of a radical being the inverse of a power. Students develop procedural skills with practice in simplifying, rewriting, and graphing radical expressions and functions. Application occurs in real-world scenarios. In Topic 2, students algebraically and graphically analyze and transform exponential and logarithmic functions expanding upon the concepts from Topic 1. In Topic 3, students use these skills to solve and develop procedural skills with the properties of logarithms. In Topic 4, students model with exponential functions and solve real-world scenarios of growth. 

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for supporting the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards. The majority of the time MP1 and MP6 are used to enrich the mathematical content, and there is intentional development of MP1 and MP6 across the series.

Throughout the series, there is a section labeled “How do the activities promote student expertise in mathematical practices,” which states the MPs included within the module. Each of the MPs are labeled with a symbol, and the MPs are referred to as “habits of mind.” MP1 does not have an icon and the materials indicate that students are expected to continually engage in this practice. MPs are identified for activities but not for specific problems or exercises. 

Examples of where and how the materials use MP1 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include:

• In Algebra I, Module 2, Topic 3, Lesson 5, Activity 2, students choose the better cell phone plan. Students solve a system and use the approximation for the number of texts to determine the better plan. The answer is an approximation. 
• In Geometry, Module 1, Topic 1, Lesson 1, students determine if the size of squares will affect the sum of the measures and use a protractor to test their predictions. Students copy each of the angles on a piece of patty paper and determine how to manipulate the three angles to show that their sum is 90 degrees. The materials state how there are different methods to verify sums.
• In Algebra II, Module 2, Topic 2, students explore the Binomial Theorem and Pascal’s Triangle. They complete a series of exercises that help them in future lessons related to the Binomial Theorem. Students make sense of the patterns in the triangle and answer questions related to the relationships between the numbers.

The materials use a target icon to explicitly identify MP6 in both teacher and student materials. Examples of where and how the materials use MP6 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include:

• In Algebra I, Module 1, Topic 1, Lesson 3, Activities 1 and 2, students attend to precision as they compare functions and non-functions as well as identify domain and range for the functions. Students use the precise definition of a function, and in Activity 2, they use appropriate interval notation to describe domain and range.
• In Geometry, Module 3, Topic 2, Activity 4, MP6 is identified. In order to arrive at the expected answers, students use the appropriate trigonometric ratios and appropriately use a calculator to find the most precise angle measures for problems both in and out of contexts.
• In Algebra II, Module 1, Topic 3, Lesson 2, Activity 2.2, students apply the mathematical principles related to rigid motions and accurately find points on a transformed graph. Students understand precise vocabulary and the operations required to find the new points.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for supporting the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards. The majority of the time MP2 and MP3 are used to enrich the mathematical content, and there is intentional development of MP2 and MP3 across the series. In Habits of Mind, MP2 and MP3 are identified by the “brain puzzle” icon.

Examples of where and how the materials use MP2 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include:

• In Algebra I, Module 4, Topic 1, Lesson 3, Activity 3.1, students compare data and use the numerical evidence to reason and determine answers to additional questions. For example, a teacher is asked to use data to support the choice for who should compete in a spelling bee based on test scores, and the students must reason quantitatively to reach a reasonable conclusion.
• In Geometry, Module 1, Topic 3, Lesson 2, students write equations that represent different translations and discuss the similarities and differences between geometric translation functions and algebraic equations which show the translations.
• In Algebra II, Module 2, Topic 3, Lesson 6, students solve contextualized problems related to Work, Mixture, Distance, and Cost. Students write equations to solve specific problems and then answer specific questions. By having to generate the equations to solve, students reason abstractly and quantitatively.

Examples of where and how the materials use MP3 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include:

• In Algebra I, Module 3, Topic 2, Lesson 1, Activity 1, students critique Chloe’s reasoning and use examples to justify their thinking. This activity compares linear functions with exponential functions and their outputs.
• In Geometry, Module 1, Topic 2, Lesson 4, students critique the conjectures of other students. Students also use mathematical strategies to determine whether or not the conjectures are correct.
• In Algebra II, Module 1, Topic 3, Lesson 4, Activity 4, students answer the questions “What characteristics did you take into consideration first? Why?” After each set of characteristics in the function game, students share their graphs with other students to determine their accuracy and make corrections as needed. Students answer the question: “Did you use transformations to help select the correct graph? If so, explain.”

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for supporting the intentional development of modeling and using tools (MPs 4 and 5), in connection to the high school content standards. The majority of the time MP4 and MP5 are used to enrich the mathematical content, and there is intentional development of MP4 and MP5 across the series. In Habits of Mind, MP4 and MP5 are identified by the “tool in hand” icon.

Examples of where and how MP4 is used to enrich the mathematical content and demonstrate the intentional development of the full intent of MP4 across the series include: 

• In Algebra I, Module 2, Topic 3, Lesson 3, students write systems of inequalities (with constraints), graph the system, and interpret results based on a contextualized problem.
• In Geometry, Module 4, Topic 1, Lesson 3, students use what they know to describe the volume of two figures. Students use the Cavalieri’s Principle to draw conclusions about the volumes of two prisms.
• In Algebra II, Module 3, Topic 2, Lesson 1, students complete a table to determine the amount of caffeine at each time interval. In Problem 11, students complete a second table for the half life. Students use both tables to answer questions based on the scenario given at the beginning.

Examples of where and how MP5 is used to enrich the mathematical content and demonstrate the intentional development of the full intent of MP5 across the series include:

• In Algebra I, Module 2, Topic 3, Lesson 1, Activity 2, students choose and use their own method, along with technology, to solve systems of equations. Students also use graphing tools to verify algebraic solutions to systems of equations.
• In Geometry, Module 1, Topic 2, Lesson 3, students perform constructions. Students choose from dynamic software, a compass, or other appropriate tools. Students are not told which tool to use and are expected to choose based on availability and/or appropriateness.
• In Algebra II, Module 2, Topic 1, Lesson 4, Activities 1 and 2, students use graphing utilities to connect algebraic solutions of polynomial inequalities to the graphs of the polynomial functions. The graphs created by the graphing utility also relate to the number line/interval representation of the solutions for the polynomial inequality.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for supporting the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards. The majority of the time MP7 and MP8 are used to enrich the mathematical content, and there is intentional development of MP7 and MP8 across the series. The materials use a box icon to explicitly identify MP7 and MP8 in teacher and student materials.

Examples of where and how the materials use MP7 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include:

• In Algebra I, Module 1, Topic 2, Lesson 3, students generate/organize data and then use the patterns revealed in the data to write formulas for recursive sequences. In Activity 3, students repeat this type of activity and write both explicit and recursive formulas and examine the connection between the two.
• In Geometry, Module 2, Topic 2, Lesson 3, Activity 2, students use triangles having interior angles that sum to 180 degrees to determine the sum of the interior angles of a polygon. Students examine patterns and make conjectures based on the idea of the sum of the interior angles of a triangle.
• In Algebra II, Module 2 Topic 1, Lesson 2, Activity 2, students factor special binomials building on difference of squares. Students also factor the sum and difference of cubes. By examining long division examples, students determine the structure for factoring the sum and difference of cubes.

Examples of where and how the materials use MP8 to enrich the mathematical content and demonstrate the full intent of the mathematical practice include: 

• In Algebra I, Module 1, Topic 1, Lesson 4, Activity 1, students use repeated reasoning from scenarios to identify domain characteristics of the function families (linear, exponential, quadratic, absolute value) and compare the graphical behaviors within a family. 
• In Geometry, Module 1, Topic 1, Lesson 3, Activity 3, students use prior knowledge of parallel lines, perpendicular lines, and slopes to answer questions about horizontal and vertical lines. Students extend their reasoning of slopes to answer questions 2-10 by applying previous understanding of slope as applicable.
• In Algebra II, Module 3, Topic 4, Lesson 1, Activity 1, students express regularity in repeated reasoning to determine a rule for geometric sequences. Students interpret notations and recognize/describe patterns. Students complete a similar activity using the Sierpinski Triangle. Student describe the iterative process, complete tables, and identify the sequence from the table.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet the expectation that the underlying design of the materials distinguishes between problems and exercises.

Each set of materials is divided into five modules, which are then divided into topics, and the topics are divided into lessons and activities. The structure for the topics are as follows: Connections, Getting Started, Activities, Talk the Talk, and Assignment. Each part of the structure has a specific goal. For instance, Connections, located on the topic page, directs students’ instruction through the use of a question or questions. In Getting Started, students access prior knowledge needed to be successful in the activities. Activities provide a variety of teaching strategies to encourage learning, and, in Talk the Talks, students reflect on the lesson by applying mathematics to real world problems. Finally, Assignment is separated into Write, Remember, Practice, Stretch, and Review. In each section, students use concepts learned to solve problems. The MATHia Software provides additional exercises incorporating a variety of instructional tools, such as: explore, animations, classification, problem-solving, and worked examples.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet the expectation that the design of assignments is not haphazard; exercises are given in intentional sequences.

According to the Carnegie Learning Math Solutions Traditional textbook, “Each lesson of the High School Math solution has the same structure. This consistency allows both you and your students to track your progress through each lesson.” The sequence of every lesson is divided into categories called Engage, Develop, and Demonstrate.

• Engage establishes “Mathematical Goals to focus Learning.” This section includes the following: a warm-up to activate prior knowledge, the learning goals, connections to previous learning, and a Getting Started page meant for students to solve/think/share and notice other’s work/thinking, usually for a non-routine problem.
• Develop involves “aligning Teaching to Learning.” It includes lesson activities which allow students to “build a deep understanding of mathematics through a variety of activities.”
• Demonstrate includes Talk the Talk in which students have “an opportunity to reflect on the main ideas of the lesson.”

After completing the categories within the lesson, students practice their learning in assignments, which includes: Write, Remember, Practice, Stretch, and Review. Students have additional practice with “Learn Individually” lessons using the MATHia software, or if the technology is not accessible, students use the Skills Practice workbooks.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet the expectation that there is a variety in what students are asked to produce. Students produce a variety of products in digital and written form.

Examples of variety in how students present the mathematics include:

• In Algebra 1, Module 2, Topic 2, Lesson 2, Activity 2.2, students analyze work to explain errors in students' work.
• In Geometry, Module 1, Topic 1, Lesson 3, Getting Started, students determine the slope of a line, create a segment parallel to a line utilizing patty paper, and describe the movements needed to complete the segment.
• In Algebra 2, Module 3, Topic 2, Performance Task, students examine a scenario involving administering the correct dose of medications. Students write functions, sketch a graph with technology, and interpret information.

The materials include performance tasks which usually involve real world scenarios and applying mathematics. Students produce tables, graphs, and charts to model data and solutions using different representations. The assignments provide numerous opportunities for students to write, explain, determine values, describe, and graph on a coordinate plane.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet the expectation that manipulatives are faithful representations of the mathematical objects they represent and are appropriately connected to written methods.

Virtual manipulatives are embedded within the MATHia Software for each section and include graphing tools, geometry tools for transformation, and the ability to manipulate a graph. Within the instructional materials, physical manipulatives for lessons are listed in the lesson overview. For example, in the Teacher Lesson Plans for Algebra 1, Module 5, Topic 1, the material needed for a specific portion of the lesson is patty paper.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development. 

Each section has extensive facilitation notes provided in the Teacher’s Edition. There are suggested questions that teachers may use to aid in instruction and mathematical development. There are also suggestions as to what teachers should look for as they observe/examine student work. Within each lesson, there are questions that ask students to explain or justify their answers. For example, in Geometry, Module 3, Topic 1, Lesson 3, teachers are given the following questions to ask while students complete questions 4-7:

• “Do the ratio and scale factor represent the same thing?”
• “If all pairs of corresponding angles in the image and pre-image are congruent, is the shape of the image always the same as the shape of the pre-image?”

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. The introductory pages of the first volume of the Teacher’s Implementation Guide for each course provide detailed information regarding the instructional design of the series, lesson structure, assignment structure, problem types, thought bubbles to promote student self-reflection, mathematical habits of mind, academic glossary, modeling process, and assessments. Detailed information regarding content alignment within a given course complement a general overview of standards addressed within that course.

The Facilitation Notes embedded within every lesson provide ample and useful annotations and suggestions regarding an overview of the mathematical concepts addressed, standards addressed, essential ideas, pacing, what to look for from students, questions to ask, grouping strategies, common student misconceptions, differentiation strategies, and a summary statement of the mathematical ideas addressed.

Where applicable, the materials include teacher guidance for the use of embedded technology to support and enhance student learning. The introductory pages of the first volume of the Teacher’s Implementation Guide for each course provide guidance for using the MATHia software and collecting data reports generated by MATHia. The table of contents explicitly identifies certain MATHia workspaces that correlate to specific modules in the given course.

The instructional materials for Carnegie Learning Math Solutions Traditional series meet expectations for containing a teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematical concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

Within MyPL, teachers can view instructional videos that provide adult-level explanations and examples for teachers to enhance their own knowledge of the content. The instructional videos address textbook lessons, MATHia, mathematical content, and classroom strategies. For example, in the video, Approaching Infinity (Algebra 2, Module 2, Topic 3, Lesson 2), teachers view suggestions for implementing the lesson. The Teacher’s Implementation Guide for each course provides detailed information regarding how mathematical content fits into the series overall, and the materials include module overviews that describe the mathematics of the module and how the content is connected to prior and future learning. MyPL also includes 33 videos addressing mathematical content that are not lesson-specific, and the advanced mathematics concepts addressed by the videos include, but are not limited to: ellipses, hyperbolas, and discontinuities and asymptotes of rational functions.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for containing a teacher’s edition that explains the role of the specific mathematics standards in the context of the overall series.

• The Module Overview includes information for the teacher with explanations that build the teacher’s understanding of how the lesson content fits into the curriculum. It tells why the module is named, the mathematics included in the module, and how the module connects to prior and future learning.
• Each Topic Overview provides information on the mathematical content in the lessons as well as where it fits in the scope of mathematics across grades and courses. Knowledge required from prior chapters and/or grades is identified in this section.
• The Module Overview of each section does not identify specific standards related to each of the connections. For example, in Geometry, Module 3, the prior connections states, “Students have extensive experience with ratios and proportional reasoning in middle school and in previous courses” but does not state the specific standard. In Algebra II, Module 1, Topic 1, the Family Guide explains that students have previously studied linear, exponential, and quadratic functions and also explains that this topic will prepare students to study more complex function  throughout the rest of Algebra II. The Teacher's Edition lists the use of patterns in the course as a way to promote mathematical thinking for the series.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels.

• There is a pretest for every topic in each module that addresses the standards which will be taught. The post-test for the topic is the same test.
• The Topic Overview provides a list of Prerequisite Skills needed for the topic, which creates an indirect opportunity for teachers to gather information about students’ prior knowledge, although there is no direct guidance provided to the teacher about how to use the information.
• The MATHia software is used as an assessment and progress monitoring tool, providing personalized data about where a student stands on various skills.
• In every assignment in the textbook, there is a Review section. Students practice two questions from the previous lesson, two questions from the previous topic, and two questions that address the fluency standards. This provides teachers with information about students' learning gaps as they work through the instructional materials.
• In the Module Overview, there is a connection to student’s prior learning. This explains to the teacher what students should know or be able to do based on previous learning. At the beginning of each module, there are teacher notes that indicate “Where We Have Been.” This small explanation frames student’s previous learning and knowledge in the context of the new lesson. At the beginning of each lesson is a Warm-Up and a Getting Started portion so that students begin to connect previous learning to new learning. These exercises  allow instructors to gather information related to prior knowledge.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

The Topic Guide regularly includes Misconceptions with suggestions for teachers to identify and address common student errors and misconceptions. For example, in Geometry, Module 1, Topic 1, Lesson 4, “Students may assume all equiangular polygons are also equilateral polygons...” Teachers are encouraged to engage students in mathematical conversations to address student errors and misconceptions with phrases such as, “Remind the students…, Discuss with students…, Point out that….”

The MATHia software provides a solution pathway for common student misconceptions: “Like a human tutor, MATHia re-phrases questions, re-directs the student, and hones in on the parts of the problem that are proving difficult for the student. Hints are customized to address the individual student, understanding that there are often multiple ways to do the math correctly.”

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing support for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Examples include:

• Each assignment at the end of the Lesson has review questions included.
• The workbook has the answers to the odd exercises for immediate feedback.
• Within each assignment, there is practice for the current material as well as practice for past material. 
• There are Topic Performance Tasks with rubrics to provide feedback based on knowledge for the topic.
• Warm Ups and Getting Started tasks provide additional practice for students as they start to expand their learning.
• The MATHia software includes “Hints” which students can select when reviewing and practicing concepts and skills. Just-in-Time Hints automatically appear when a student makes a common error, and On-Demand Hints are provided when a student asks for a hint while working on a problem. Step-by-Step Hints demonstrate how to use the tools in a lesson by providing step-by-step guidance through a sample problem.

The instructional materials reviewed for Carnegie Learning Math Solutions Traditional series meet expectations for assessments clearly denoting which standards are being emphasized. The series offers several types of assessments, print and digital:

• MATHia provides information for each student based on standards.
• Performance tasks clearly note which standards are being assessed. 
• The student-facing versions of the Pretest, Post test, and the End of Topic Test do not denote which standards are being emphasized.
• The digital overview contains assessments and an assessment overview document. The document contains each assessment as well as which standard is assessed for each individual problem.
• The Carnegie Edulastic Assessments Suite displays standards for each problem within each assessment provided. These standards are not student-facing.

The instructional materials reviewed for Carnegie Learning Math Solutions Traditional series meet expectations for assessments providing sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

• Expected answers and outcomes are provided for each assignment/assessment, and some guidance is provided to aid teachers in the interpretation of student performance. 
• Guidance is provided about formative assessments, and strategies teachers can use to address student misunderstandings are included in lesson facilitation notes.
• Performance Tasks include detailed scoring rubrics.
• MATHia reports provide teachers with detailed information about student performance in relation to progress on standards and suggestions on the skills that require additional support.
• The materials offer teachers an APSLE (Adaptive Personalized Learning Score) report which is a predictor for year-end summative assessments. Videos within MyPL explain this report in more detail while outlining the research and models behind the report.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

Scaffolding is evident throughout the series and teachers have support for different types of learners. Every activity has Differentiation Strategies included in the Facilitation notes that provide teachers detailed instructions about the organization of the topic, entry point for the students, how to see students are demonstrating understanding, and the importance of learning the topic as well as how the topic provides expertise in the mathematical standards.

The topic overview provides a detailed chart explaining the scope and sequence of the topic, and it is Learning Together. The chart provides the number of days needed for the lesson, aligned standards, and highlights for the lesson.

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

MATHia differentiates the learning experience for every learner, adapting the amount of support based on the students' answers and path through each problem. This level of support is similar to a one-on-one tutoring experience, where the software is adapting based on everything the student is doing.

The differentiation strategy notes for teachers includes strategies for struggling students and suggestions for all students. The Questions to Ask, and other facilitation strategies are intended for all students. The varied activities throughout a topic address different types of learners. For example, in Geometry, Module 1, Topic 3, Lesson 5, “What is the difference between reflectional symmetry and rotational symmetry? How do you determine if a figure has rotational symmetry?” The questions are intended for all students, not a specific subgroup. On the same page, there is a differentiation strategy stating, “To extend the lesson, encourage students to investigate how to describe the location of the center of rotation for each figure in Question 9.”

The instructional materials for the Carnegie Learning Math Solutions Traditional series meet expectations for embedding tasks with multiple entry­ points that can be solved using a variety of solution strategies or representations. 

In each module, students complete series of consecutive problems that provide different entry points for students to demonstrate their understanding and skills. For example, Module 2, Topic 1, Lesson 1, Activity 3, scaffolds problems within the student problem set to help students have an entry point and to allow teachers to determine where students may be having difficulty. Facilitation notes at the beginning of the chapter have a section labeled “What is the entry point for students.” Teachers are given instructions such as, “As students work, look for: different translations of triangle ABC. Some students may move a single vertex of the triangle to the origin while others may move vertices to the axes. Share different strategies to accomplish the task.”

There are also problems when the materials provide two possible solution paths for a problem and students choose their path, for example, Geometry, Module 1, Topic 1, Lesson 5, Problem 3.

The instructional materials for the Carnegie Learning Math Solutions Traditional series 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.

Throughout the series, there are suggestions for ELL students within the teacher’s materials. For example in Algebra 1, Module 3, Topic 2, Lesson 4, the ELL Tip states, “Students may not understand the term intuitively in the introduction. Discuss the problem-solving strategies that students automatically used to solve the problem and how they relate to the modeling process.” ELL support is evident in all of the teachers guidance, and there are ELL Tips that address other strategies to help ELL students, such as honoring the use of students’ native languages, building relevant background, simplifying sentences, and modifying vocabulary.

Suggestions for supporting other special populations (i.e. struggling students and advanced students) are included in the Teacher’s Implementation Guide in the Facilitation Notes for each activity. Some of these suggestions for other special populations are general, and some are specific to the content of the lessons in which they are found.