Alignment: Overall Summary

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for alignment to the Mathematics Florida Standards (MAFS). ​The instructional materials meet expectations for Gateway 1, focus and coherence, by focusing on the major work of the grade and being coherent and consistent with the Standards. The instructional materials meet expectations for Gateway 2, rigor and balance and practice-content connections, by reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor and meaningfully connecting the Standards for Mathematical Content and the Cluster Standards for Mathematical Practice (MPs).

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

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
17
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Meets Expectations

Not Rated

Gateway 3:

Usability

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

Gateway One

Focus & Coherence

Meets Expectations

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-
Gateway One Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for Gateway 1, focus and coherence. The instructional materials meet the expectations for focusing on the major work of the grade, and they also meet expectations for being 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 reviewed for enVision Florida Mathematics Grade 2 meet expectations for not assessing topics before the grade level in which the topic should be introduced. 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 enVision Florida Mathematics Grade 2 meet expectations that they assess grade-level content.

The series is divided into topics, and each topic has a topic assessment that can be given both online and/or paper and pencil and a topic performance assessment. Additional assessments include a Grade 2 Readiness Test and four Cumulative/Benchmark Assessments addressing Topics 1-4, 1-8, 1-12, and 1-15. Assessments can be found in the Assessment Resource Book online or in print. The materials also include an ExamView Test Generator.

Examples of grade-level assessment items include:

  • Topic 2, Topic Assessment, Problem 3, students solve, “David plants peas in the school garden. He plans 4 rows of peas with 3 plants in each row. Part A: Draw an array to show how David planted the peas. Part B: Write an equation to match the array. How many pea plants does David plant?” (2.OA.3.4)
  • Topic 5, Topic Assessment, Problem 1, students solve, “Maya’s class visits a garden. Maya counts the flowers she sees. How many more roses does Maya see than lilies. Use the open number line to solve.” (2.OA.1.1 and 2.NBT.2.5)
  • Topic 6, Topic Assessment, Problem 13, students answer, “Choose all of the problems that you will solve by regrouping if you subtract using place-value blocks. Draw blocks if needed.” (2.NBT.2.7)
  • Topic 8, Topic Assessment, Problem 8, students solve, “Alicia eats dinner at the time shown on the clock. What time does Alicia eat dinner?” (2.MD.3.7)
  • Topic 8, Topic Assessment, Problem 1, students solve, “Malak has these coins. How much money does he have? If he spends a dime and a nickel, how much money will he have? Count to find the total.” (2.MD.3.8)
  • Topic 13, Topic Assessment, Problem 3, students solve, “Which squares are shown in thirds? Choose all that apply.” (2.G.1.3)
  • Topic 15, Topic Assessment, Problems 1-3, students solve, “1. Use the table to complete the bar graph, 2. Use the Favorite Lunch table to complete the picture graph, 3. Use the graphs you made to answer these questions.” (2.MD.4.10)


Criterion 1b

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

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. The instructional materials devote at least 65 percent of instructional time to 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 enVision Florida Mathematics Grade 2 meet expectations for spending a majority of instructional time on major work of the grade. The evidence was collected from Topics, Performance Tasks, Topic Assessments, Benchmarks, Centers, and 3-Act activities.

  • The approximate number of topics devoted to major work of the grade (including assessments and supporting work connected to the major work) is 7 out of 14, which is 50%.
  • The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 104 out of 113, which is approximately 93%.
  • The number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 122 out of 151, which is approximately 80%.

A lesson level analysis is most representative of the instructional materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each topic. As a result, approximately 93% of the instructional materials focus on major work of the grade.


Criterion 1c - 1f

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for being coherent and consistent with the standards. The instructional materials have supporting content that engages students in the major work of the grade and content designated for one grade level that is viable for one school year. The instructional materials are also consistent with the progressions in the standards and foster coherence through connections at a single grade.

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 enVision Florida Mathematics Grade 2 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The publishers identify connections between supporting content and major work on the Topic Planner pages in the Teacher’s Edition. For example:

  • Topic 2, Lesson 2-5 addresses supporting cluster 2.OA.3 in the following:
    • Independent Practice Problem 2, “Mika has 4 rows of playing cards. If there are 4 playing cards in each row, how many cards does Mika have in all?” Students draw an array and write an equation to show the problem, then solve. This connects to cluster 2.OA.1 (Represent and solve problems involving addition and subtraction).
    • In the Problem Solving Performance Task: Window Displays students solve, “Mr. Miller’s Hobby Shop has 3 window displays. One is for posters, one is for paint cans, and one is for crayon boxes. The displays are described at the right. Which display has the least number of items? Question 5: What are you asked to find? Question 6: Mr. Miller says he will add 3+5 to find the total number of posters in the posters display. Do you agree with his plan? Explain. Question 7: Draw an array to help you find which display has the least number of items. Give your answer and show your work.” This connects 2.OA.3 (Work with equal groups of objects to gain foundations for multiplication) to 2.OA.2 (Add and subtract within 20).
  • In Topic 8, Lesson 8-5, Visual Learning Animation Guided Practice, students solve, “Tony wants to buy a pencil. He has half-dollars, quarters, and nickels. Find all the ways he can make 55 cents.” Supporting work 2.MD.3.8.d (Work with time and money) is identified and connected to major work 2.OA.1 (Represent and solve problems involving addition and subtraction).
  • In Topic 15, Lesson 15-6, Solve and Share, students “Make a picture graph to show how many connecting cubes, counters, and ones cubes you have. Then write and solve a problem about your data.” Students use addition/subtraction to solve their problem. This is an example of a connection between supporting cluster 2.MD.4 (Represent and interpret data) and major work of cluster 2.OA.1 (Represent and solve problems involving addition and subtraction).


Indicator 1d

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 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 amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 151 days.

  • There are 113 content focused lessons.
  • There are 8 days of 3-Act Math Activities
  • There are 30 days of Topic Reviews and Assessments


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 enVision Florida Mathematics Grade 2 meet the expectations for being consistent with the progressions in the standards. Content from prior grades is identified and connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, the materials develop according to the grade-by-grade progressions in the standards. Typically, material related to prior and future grades is clearly identified and related to grade-level work. In the Teacher Edition Program Overview, all grade-level standards are present as noted in the Correlation to Florida Grade 2 Standards.

The Teacher Edition contains a Topic Overview Coherence: Look Back and Look Ahead, and a Lesson Overview Coherence: Look Back and Look Ahead, which identify connections to content taught in previous grades, indicating the relevant topics and/or lessons. In addition, the sections include connections to content taught in future grades, topics, or lessons. Though explicit connections are made to prior and future mathematical content, no standards are listed in either Look Back or Look Ahead. For example, in Topic 10, Add Within 1,000 Using Models and Strategies, Overview, Coherence:

  • The Look Back states, “Grade 1, Addition Within 100 - In Topic 10, students learned to use various strategies, place value, and properties of operations to add within 100.”
  • The Look Back also states, “Earlier in Grade 2, Fluently Add Within 100 - In Topic 4, students developed computational fluency in addition within 100 by using strategies that employ understanding of place value, properties of operations, the partial-sums strategy, and mental math.”
  • The Look Ahead states, “Later in Grade 2, Subtract Within 1,000 - In Topic 11, students will adapt the strategies from this topic to subtract within 1,000.”

The instructional materials support the progressions of the standards. The Topics for Grade 2 address the following domains:

  • Operations & Algebraic Thinking begins in Topic 1: Fluently add and subtract within 20; Topic 2: Work with equal groups; Topic 3: Add within 100 using strategies; and Topic 4: Fluently add within 100 (Lessons focus on strategies).
  • Number & Operations in Base Ten begins in Topic 3: Add within 100 using strategies; Topic 4: Fluently add within 100 (Lessons focus on strategies); Topic 5: Subtract within 100 using strategies; Topic 6: Fluently Subtract within 100; and Topic 7: More solving problems involving addition and subtraction. Numbers to 1000 is addressed in Topic 9, Add within 1000 using models and strategies and Topic 10;  and Subtract within 1000 using models and strategies is addressed in Topic 11.
  • Measurement & Data begins in Topic 8: Work with Time and Money. Measuring length is addressed in Topic 12, More Addition, Subtraction, and Length is addressed in Topic 14, and Graphs and Data are addressed in Topic 15.
  • Geometry is addressed in Topic 13: Shapes and their attributes and Topic 15: Equal Shares of Circles and Rectangles.

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. For example:

  • In Lesson 1-6, Problems 1-6, students solve, “Use fact patterns to complete the equation (all within 20).” (2.OA.2.2)
  • In Lesson 5-3, Solve and Share, students solve, “There are 50 children at the park. 28 are boys and the rest are girls. How many girls are at the park? Use the open number line to solve. Show your work.” (2.NBT.2.5)
  • In Lesson 5-4, Solve and Share, students “Use any strategy to find 42-7. Use pictures, words, or numbers to explain.” (2.NBT.2.5)
  • In Lesson 6-6, sample question, “Trevor made 20 apple muffins for the bake sale. Ryan made 15 banana muffins. They sold 23 muffins in all. How many muffins are left to sell? Solve any way you choose. Show your work.” (2.OA.1.1)
  • Topic 7, Interactive Math Story, “Frida flies 10 kites on Friday, she loses 5 kites to angry flies. Then she buys 7 more kites from a man in a bumble-bee sweater.  How many kites does Frida have now?” (2.OA.1.1)
  • In Lesson 11-3, Solve & Share, students “Use place-value blocks to find 482-127. Tell which place value you subtracted first and why. Then draw a picture to show your work.” (2.NBT.2.7)

Each topic also includes: digital practice, extra worksheets, reteach to build understanding, build mathematical literacy, enrichment activities, envision STEM activities, leveled reading, and problem solving.


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 enVision Florida Mathematics Grade 2 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Examples of learning objectives visibly shaped by CCSSM cluster headings include:

  • In Lessons 3-1 and 3-2, the objectives are, “Add within 100 using place-value strategies and a hundred chart” and “Use an open number line to add tens and ones within 100,” respectively, and shaped by 2.NBT.2, Use place value understanding and properties of operations to add and subtract.
  • In Lessons 8-1 and 8-2, the objective is, “Solve problems with coins,” and shaped by 2.MD.3, Work with time and money.
  • In Lessons 13-3 and 13-4, the objectives are, “Draw polygon shapes” and “Draw cubes and describe how they look,” respectively, and shaped by 2.G.1, Reason with shapes and their attributes.

Materials include problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

  • In Lesson 3-3, Visual Learning Animation Plus: Convince Me!, students solve, “Explain how you can break apart 28 to find 33+28.” This problem connects 2.NBT.2, Use place value understanding and properties of operations to add and subtract, to 2.NBT.1, Understand place value.
  • In Lesson 3-6, Solve and Share, students analyze the strategies Griffin and Kiera used to solve 36 + 15, which connects 2.OA.1, Represent and solve problems using addition and subtraction, to 2.NBT.2, Use place value understanding and properties of operations to add and subtract.
  • In Lesson 14-3, Independent Practice Problem 3, students solve, “Brent’s rope is 49 inches long. He cuts off some of the rope and now it is 37 inches long. How much rope did Brent cut off?” The directions state, “Write an equation using a ? for the unknown number. Solve with a picture or another way.” This problem connects 2.OA.1, Represent and solve problems involving addition and subtraction, to 2.MD.2, Relate addition and subtraction to length.


Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for Gateway 2, rigor and balance and practice-content connections. The instructional materials meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations by giving appropriate attention to the three aspects of rigor, and they meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs).

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 reviewed for enVision Florida Mathematics Grade 2 meet expectations for reflecting the balances in the standards and helping students meet the standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications. The instructional materials also do not always treat the aspects of Rigor separately or together.

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 for enVision Florida Mathematics Grade 2 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The structure of the lessons include several opportunities that address conceptual understanding.

  • In the Teacher Edition, every Topic begins with Math Background: Rigor, where conceptual understanding for the topic is outlined.
  • Lessons are introduced via video, Visual Learning Animation Plus, at PearsonRealize.com building on conceptual understanding.
  • Each Lesson Overview includes Rigor highlighting how conceptual understanding is incorporated into the lesson.
  • Each lesson includes Solve and Share where students are able to build and demonstrate conceptual understanding.

Materials include problems and questions developing conceptual understanding throughout the grade-level and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. The conceptual understanding incorporated into each lesson is stated in the Rigor section of the Lesson Overview:

  • In Lesson 1-5, students “explore different ways to subtract using a number line. Students deepen their understanding of how counting is connected to adding and subtracting, and of how addition and subtraction are related.” In Solve and Share, students solve, “How can counting help you find 12 - 4? Use a number line to show your work.” (2.OA.2)
  • In Lesson 3-3, students “deepen their conceptual understanding of addition when they break apart numbers to add.” The Visual Learning Bridge shows students ways to break apart 57 and 13 to add the two numbers. (2.NBT.2.5 and 2.NBT.2.9)
  • In Lesson 3-5, students use strategies to “demonstrate an understanding of place value, properties of operations, and the relationship between addition and subtraction.” During Independent Practice, students use different strategies to solve given problems. (2.NBT.2.5, 2.NBT.2.6, and 2.NBT.2.9)
  • In Lesson 4-1, students “use and draw models to develop understanding of the strategy of breaking numbers apart in order to add them using place value.” In Solve and Share, “Leslie collects 36 rocks. Her brother collects 27 rocks. How many rocks do they collect in all? Use place-value blocks to help you solve.”  (2.NBT.2.5 and 2.NBT.2.9)
  • In Lesson 6-2, students “use concrete and symbolic representations to reinforce understanding of subtracting two-digit numbers.” In Solve and Share, students solve, “You have 42 pipe cleaners. You use 19 of the pipe cleaners. How many pipe cleaners do you have now? Use place-value blocks to help you solve. Draw place-value blocks to show your work.” Possible student work includes both standard and symbolic representation. (2.NBT.2.5 and 2.NBT.2.9)
  • In Lesson 8-3, “A key goal of this topic is for students to be able to count money and solve word problems about money. Conceptual work focuses on understanding what the value of each bill is and how to identify each bill.” In Solve and Share, “What is one way you can show 100¢ with coins?  Use coins to model. Draw and label the coins you use.” (2.MD.3.8.c, 2.MD.3.8.a, and 2.NBT.1.2)
  • In Lesson 9-1, students “understand that 100 can be thought of as a group of 10 tens. They learn that a number such as 300 can be expressed as 3 hundreds, 0 tens, and 0 ones.” In Solve and Share, students solve, “What is another way to show 100? Draw a picture and explain.” (2.NBT.1.1.a and 2.NBT.1.1.b)
  • In Lesson 9-2, students “use place-value blocks to reinforce understanding of place-value concepts and 3-digit numbers.” In Solve and Share, “How can you use place-value blocks to show 125? Explain. Draw your blocks to show what you did.” (2.NBT.1.1 and 2.NBT.1.3)
  • In Lesson 9-5, students “understand that it takes 10 of a number in one place value to make a number in the next greater place value.” In Solve and Share, “Use place value blocks. Show two ways to make 213. Then draw each way. Tell how your ways are alike and different.” (2.NBT.1.3 and 2.NBT.1.1.a)


Indicator 2b

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

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations that they attend to those standards that set an expectation of procedural skill and fluency. The instructional materials develop procedural skill and fluency throughout the grade-level.

In the Teacher Edition, each Topic begins with Math Background: Rigor, where procedural skill and fluency for the topic is outlined for teachers. The structure of the lessons include several opportunities to develop procedural skill and fluency, including:

  • Activity Centers
  • Reteach to Build Understanding
  • Build Mathematical Literacy
  • Enrichment

Later Topics include Additional Practice and Fluency worksheets, Math Diagnosis and Intervention Systems, and My Fluency Progress Forms. Additional practice is located online at PearsonRealize.com.

Materials include problems and questions intended to develop procedural skill and fluency throughout the grade-level and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade.

  • In Lesson 1-1, students “develop fluency with addition facts to 20 by using the counting on strategy along with changing the order of addends.” In Guided Practice, students “Count on to find the sum. Then change the order of the addends.” Convince Me!: “Does 5+2=2+5? How do you know?” (2.OA.2.2)
  • In Lesson 1-2, students’ “proficiency and fluency with addition facts build as they develop the habit of looking for and thinking about doubles and near doubles.” In Independent Practice, students “Complete the doubles facts. Use the doubles facts to solve the near doubles. Use cubes if needed.” (2.OA.2.2)
  • In Lesson 3-3, students “break apart the second addend into tens and ones to add to the first addend. This helps students develop fluency with addition within 100, which is a goal of Grade 2. Developing flexibility with mental math strategies is a critical component of fluency.” Activity Centers, students solve, “Most African lions are found in national parks or on game reserves. Scientists try to keep track of how many lions there are. Break apart numbers to solve each problem. Use blocks to help, if needed.” (2.NBT.2.5)
  • In Lesson 4-1, Solve and Share, students solve, “Leslie collects 36 rocks. Her brother collects 27 rocks. How many rocks do they collect in all? Use place-value blocks to help you solve. Show your place-value blocks.” There is additional practice in Independent Practice and Problem Solving sections of the materials, as well as online games identified on PearsonRealize.com. (2.NBT.2.5)
  • In Lesson 4-2, Guided Practice, students “Add. Use place value. Draw blocks or use another way.” Additional practice is provided in the Independent Practice and Problem Solving sections, as well as online games identified on PearsonRealize.com. (2.NBT.2.5)
  • In Topic 10, the Lesson Fluency Practice Activity contains two worksheets. Add and Subtract Within 20 has 19 fluency practice problems (2.OA.2.2). Add and Subtract Within 100 has 17 problems that “Use place value understanding and properties of operations to add and subtract.” (2.NBT.2.5)


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 enVision Florida Mathematics Grade 2 meet expectations for teachers and students spending sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

In the Teacher Edition, each Topic begins with Math Background: Rigor, where applications for the topic are outlined for teachers. Each Topic also includes:

  • Topic Opener, containing a contextual STEM problem designed to spark interest in the content of the topic,
  • Topic Centers with application problems,
  • 3-Act Math activities where students engage in application problems, and
  • Performance Tasks, where students apply mathematics of the topic in multi-step, real-world situations.

The structure of the lessons includes several opportunities for students to engage in routine and non-routine application problems. Practice & Problem Solving sections provide students with a variety of problem types to apply what they have learned. The way in which application is incorporated into specific lessons is stated in the Rigor section of the Lesson Overview of those lessons.

Examples of opportunities for students to engage in routine and non-routine application problems include:

  • In Lesson 2-5, Solve & Share, students draw a picture and write an equation to model and solve a word problem: “There are 4 rows in a classroom. Two rows have 3 tables in each row. Two rows have 4 tables in each row. How many tables are there in all? Draw a picture and write an equation to model and solve the problem.” (2.OA.3.4)
  • In Lesson 5-8, Solve and Share, students solve, “Bill collects and sells seashells. He has 45 shells, finds 29 shells, and sells 20 shells. How many seashells does Bill have now? Tara says you have to subtract 45-29 and then add 20 to solve the problem. Do you agree with Tara’s thinking? Circle your answer. Use pictures, words, or equations to explain.” (2.NBT.2.9)
  • In Lesson 7-7, Independent Practice, Number 14, “Reasoning: Jill and Tim have the same number of toy cars. Tim has 10 red card and 20 blue cars.  Jill has 8 red cars, 15 blue cars, and some yellow cars. How many yellow cars does Jill have?” Students then, “Write an equation to show each problem. Then solve. Show your work.” (2.OA.1.a)
  • In Lesson 11-6, Solve & Share, students solve a hidden question in order to solve a two-step word problem: “Jody wants to bake 350 muffins. She bakes one batch of 160 muffins and one batch of 145 muffins. How many more muffins does Jody need to bake? Solve any way you choose. Show your work. Be prepared to explain why your way works.” (2.NBT.2.7)


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 for enVision Florida Mathematics Grade 2 meet expectations that the three aspects of Rigor are not always treated together and are not always treated separately.

Each Topic Overview contains Math Background: Rigor, where the components of Rigor are addressed. Every lesson within a Topic contains opportunities for students to build conceptual understanding, procedural skill and fluency, and/or application. During Solve and Share and Guided Practice, students explore alternative solution pathways to master procedural fluency and develop conceptual understanding. During Independent Practice, students apply the content in real-world applications, use procedural skills and/or conceptual understanding to solve problems with multiple solutions, and explain/compare their solutions.

In some instances, the three aspects of Rigor are present independently throughout the instructional materials. For example:

  • Lesson 3-6 emphasizes Application, “Students apply their knowledge and understanding of addition and subtraction within 100 as they solve word problems.” In the Solve and Share, “students solve a one-step word problem, and they explain their answer using counters, drawings, or equations.” (2.OA.1.1 and 2.NBT.2.5)
  • Lesson 5-1 emphasizes Procedural Skill, “By subtracting tens and ones on a hundred chart, students develop their ability to subtract mentally. Students practice subtracting a 1-digit or 2-digit number from a 2-digit number, to begin working toward becoming fluent in finding differences (and sums) within 100 by using strategies based on place value.” In the Solve and Share, “students explain how they use a hundred chart to find the difference of two 2-digit numbers.” (2.NBT.2.5 and 2.NBT.2.9)
  • Lesson 12-5 emphasizes Conceptual Understanding in Solve and Share, "The green cube is 1 centimeter long. How can you use 1 centimeter cubes to find the length of the line in centimeters. Measure the line and explain." (1.MD.1.2)

Multiple aspects of Rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example:

  • In Lesson 4-3, Lesson Overview, Conceptual Understanding and Procedural Skill and Fluency are the focus of the lesson. “Conceptual Understanding: Using partial sums supports students’ understanding of place value and properties of operations. Procedural Skill and Fluency: Using partial sums to add helps students develop fluency in adding within 100.” Students demonstrate both aspects of Rigor in the Solve and Share, where they “draw cubes from a bag, sort by color, and make drawings to compare groups.” (2.NBT.2.5, 2.OA.1.1, and 2.NBT.2.9)
  • In Lesson 5-7, Lesson Overview, Application and Procedural Skill are the focus of the lesson. “Application: Students apply their understanding of addition and subtraction to solve one- and two-step word problems. Procedural Skill: Students practice adding and subtracting within 100 to achieve fluency by the end of Grade 2.” Students demonstrate both aspects of Rigor in the Solve and Share, when they “solve an add-to, start-unknown word problem.” (2.OA.1.1 and 2.NBT.2.5)
  • In Lesson 14-2, Lesson Overview, Conceptual Understanding, Procedural Skill, and Application are emphasized. “Conceptual Understanding: Students further develop their understanding of measurement by solving word problems involving length. Procedural Skill: Students use equations and drawings, such as a number line, to solve problems about unknown measurements. Application: Students apply reasoning when determining whether to use addition or subtraction to solve problems about unknown measurements.” Students demonstrate these aspects of Rigor in the Solve and Share, when they “measure objects and add lengths to find a given total length.” (2.MD.2.5 and 2.OA.1.1)


Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
9/10
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Criterion Rating Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice (MPs). The MPs are identified and used to enrich mathematics content, and the instructional materials support the standards’ emphasis on mathematical reasoning.

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 enVision Florida Mathematics Grade 2 meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout the grade-level.

The MPs are used to enrich the mathematical content and are not treated separately. MPs are highlighted and discussed throughout Topic Planners, Topic Overviews, 3-Act Math Tasks, and identified within each lesson of every topic. Additionally, the Math Practice and Problem Solving Handbook includes a list of the MPs and real-world scenarios modeled through questions and answers. The online tools offer a Math Practices Animation video that explains the MPs and offers problems that demonstrate each one.

Examples of the MPs identified within the materials include:

  • In Topic 9, Topic Overview, the “math practices are highlighted in all lessons and are given special emphasis in lessons that focus on problems solving.” MP.7.1: Look for and make use of structure. Students are required to analyze the structure of three-digit numbers when looking at a place-value chart or place-value blocks. (e.g., [Lesson 9-1], Visual Learning Bridge).”
  • In Topic 13, 3-Act Math Task (Straw Shaped), “As students carry out mathematical modeling, they engage in sense-making (MP.1.1), abstract and quantitative reasoning (MP.2.1), and mathematical communication and argumentation (MP.3.1). They use appropriate tools to develop their models (MP.5.1). In testing and validating their models, students attend to precision (MP.6.1) and look for patterns in the structure of their models (MP.7.1 and MP.8.1)."

Examples of where MPs are identified and used to enrich the content:

  • In Lesson 2-3, MP.7.1, “Students will closely analyze each array. They will see that adding the rows or adding the columns result in the same sum.” MP.7.1 is used to enrich the content in the Solve and Share as students analyze an array and show their work to find a total number in the array.
  • In Lesson 5-6, MP.5.1, “Students used the strategies learned in previous lessons as tools to solve. They use the information given in the problem to choose the best strategy to solve.” MP.5.1 is used to enrich the content in the Solve and Share as students use any strategy to solve a take-apart, total-unknown word problem and to show and explain their work.
  • In Lesson 8-1, MP.2.1, “Students use their knowledge of place value and addition to solve problems involving coins.” MP.2.1 is used to enrich the content in the Solve and Share as students solve and express values in cents and they add using different strategies. Students can draw or do numerical expressions to solve.


Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 partially meet expectations for carefully attending to the full meaning of each practice standard.

Parts of the instructional materials describe how the materials attend to the full meaning of most of the MPs, but the instructional materials do not attend to the full meaning of MP.5.1.

  • The Math Practices and Problem Solving Handbook introduces the mathematical practices (MPs) and provides information about how the MPs are addressed in the topics and lessons.
  • In the Teacher Edition, a general overview of each MP is provided, and in each lesson, the MPs are identified with additional information for the teacher and/or student.

Examples of the materials attending to the full meaning of the MPs include:

  • MP.1.1: In Lesson 11-1, “Start a discussion with students to develop a main questions. Record interesting mathematical and non-mathematical observations and questions, and decide which are questions. Revisit this list at the end of the task.”
  • MP.2.1: In Lesson 7-8, Independent Practice, students write number stories based on given subtraction and addition equations. Students reason quantitatively by contextualizing the given equations, and they reason abstractly by de-contextualizing their stories to ensure it matches the equation.
  • MP.4.1: In Lesson 8-5, Solve & Share, students answer, “Suppose you want to buy a pencil that costs 35 cents. How many different ways can you use nickels, dimes, or quarters to make 35 cents? Show each way. Tell how you know.”
  • MP.7.1: In Lesson 1-3, students answer, “What addition sentence do you see modeled Here? Why might you want to make a 10 to add?”
  • MP.8.1: In Lesson 1-6, “Ask students to refer to the addition and subtraction problems in the Visual Learning Bridge as they think about their answers. To extend the discussion, have students provide their own examples of addition facts that can help complete subtraction facts."

Examples of the materials not attending to the full meaning of MP.5.1 include:

  • In each 3-Act Math, Item 3, teachers lead a whole-class discussion to determine what information is needed to solve the problem, and the Teacher Edition states, “Use Appropriate Tools. After discussing what information would be useful, ask How could you get that information? How would you use it? Students can also use the sentence frame ‘If I knew ____, then I could figure out ___.’” Teachers use the Image Gallery to show all needed information for the problem to the student. Students do not engage in the full meaning of MP.5.1 because they are not choosing and using appropriate tools strategically in order to gather information for solving the problem.


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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Several structures exist within the Grade 2 materials prompting students to construct viable arguments such as:

  • In Convince Me!, students answer open-ended questions to demonstrate how they know the answer.
  • In the 3-Act Math activities, Critique Reasoning, students share solutions and analyze the work of others allowing students to construct viable arguments.
  • In most lessons, Construct Arguments, students answer open-ended questions to construct viable arguments.
  • In Solve and Share, there is an opportunity for students to critique the reasoning of others and construct viable arguments.
  • In Visual Learning Bridge, there is an opportunity for students to construct viable arguments.

Student materials consistently prompt students to both construct viable arguments and analyze the arguments of others.

  • In Lesson 5-8, students “use their knowledge of math to support their arguments about what they and others do when solving problems.”
  • In Lesson 8-2, Convince Me!, Construct Arguments, “Students describe how doing computations with money is like adding and subtracting whole numbers. Some students may also note that you can use coins to show the computations with money.”
  • In Lesson 11-1, Convince Me!, Construct Arguments, students evaluate 447-100. Students share their reasoning and approaches to these problems with a partner and compare answers.
  • In Lesson 15-5, Convince Me!, students determine “how many tickets Kim and Neil sell in all, and then they explain their work.”


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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

There are multiple locations in the materials where teachers are provided with prompts to elicit student thinking.

  • At the beginning of each lesson the Solve and Share contains After: Discuss Solution strategies and Key Ideas.
  • Each lesson has Convince Me! in the Visual Learning Bridge where teachers are provided with prompts to assist students in constructing viable arguments.
  • The 3-Act Math Activity has Construct Arguments with prompts for the teacher to use during the activity.
  • The Math Practices and Problem Solving Handbook for each grade level identifies the lessons for each grade level focusing on constructing viable arguments and critiquing the reasoning of others (Lessons 1-10 and 5-4).

Teacher materials assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others frequently throughout the program:

  • In Lesson 4-1, Convince Me!, Construct Arguments, “Encourage students to share their thinking and to give an example to support their opinion. As a class, discuss how the ones digits can be used to decide if regrouping is needed.”
  • In Lesson 6-2, Convince Me!, Construct Arguments, “Students explain how the two methods are similar and different. Ensure that students are thorough in their explanations. Have students use place-value blocks to act out each method to help them see how they are different.”
  • In Lesson 11-4, Convince Me!, “Find 254 - 174. Jason says he can subtract 100 and then 4 and then 70 to find the difference. Do you agree?”


Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for explicitly attending to the specialized language of mathematics.

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them.

  • The Teacher Edition Topic Overview: Build Mathematical Literacy outlines multiple ways the materials address mathematics vocabulary. These components can be found in every topic under Build Mathematical Literacy:
    • Build math vocabulary: “using the vocabulary cards, vocabulary activities, vocabulary review, and glossary plus the online glossary and vocabulary game.”
    • My Word Cards: “Vocabulary cards for a topic are provided online at PearsonRealize.com. Students use the example on the front of the card to complete the definition on the back.”
    • Vocabulary Activities: “The Teacher Edition provides vocabulary activities at the start of topics. These include activities for vocabulary in My Word Cards or activities for vocabulary in Review What You Know.”
    • Vocabulary Review: “A page of vocabulary review is provided at the end of each topic. It reviews vocabulary used in the topic.”
    • Glossary: “A glossary is provided at the back of Volume 1 of the Students’ Edition.”
    • Animated Glossary: “An online, bilingual, animated glossary uses motion and sound to build understanding of math vocabulary.”
    • Online Vocabulary Game: “An online vocabulary game is available in the Game Center.”
  • Lesson-specific vocabulary can be found in each Topic Planner. For example, in the Teacher Edition, Topic 8, Lesson 8-1: dime, nickel, penny, quarter, half-dollar, cents; Lesson 8-3: dollar, dollar sign, dollar bill; and so on. The same vocabulary words are listed in the Lesson Overview under Lesson Resources.
  • A Glossary is provided in the back of the Student Edition.
  • Both the topic and the lesson narratives contain specific guidance for the teacher to support students to communicate mathematically. Within the lesson narratives, new terms are highlighted in yellow and explained as related to the context of the material.
    • Topic 13, Vocabulary Review, the words identified for the topic, “angle, cube, edge, equal shares, face, fourths, halves, hexagon, pentagon, polygon, quadrilateral, right angle, vertex.” Problem 8: “Tell how many you can divide a square into two equal shares. Then tell how you can divide that same square into 3 equal shares. Use terms from the word list.”
    • Topic 15, Vocabulary Review, students are given a word list including, “bar graph, data, line plot, picture graph, and symbol,” students are then instructed to “Label each data display. Write line plot, bar graph, or picture graph.” Number 4: “Look at the graph in Item 2. Use words to tell how to find which ball game is the most popular. Use terms from the Word List.” Throughout the lesson, the vocabulary words are implemented.

No examples of incorrect use of vocabulary, symbols, or numbers were found within the materials.


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
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Criterion Rating Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for being well-designed and taking into account effective lesson structure and pacing. The instructional materials include an underlying design that distinguishes between problems and exercises, assignments that are not haphazard with exercises given in intentional sequences, variety in what students are asked to produce, and 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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations that the underlying design of the materials distinguishes between problems and exercises for each lesson. It is clear when the students are solving problems to learn and when they are completing exercises to apply what they have learned.

Lessons include: Solve & Share, Look Back, Visual Learning Bridge, Convince Me!, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice. Additional Practice is in a separate section of the instructional materials, distinguishing between problems students complete and exercises in the lessons. The Solve and Share section serves to either connect prior learning or engage students with a problem in which new math ideas are embedded. Students learn and practice new mathematics in Guided Practice.

In the Independent Practice and Problem Solving sections, students have opportunities to build on their understanding of the new concept. Each activity lesson ends with an Assessment Practice in which students have opportunities to apply what they have learned from the activities in the lesson and can be used to help differentiate instruction.

Additional Practice problems are consistently found in the Additional Practice Workbook accompanying each lesson. These sets of problems include problems that support students in developing mastery of the current lesson and topic concepts.


Indicator 3b

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for not being haphazard; exercises are given in intentional sequences.

Overall, activities within lessons within topics are intentionally sequenced. Students have the opportunity to develop understanding leading to mastery of the content. The structure of a lesson provides students with the opportunity to activate prior learning and build procedural skill and fluency. Students also engage with multiple activities that are sequenced from concrete to abstract and increase in complexity.

Students are introduced to concepts and procedures through a problem-based situation in the Solve and Share, and then connect that problem to the content of the lesson during the Visual Learning Bridge. The Convince Me! portion of the lesson serves to solidify understanding of mathematical concepts through the MPs, followed by teachers and students working together through Guided Practice. Students engage in problems independently in the Independent Practice section. Lessons close with Problem Solving, where students apply learning from the lesson, and Assessment Practice, where students engage with two questions aligned to the daily lesson objective.


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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for having variety in what students are asked to produce.

The instructional materials prompt students to produce written answers and solutions within Solve & Share, Guided Practice, Independent Practice, Problem Solving, and 3-Act Math. Students produce oral arguments and explanations through discussions that occur in whole group, small group, or partner settings. Students also produce written critiques of fictional students’ work including models, drawings, and calculations.

In the materials, students use a digital platform (Visual Learning Animation Plus) and paper-pencil activities to conduct and present their work. The materials prompt students to use appropriate mathematical language in their written and oral responses, and students frequently use various mathematical representations in their work even though the representation is often provided for students. For example:

  • In Lesson 3-2, students use an open number line to find each sum.
  • In Lesson 5-8, students use pictures, words, or equations to explain reasoning.
  • In Topic 11, Reteaching, students use place-value blocks or mental math.
  • In Lesson 14-4, students use a yardstick number line.
  • In Lesson 15-2, students use a line plot.


Indicator 3d

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations that manipulatives are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

There are few hands-on manipulatives used in the materials. In general, the manipulatives are visual manipulatives printed in the materials or virtual manipulatives found in the online materials. Occasionally, students will be prompted to use tools such as, “Teaching Tools,” including: counters, cubes, place value blocks, ten frames, ruler, protractor, or grid paper. When they are used, they are used appropriately. If manipulatives are used in lessons, students are usually directed as to when and which manipulatives to use.


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
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 are not distracting or chaotic and support students in engaging thoughtfully with the subject.

The page layout in the materials is user-friendly, and the pages are not overcrowded or hard to read. Graphics promote understanding of the mathematics being learned. The digital format is easy to navigate and is engaging for students. There is ample white space for students to write answers in the student book.


Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
7/8
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Criterion Rating Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for supporting teacher learning and understanding of the CCSSM. The instructional materials include: quality questions to support teachers in planning and providing effective learning experiences, 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, a teacher edition that partially contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons, and explanations of the role of the specific 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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

Each lesson contains a narrative for the teacher including the Lesson Overview, suggested questions for discussion, and guiding questions designed to increase classroom discourse, support the teacher in knowing what to look for, and ensure understanding of the concepts. For example:

  • In Lesson 3-2, Problem Solving, Item 9, students answer, “How can you label each jump of ten and each jump of one? Can you combine the tens jumps? Can you combine the ones jumps? Why must you label each jump?”
  • In Lesson 5-5, Solve and Share, students answer, “How can you break apart 29 into tens and ones?
  • In Lesson 11-1, Solve and Share, students answer, “What does $10 less mean? $100 less?”


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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet the expectation 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. Where applicable, materials also include teacher guidance on the use of embedded technology to support and enhance student learning.

  • Each Topic has a Topic Planner giving an overview of every lesson, the Objective of the lesson, Essential Understanding, Vocabulary, Materials needed, Technology and Activity Centers, along with the Standards.
  • The Topic Planner also includes Lesson Resources such as the Digital Student Edition, Additional Practice Workbook, print material available, and what can be found in the Digital Lesson Courseware and Lesson Support for teachers.
  • Each lesson opens with a Lesson Overview including: an Objective, an Essential Understanding, Look Back, Look Ahead, Cross-Cluster Connections, aspect(s) of rigor addressed, support for English Language Learners, and any possible Daily Review pages with Today’s Challenge to be implemented. Within the lesson, technology resources or places to print PDF work pages are embedded.
  • Lessons include detailed guidance for teachers for the Warm-Up, Activities and the Lesson Synthesis.
  • Each lesson activity contains an overview, guidance for teachers and student facing materials, anticipated misconceptions, extensions, differentiation support based on formative assessments called “Quick Checks,” and opportunities for further practice in the online materials. Included within the lessons are guiding questions and additional supports for students.
  • The teacher materials that correspond to the student lessons provide annotations and suggestions on how to present the content within the lesson structure: Step 1 (Engage and Explore), Step 2 (Explain, Elaborate, and Evaluate) and Step 3 (Assess and Differentiate). A “Launch” section follows which explains how to set up the activity and what to tell students. During the Visual Learning Bridge in Step 2, supporting questions and narratives for students are provided.
  • The materials are available in both print and digital forms. Additional online resources support the material. These opportunities are noted within the lessons. For example, each lesson has an Interactive Practice Buddy noted in Step 2 and Step 3, as well as Another Look Video found in Step 3.


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.
1/2
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 partially meet the expectations that materials contain adult-level explanations so that teachers can improve their own knowledge.

The Teacher Edition Program Overview includes resources to help teachers understand the mathematical content within a topic and a lesson. The Program Overview includes the overarching philosophy of the program, a user’s guide, and a content guide. Each Topic has a Professional Development Video presenting full adult-level explanations of the mathematics concepts in the lessons. The Professional Development Video includes clearly, explained examples. A section titled, Math Background, is included for each Topic and Lesson identifying the connections between previous grade, grade-level, and future grade mathematics. However, these are not presented in ways supporting teachers to understand the underlying mathematical progressions.

The Assessment Source Book, Teacher Edition, and Mathematical Practices and Problem Solving Handbooks provide answers and sample answers to problems and exercises presented to students; however, there are no adult-level explanations to build understanding of the mathematics in the tasks.


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
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

  • Each topic opens with a Topic Overview including a Math Background for the Topic.
  • The Coherence section has three parts: Look Back, Topic, and Look Ahead. Each section gives a clear, specific explanation of how the topic is connected across grades.
  • Each topic includes an Objective, Essential Understanding, (critical area for grade level), Look Back, This Lesson, Look Ahead, Cross-Cluster Connection, Conceptual Understanding, Procedural Skill, and Lesson Resources.
  • The Teacher Edition Program Overview Materials contain an overview of mathematics for K-12.


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
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 provide cross-references for the standards addressed and an estimated instructional time for each unit and lesson.

The standards are cross-referenced in multiple places of the Teacher Edition, including in the Topic Planner at the beginning of each topic showing the lesson names, vocabulary, objectives, standards, mathematical practices, and essential understandings for the topic. The Topic Planner also includes a suggested pacing for each lesson. The Program Overview includes a Pacing Guide providing an overview of the number of days expected per Topic.


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
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

The Teacher’s Resource Masters have Home School Connection Letters, in English and Spanish, for each Topic. The letters include information on the mathematical content, activities parents can use with their child, and a Focus on Mathematical Practices section encouraging parents to support their child with the mathematics presented in each Topic, for example, Topic 14:

  • Sample Family Letter Introduction: “Dear Family, Your child is learning to add and subtract with measurements. He or she will also learn to solve problems by drawing pictures and writing equations to …”
  • Sample Family Letter Activity: “Work with your child to make a list of 5 or 6 household items. Write the approximate length of each item in inches. Then make up addition and subtraction problems…”
  • Sample Family Letter Focus on Mathematical Practices: “Observe Your Child: Have your child write an equation to represent each addition and subtraction measurement problem in the above activity. Ask him or her…”


Indicator 3l

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 contain explanations of the program's instructional approaches and identification of the research-based strategies.

The Teacher Edition Program Overview describes the organization of the curriculum and why the structure was chosen. The core instructional model for enVision Florida is a two-step approach including Problem-Based Learning and Visual Learning. The two steps are described, with references in the teacher materials.


Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
9/10
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Criterion Rating Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for offering teachers resources and tools to collect ongoing data about student progress on the CCSSM. The instructional materials provide strategies for gathering information about students’ prior knowledge, strategies for teachers to identify and address common student errors and misconceptions, opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills, and assessments that clearly denote which standards are being emphasized.

Indicator 3m

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

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations for providing strategies to gather information about students’ prior knowledge within and across grade levels.

The Assessment Sourcebook and the Teacher Program Overview provide information about the use of assessments to gather information about students’ prior knowledge. Every grade level includes a Grade-Level Readiness test. The Topic Readiness Assessment in each Topic helps teachers gather information about students’ prior knowledge within and across grade levels. Topic Readiness assessments can also be taken online, where it is auto-scored and interventions are auto-assigned.

The Topic Opener assignment located at the beginning of each Topic helps students activate prior knowledge and prepare for the skills needed in the Topic. Each of these assignments has questioning strategies for the teacher. Each lesson also provides information for the teacher about prior, current grade level, and future math that is used.


Indicator 3n

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

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

Each lesson identifies common errors and misconceptions for the teacher to address in the Independent Practice. The misconception/error is followed with prompts that the teacher can ask to help students understand their mistakes.

  • In Lesson 8-3, Error Intervention Item 1, “If students count on by the same amount each time, then remind them that the dollar bills, like coins, have different values. Refer them to the numbers on the bills and also to the second frame of the Visual Learning Bridge.”
  • In Lesson 11-1, Error Intervention Item 2, “If students have difficulty subtracting 10, then have them display the number using place-value blocks and then take away 1 tens rod to show subtracting ten.”
  • In Lesson 15-2, Error Intervention Item 1, “If students are having difficulty keeping track of the number of dots to draw on the line plot, then have them read the table one row at a time, counting the number of feathers that are 4 cm in length [3], crossing out those numbers in the table, and plotting that number of dots above 4. Have them do the same for each length, continuing with 5 cm.”


Indicator 3o

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

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The lesson structure, consisting of Solve and Share, Visual Learning Bridge, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice, provide students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently, with partners and in groups where review, practice, and feedback are embedded into the instructional routine. In addition, practice problems for each lesson activity reinforce learning concepts and skills and enable them to engage with the content and receive timely feedback. Discussion prompts in the Teacher Guide provide opportunities for students to engage in timely discussion on the mathematics of the lesson.

Each Topic includes a “Review what you know/Concept and Skills Review” containing a vocabulary review and practice problems. This section also includes review and practice on concepts related to the new Topic.

The Cumulative/Benchmark Assessments found at the end of Topics 4, 8, 12, and 15 provide review of prior topics as an assessment. Students can take the assessment online, with differentiated intervention automatically assigned to students based on their scores.

Different games online at Pearson Realize support students in practice and review of procedural skills and fluency.


Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics for Grade 2 meet the expectations for assessments clearly denoting which standards are being emphasized.

Assessments are located in a separate book, or the online portion of the program, and can be accessed at any time. For each topic a Practice Assessment, an End-Unit Assessment, and a Performance task are included. Assessments in the Teacher Edition provide a scoring guide and standards alignment for each question.


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
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 partially meet expectations that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

  • There are “scoring guidelines” to assist the teacher in interpreting student performance; however, these are an answer key or sample student answers.
  • No rubric is provided to interpret student written responses.
  • Topic Readiness and End of Topic Assessments have Item Analysis for Diagnosis and Intervention, which include standards being assessed and depth of knowledge levels.
  • Assessments can be taken online where they are automatically scored, and students are assigned appropriate practice, enrichment, or remediation based on their results.
  • Teachers interpret the results of print assessments and determine materials for follow up on their own.


Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 do not include opportunities for students to monitor their own progress. There are no specific materials for students encouraging them to monitor their own progress.

Criterion 3r - 3y

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

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners and strategies for meeting the needs of a range of learners. The materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations, and they provide opportunities for advanced students to investigate mathematics content at greater depth. The instructional materials also suggest support, accommodations, and modifications for English Language Learners and other special populations and provide a balanced portrayal of various demographic and personal characteristics.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

The materials include a detailed Scope and Sequence of the course, including pacing. The Topic Overview in the Teacher Edition includes Coherence which enhances scaffolding instruction by identifying prerequisite skills that students should have. Each lesson is designed with a Daily Review and a Solve & Share Activity reviewing prior knowledge and/or preparing all students for the following activities.

In lessons, the following explicit instructional supports are available for sequencing and scaffolding: the Lesson Overview, questions and extensions for the Solve & Share, Prevent Misconceptions in Visual Learning Bridge, Revisit the Essential Question in Convince Me!, Error Intervention during Guided Practice, and item-related support during Independent Practice and Problem Solving. This information assists the teacher in making the content accessible to all learners.

Lesson narratives often include guidance on where to focus questions in all lesson activities, sample student work, and guidance on what to look for. Optional activities are often included in Step 3 (Assess and Differentiate) and can be used for additional practice or support before moving on to the next activity or lesson.


Indicator 3s

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

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

  • The Additional Practice Materials include a lesson for each topic including specific questions for the leveled assignment for all learning ranges. These three levels of problems are I (Intervention), O (On-Level), and A (Advanced) and include verbal, visual, and symbolic representations.
  • Response to Intervention strategies are included in each lesson. Teachers identify “Look Fors” and suggestions to address the needs of students who are struggling. Questions for the teacher to ask are also included.
  • Each lesson has at least one Additional Example. These help students cement or extend their understanding of the concept being taught. It includes an extra problem for the teacher to use.
  • Each lesson has Differentiated Interventions for a wide-range of learners, which include Reteach to Build Understanding (provides scaffolding to reteach) and Enrichment (extends concepts from the lesson).


Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for embedding tasks with multiple entry­ points that can be solved using a variety of solution strategies or representations.

The Solve & Share, Explore It, Visual Learning Bridge, Guided and Independent Practice, 3-Act Math Tasks, and Quick Check/Assessment Practice provide opportunities for students to apply mathematics from multiple entry points. Though there may be times when the material asks a student to use a specific strategy, there are still questions within the same lesson that allow for students to use a variety of strategies.

The lesson and task narratives provided for teachers offer possible solution paths and presentation strategies from various levels. For example:

  • In Lesson 7-2, Solve & Share, “Students solve a comparison word problem any way they choose.” During Small Group work, students can use “drawings, numbers, or symbols to represent the problem visually.”  Students are encouraged to use different strategies to break apart the numbers.
  • In Lesson 12-9, Solve & Share, “Students identify ways to measure with precision the length of a shape that is not straight.” Teachers “distribute inch rulers, measuring tape, string, and buttons or counters.”


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).
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 meet expectations for suggesting support, accommodations, and modifications for English Language Learners (ELL) and other special populations that will support their regular and active participation in learning mathematics.

The ELL Design is highlighted in the Teacher Edition Program Overview and describes support based on the student’s level of language proficiency. An ELL Toolkit provides additional support for English Language Learners.

Two ELL suggestions are provided for every lesson, one in Solve & Share and another in Visual Learning Bridge. Also, Visual Learning support is embedded in every lesson to support ELL learners. This includes a Visual Learning Animation Plus online, Visual Learning Bridge for each lesson, and the Animated Glossary. These use motion and sound to reduce language barriers. Questions are read aloud, visual models are provided, and motion and sound definitions of mathematical terms are provided.

Additionally, a multilingual handbook is included with a mathematics glossary in multiple languages, and an English Language Learners Toolkit is a resource providing professional development and resources for supporting English Language Learners.

An example of ELL supports within the instructional materials:

  • In Lesson 3-3, Lesson Overview, English Language Learners, Teachers are asked to use with the Solve & Share in Student Edition. “Speaking: Read the problem with students. Pause after each sentence in the first paragraph and ask a question to help students retell the information. What does Josh have? [34 cans] What does Jill have? [27 cans] What do you need to do? [Find the total] Emerging: You can choose any way to solve. What are some ways you could choose? [Sample answer: Use an open number line.] What can you draw? [A picture] What can you write? [An equation] Repeat students’ answers for the group and write them on the board. When students have solved the problem, ask each of them to say which way they used to solve it. Students may use on or two words, or short sentences. Developing: What are some ways you can solve the problem? [Sample answer: I can add on an open number line.] Repeat students’ answers for the group and write them on the board. When students have solved the problem, ask each of them to say which way they used to solve it. Have other students tell if they used the same way or a different way. Expanding: Have students work in pairs to reread the problem and discuss strategies. Then have them solve the problem, each using a different strategy. When they are finished, ask each pair to explain how they solve the problem in two different ways.”

Support for other special populations noted in the Teacher Edition Program Overview include:

  • Resources are provided on for Ongoing Intervention (during a lesson), Strategic Information (at the end of the lesson), and Intensive Intervention (as needed anytime).
  • The Math Diagnosis and Intervention System (MDIS) supports teachers in diagnosing students needs and providing more effective instruction for on- or below-grade-level students. Diagnosis, Intervention Lessons, and Teacher Support is provided through teachers notes to conduct a short lesson where vocabulary, concept development, and practice can be supported.
  • Online Auto Design Differentiation is included, and the supports within this part of the program include: Differentiation After a Lesson (based on an Online Quick Check where the Interactive Practice Buddy can be utilized), Differentiation after a Topic (based on the online topic assessments where Visual Learning Animations Plus are then assigned), and Differentiation after a Group of Topics (based on the online cumulative benchmark assessments where students can then receive remediation or enrichment). The teacher can track progress using Assignment Reports and analyze Usage Data.


Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Each lesson offers differentiated instruction to extend the concepts in the lesson and provides opportunities to challenge advanced students:

  • Extensions are found at the end of every Solve & Share;
  • Higher Order Thinking items within the Independent Practice and Problem Solving section;
  • Enrichment pages as a result of the Quick Checks in every lesson;
  • Opportunities to engage in STEM activities during the activity centers;
  • Noted advanced problems to complete during the Additional Practice portions of each lesson; and
  • Differentiation after a group of Topics based on the online cumulative benchmark assessments where students can then receive enrichment.


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 for enVision Florida Mathematics Grade 2 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

  • The lessons contain tasks including various demographic and personal characteristics. All names and wording are chosen with diversity in mind and the materials do not contain gender biases.
  • The materials mostly contain pictures of objects or cartoonish drawings instead of photos or drawings of people.
  • The materials reference roles instead of pronouns (e.g., the players, book fair, sailboats, collection of toy cars, piggy banks, carton of eggs).
  • The materials include a set number of names used throughout the problems and examples (e.g., Carlos, Jada, Martha, Carl, Benito, Drake, Daniel, Yasmin, Jonathan). These names are presented repeatedly and in a way that does not stereotype characters by gender, race, or ethnicity.


Indicator 3x

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

​The instructional materials reviewed for enVision Florida Mathematics Grade 2 provide opportunities for teachers to use a variety of grouping strategies. The materials include teacher-led instruction presenting options for whole-group, small-group, partner, and/or individual work. When suggestions are made for students to work in small groups, no specific roles are suggested for group members, but teachers are given suggestions and questions to ask to move learning forward.


Indicator 3y

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

​The instructional materials for enVision Florida Mathematics Grade 2 encourage teachers to draw upon home language and culture to facilitate learning.

The Teacher Edition Program Overview includes Supporting English Language Learners, which contains ELL Instruction and Visual Learning. The Teacher Edition Program Overview states, “Levels of English language proficiency are indicated, and they align with the following level identified in WIDA (World-Class Instructional Design and Assessment): Entering, Emerging, Developing, Expanding, and Bridging.”

English Language Learners support for each lesson is provided for the teacher throughout lessons to provide scaffolding for reading, as well as differentiated support based on the students language proficiency level (emerging, expanding, or bridging). The Home-School Connection letters for each topic are available in both English and Spanish. An English Language Learners Toolkit is available consisting of many Professional Development Articles and Graphic Organizers. A few of the examples of the Professional Development Articles that can help teachers support ELL learners include: English Language Learners in the Math Classroom, Strategies for Teaching English Language Learners, Welcoming Newcomers to the Mainstream Classroom, Multilingual Thinking Words, and Teaching Math to Culturally and Linguistically Diverse Students.


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.
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Criterion Rating Details

​​The instructional materials reviewed for enVision Florida Mathematics Grade 2 integrate technology in ways that engage students in the Mathematical Practices; are web-­based and compatible with multiple internet browsers; include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology; can be easily customized for individual learners; and include or reference technology that provides 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 instructional materials reviewed for enVision Florida Mathematics Grade 2 integrate technology including interactive tools, virtual manipulatives/objects, and dynamic mathematics software in ways that engage students in the MPs.

Teachers and students have access to tools and virtual manipulatives within a given activity or task, when appropriate. Pearson Realize provides additional components online such as games, practice, instructional videos, links to other websites, differentiation, etc. For each Mathematical Practice, there is a detailed interactive video included in the online materials. However, in the teacher print materials, online resources are referenced generically without specific guidance. On the website, there is not an explicit link to activity directions for the online tools; they are not clearly labeled or connected to specific lessons. Opening a tool from the Math Tools icon menu is not helpful without the directions as the tools are not intuitive for students to use without guidance.


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.
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 include digital materials that are web-based and compatible with multiple internet browsers.

Digital materials (either included as part of the core materials or as part of a digital curriculum) are web-­based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, Safari, 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 for the use of tablets and mobile devices including iPads, laptops, Chromebooks, MacBooks, and other devices that connect to the internet with an applicable browser.


Indicator 3ab

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

​The instructional materials for enVision Florida Mathematics for Grade 2 include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.

  • Online games enhance fluency and include games where students use procedural skills to solve problems.  
  • Virtual Nerd offers tutorials on procedural skills, but no assessment or opportunity to practice the procedures is included with the tutorials.
  • The online Readiness Assessment tab for each topic includes a Remediation link including tutorials and opportunities for students to practice procedural skills using technology.


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.
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Grade 2 include digital materials with opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. Teachers can select and assign individual practice items for student remediation based on the Topic Readiness assessment. Teachers can create and assign classes online for students. An online Accessible Student Edition can be assigned to students. Closed Captioning is included in STEM and 3-Act Math videos.

The instructional materials reviewed for enVision Florida Mathematics Grade 2 can be easily customized for local use. Digital materials provide the same lessons to draw from on a topic as the print materials. Teachers can create and upload files, attach links, and attach documents from Google Drive and assign them to students. Teachers can also create assessments using a bank of items or using self-written questions that can also be assigned to students.


Indicator 3ad

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

​The instructional materials for Envision Florida Mathematics Grade 2 include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.). There is a “Discuss” tab to assign discussion prompts to students in the “Classes” tab, and a file can be attached.


Additional Publication Details

Report Published Date: 01/15/2019

Report Edition: 2020

Title ISBN Edition Publisher Year
Teacher Edition - Grade 2, Volume 1 9780134910567 Pearson 2020
Teacher Edition - Grade 2, Volume 2 9780134910628 Pearson 2020
Student Edition - Grade 2, Volume 1 9780134910680 Pearson 2020
Student Edition - Grade 2, Volume 2 9780134910758 Pearson 2020
Teacher Resource Master - Grade 2, Volume 1 9780134910826 Pearson 2020
Teacher Resource Master - Grade 2, Volume 2 9780134910895 Pearson 2020
Assessment Sourcebook - Grade 2 9780134910963 Pearson 2020
Additional Practice Workbook - Grade 2 9780134912226 Pearson 2020
Teacher Edition Program Overview, Grade 2 9780134922287 Pearson 2020

About Publishers Responses

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

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

The publisher has not submitted a response.

Educator-Led Review Teams

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

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

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

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

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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