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Digits
2014

Digits

Publisher
Savvas Learning Company f/k/a Pearson
Subject
Math
Grades
6-8
Report Release
02/15/2015
Review Tool Version
v1.0
Format
Core: Comprehensive

EdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.

Alignment (Gateway 1 & 2)
Does Not Meet Expectations

Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.

Usability (Gateway 3)
NE = Not Eligible. Product did not meet the threshold for review.
Not Eligible
Our Review Process

Learn more about EdReports’ educator-led review process

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Note on review tool version

See the top of the page to confirm the review tool version used for this report:

Report for 7th Grade

Alignment Summary

The materials reviewed for Grade 7 do not meet the expectations for alignment to CCSSM. The instructional materials assess only the material required for Grade 7 and previous grades. Grade 7 does not meet the threshold of 65% of the year being focused on major work of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B. In the Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher's edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.

Since the materials do not meet the expectation for alignment to the CCSSM in the areas of focus and coherence, they were not reviewed for rigor or the math practices.

7th Grade
Gateway 2

Rigor & Mathematical Practices

NE = Not Eligible. Product did not meet the threshold for review.
NE
0
10
16
18
Alignment (Gateway 1 & 2)
Does Not Meet Expectations
Usability (Gateway 3)
Not Rated
Overview of Gateway 1

Focus & Coherence

The materials reviewed for Grade 7 do not meet the expectations for focusing on major work and coherence. The instructional materials assess only the material required for Grade 7 and previous grades. Grade 7 does not meet the threshold of 65% of the year being focused on major work of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B. In Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The program has many components to give all students extensive work with grade-level problems. The CCSSM are visibly listed on the student pages and in the teacher edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.

Criterion 1.1: Focus

02/02
Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for Grade 7 meet the expectations for assessing material at the Grade 7 level. The instructional materials assess only the material required for Grade 7 and previous grades. A few questions are one grade below grade level and used as a review of skills.

Indicator 1A
02/02
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.

The instructional materials for Grade 7 meet the expectations for assessing material at the Grade 7 level.

  • The instructional materials assess only the material required for Grade 7 and previous grades.
  • A few questions assess standards from one grade below grade level and used as a review of skills.

Criterion 1.2: Coherence

00/04
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.

The materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major work for Grade 7. Approximately 50% of the year is focused on the major work for Grade 7 of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B.

Indicator 1B
00/04
Instructional material spends the majority of class time on the major cluster of each grade.

The materials reviewed for Grade 7 do not meet the expectations for spending the majority of class time on the major work for Grade 7. Approximately 50% of the year is focused on the major work for Grade 7 of 7.RP.A, 7.NS.A, 7.EE.A and 7.EE.B.

Criterion 1.3: Coherence

05/08
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials reviewed for Grade 7 partially meet the expectations for being coherent and consistent with the standards. In Grade 7 there are a few times that the supporting work enhances the understanding of the major clusters. The program can be taught in 164 days. The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning. The CCSSM are visibly listed on the student pages and in the teacher edition. The work in each unit is specific to that unit's topic. There are few connections made between units and concepts.

Indicator 1C
01/02
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

In the Grade 7 there are a few lessons in which the supporting work enhances the understanding of the major clusters.

  • One example of this support is in topic 14 there are connections with 7.RP.A and 7.SP.A in lessons 14-1, 14-2 and 14-7.
Indicator 1D
01/02
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.

The materials reviewed for Grade 7 partially meet the expectations for amount of content being viable for one school year.

  • The program can be taught in 164 days, which is within a typical school year of 170-190 days.
  • The materials do not provide explicit directions to teachers to continue to focus on the major work of the grade during the remaining days of instructional time.
  • While overall it is viable for a school year the amount of time on the major work for Grade 7 is less than 65% of the year, which means that teachers will need to find supplemental materials in order to cover the standards.
Indicator 1E
02/02
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.

The materials reviewed for Grade 7 meet the expectations for being consistent with the progressions in the standards.

  • The program overview guide explicitly shows where the standards are taught and where previous standards are used to enhance new learning (pages 68-75).
  • The overview instructs the teacher which intervention lesson to assign to provide individual student or whole group intervention support on the given standard.
  • The program has many components to give all students extensive work with grade-level problems.
  • For each unit there is a readiness assessment and personalized study plans to provide differentiation and guiding questions to meet diverse needs of various student needs.
Indicator 1F
01/02
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.

The materials reviewed for Grade 7 partially meet the expectations for fostering coherence through connections at a single grade.

  • The CCSSM are visibly listed on the student pages and in the teacher edition.
  • The work in each unit is specific to that unit's topic.
  • There are few connections made between units and concepts, yet no visible connections between clusters. The work done in the topic 14 for 7.SP.A connects well 7.RP.A (in 14-2, 14-3, 14-4, 14-5 and 14-7) and 7.EE.B (in 14-2, 14-3, 14-4, 14-5 and 14-7).
  • There are opportunities in geometry and statistics to make connections and foster coherence that were not explicitly made.

Overview of Gateway 2

Rigor & Mathematical Practices

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

Criterion 2.1: Rigor

NE = Not Eligible. Product did not meet the threshold for review.
NE
Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
Indicator 2A
00/02
Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
Indicator 2B
00/02
Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
Indicator 2C
00/02
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
Indicator 2D
00/02
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.

Criterion 2.2: Math Practices

NE = Not Eligible. Product did not meet the threshold for review.
NE
Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
Indicator 2E
00/02
The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
Indicator 2F
00/02
Materials carefully attend to the full meaning of each practice standard
Indicator 2G
Read
Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
Indicator 2G.i
00/02
Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
Indicator 2G.ii
00/02
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.
Indicator 2G.iii
00/02
Materials explicitly attend to the specialized language of mathematics.

Criterion 3.1: Use & Design

NE = Not Eligible. Product did not meet the threshold for review.
NE
Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
Indicator 3A
00/02
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.
Indicator 3B
00/02
Design of assignments is not haphazard: exercises are given in intentional sequences.
Indicator 3C
00/02
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.
Indicator 3D
00/02
Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
Indicator 3E
Read
The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Criterion 3.2: Teacher Planning

NE = Not Eligible. Product did not meet the threshold for review.
NE
Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
Indicator 3F
00/02
Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
Indicator 3G
00/02
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.
Indicator 3H
00/02
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.
Indicator 3I
00/02
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.
Indicator 3J
Read
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).
Indicator 3K
Read
Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
Indicator 3L
Read
Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Criterion 3.3: Assessment

NE = Not Eligible. Product did not meet the threshold for review.
NE
Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
Indicator 3M
00/02
Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
Indicator 3N
00/02
Materials provide strategies for teachers to identify and address common student errors and misconceptions.
Indicator 3O
00/02
Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
Indicator 3P
Read
Materials offer ongoing formative and summative assessments:
Indicator 3P.i
00/02
Assessments clearly denote which standards are being emphasized.
Indicator 3P.ii
00/02
Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
Indicator 3Q
Read
Materials encourage students to monitor their own progress.

Criterion 3.4: Differentiation

NE = Not Eligible. Product did not meet the threshold for review.
NE
Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
Indicator 3R
00/02
Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
Indicator 3S
00/02
Materials provide teachers with strategies for meeting the needs of a range of learners.
Indicator 3T
00/02
Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
Indicator 3U
00/02
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).
Indicator 3V
00/02
Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
Indicator 3W
00/02
Materials provide a balanced portrayal of various demographic and personal characteristics.
Indicator 3X
Read
Materials provide opportunities for teachers to use a variety of grouping strategies.
Indicator 3Y
Read
Materials encourage teachers to draw upon home language and culture to facilitate learning.

Criterion 3.5: Technology

NE = Not Eligible. Product did not meet the threshold for review.
NE
Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
Indicator 3AA
Read
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.
Indicator 3AB
Read
Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
Indicator 3AC
Read
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.
Indicator 3AD
Read
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.).
Indicator 3Z
Read
Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.