Alignment: Overall Summary

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten Readiness Test and four Cumulative/Benchmark Assessments addressing Topics 1-4, 1-8, 1-11, and 1-14. 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 1, Topic Assessment, Problems 8 and 9, students count the number of objects and write the number 0-5. (K.CC.2)
  • Topics 1-4 Cumulative/Benchmark Assessment, Problem 2, students solve, “Which number is less than the number shown? Which number is greater than the number shown?” (K.CC.3.7)
  • Topic 5, Topic Assessment, Problem 3, students compare the number of animals inside of a circle to the number of animals outside of the circle. (K.CC.3.6)
  • Topic 8, Topic Assessment, Problem 6, students look at pictures as they listen to a story, use connecting cubes to represent each story, choose an operation, and write the equations to show the related number facts. (K.OA.1.2)
  • Topic 10, Topic Assessment, Problem 7, “Have students.... color 10 cubes blue to show 10 ones and then draw 10 blue cubes in the top ten-frame. Have them color in the remaining cubes in the train red to show more ones, count them, and then draw the same number of red cubes in the bottom ten-frame. Then have them write the equation to match the pictures.” (K.NBT.1.1)
  • Topic 11, Topic Assessment, Problem 7, students count by ones to write the missing numbers in the top row and draw a circle around each of the missing numbers in the remaining rows. (K.CC.1)
  • Topic 14, Topic Assessment, Problem 7, students compare objects and match the heavier object to the lower side of the scale and the lighter object to the higher side of the scale. (K.MD.1.2)


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 Kindergarten 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 Kindergarten 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 89 out of 96, which is approximately 92%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 123 out of 145, which is approximately 85%.

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 92% 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 Kindergarten 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 Kindergarten 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 Edition. For example:

  • Topic 5 addresses supporting standard K.MD.2.3 (Classify objects and count the number of objects in a category) connected to major work, specifically clusters K.CC.2 (Count to tell the number of objects), and K.CC.3 (Compare numbers).
    • Lesson 5-2, Independent Practice, Problems 4-6, students count and compare animals using tally marks and then write the number.
    • Lesson 5-3, Guided Practice, Problem 1, students “Sort colors, count them and then write numbers in the chart to tell how many.” “Have students draw a circle around the category that is less in number than the other category.”  
    • Lesson 5-4, Problem Solving and Critique Reasoning, students have multiple opportunities to engage in supporting standards connected to major work of the grade:
      • In the Solve and Share, students solve, “Carol says that the number of blue cubes is equal to the number of cubes that are not blue. Does his answer make sense? Use numbers, pictures and words to explain your answer.”
      • During the Visual Learning Animation Plus, students solve, “Gabbi says the category of airplane is greater in number than the number that is not airplanes. Does her answer make sense? Have students draw a circle around yes or no then use the sorting and counting of each category to explain their reasoning.”
      • In Independent Practice, students solve, “Have students listen to each problem. Draw a circle around yes or no. Then use the sorting and counting of each category to explain their reasoning. Question 2) Damon says, he counted 8 yellow train cars and 6 train cars that are not yellow. Does his answer make sense? Question 3) Malinda says that the category of yellow train cars is less than the category of train cars that are not yellow. Does her answer make sense?”
  • Topic 13, addresses supporting cluster K.G.2 (Analyze, compare, create and compose shapes) and is connected to major clusters K.CC.3 (Compare numbers) and K.OA.1 (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from).
    • Lesson 13-1, Guided Practice, students solve, “Have students listen to the clues, mark an “X” on the shapes that do NOT fit the clues, draw a circle around the shape that the clues describe, and then tell how the shapes they marked with an “X” are different than the shape they drew a circle around.”
    • Lesson 13-2, Solve and Share, students count to solve, “Jackson wants to find a solid figure. The solid figure has more than one flat side, and it rolls. Color the solid figures that match the description. Then count them. How many are there? How many shapes do you see in all?”
    • Lesson 13-4, Solve and Share, students solve, “Jackson wants to put flat shapes behind Door 1 and solid figures behind Door 2. Draw a line from each shape to the correct door to show how he should sort the shapes. Count all the shapes on the shelves. Then cover one door. Count the number of shapes behind the door you can see. Without counting, tell how many shapes are behind the other door. Then count to check your answer.”
    • Lesson 13-5, Visual Learning Animation Plus, students solve, “Have students use the pattern block shown to cover the shape, draw the lines, and then write the number that tells how many pattern blocks to use.”

There are some missed opportunities connecting supporting work to major work in the Teacher’s Edition. For example:

  • In Topic 11, the Topic Opener: Extension identifies major work cluster K.CC.1 (Know number names and the count sequence). There is a missed opportunity to connect to supporting cluster K.MD.2 (Classify objects and count the numbers of objects in categories). Students, “explain that some animals live alone or in small groups, like bears and jaguars, and others live in large groups, like schools of fish and colonies of bees. Then have students draw a picture of an animal that lives alone or in a small group and another animal that lives in a large group.” Students draw a picture of the animal, but do not draw and count certain numbers of animals.


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 Kindergarten 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 145 days.

Included are 14 topics in for the grade. Each Topic is broken down into lessons. Each Topic also includes additional resources for differentiation, additional time, and additional practice activities. Each Topic also includes an assessment (Teacher’s Edition Program Overview, page 22):

  • There are 96 Content focused lessons.
  • There are 14 days of Topic Centers
  • There are 7 days for 3-Act Math activities
  • There are 28 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 Kindergarten 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 Kindergarten 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 the Topic 2 Overview, Coherence:

  • The Look Back states, “Earlier in Kindergarten, Counting Principles - In Topic 1, students learned to use the counting numbers in standard order (the stable-order principle) and to count a group of objects by pairing each object with one and only one number (the one-to-one principle). They also learned that the final number they say in a number sequence tells the number of objects in the group (the cardinality principle). These important counting principles laid the foundation for students to be able to compare two groups of objects.”  
  • The Look Ahead states, “Later in Kindergarten, Compare Quantities and Numbers 0 to 10 - In Topic 4, students will compare groups of objects and numbers from 0 to 10. Count and Compare Data - In Topic 5, students will classify objects into categories and the use counting to compare how many objects are in the categories. Compare Measurable Attributes - In Topic 14 students will compare lengths, capacities, and the weights of object.”
  • The Look Ahead also states, “Grade 1, Comparison Situations - In Topic 1, students will compare two groups of objects in a variety of ways. They will come to understand that subtraction can be used to determine “how many more” or “how many fewer.”  Additional connections to “Interpret Data” in Topic 6 and “Compare Two-Digit Numbers” in Topic 9 are evident.

The instructional materials support the progressions of grade-level standards, for example:

  • Counting and Cardinality is addressed in Topic 1: Numbers 0-5; Topic 2: Compare Numbers 0-5; Topic 3: Numbers 6-10; Topic 4: Compare Numbers 6-10; and Topic 5: Classify and Count Data.
  • Operations and Algebraic Thinking is addressed in Topic 6: Understand Addition; Topic 7: Understand Subtraction; and Topic 8: More Addition and Subtraction.
  • Number & Operations in Base Ten is addressed in Topic 9: Count Numbers to 20 and Topic 10: Compose and Decompose Numbers 11-19.

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 2-1, Equal Groups, students solve, “Marta has some toy cars. Are there the same number of red cars as there are yellow cars on the rug? How do you know? Use counters to show your work.” (K.CC.3.6 and K.CC.2.5)
  • In Lesson 2-2, Problem 3, students use a matching strategy to determine which of two groups is greater in number of objects. As students explain their work, the publisher provides some student responses such as, “I know that 4 is more than 3... Others might explain that one group is greater in number because it has at least one object.” (K.CC.3.6 and K.CC.2.5)
  • In Lesson 2-4, Solve and Share, students solve, “Maria builds a tower with red and blue blocks. Count how many red blocks and how many blue blocks she uses. Write the numbers to show how many. Then draw a circle around the number that is less than the other.” (K.CC.3.6, K.CC.1.3, and K.CC.2.5)
  • In Lesson 6-3, Independent Practice, Problems 7 through 10, students complete addition as putting together. For example, in Problem 8, students see a picture of 2 eggplants and six green peppers, "find _ and _ is _." (K.OA.1.1, K.CC.1.3, and K.OA.1.2)
  • In Lesson 10-1, Visual Learning Bridge, students find, “How many?” Students have 13 cubes and use ten frames to find 10 + 3. (K.NBT.1.1 and K.CC.2.5)

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 Kindergarten 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 1-1 and 1-2, the objectives are, “Count 1, 2, and 3 objects” and “Count groups of 1, 2, and 3 objects shown in different ways,” respectively, and are shaped by K.CC.2, Count to tell the number of objects.
  • In Lessons 6-4 and 6-5, the objectives are, “Write an equation to show addition” and “Solve addition problems,” respectively, and are shaped by K.OA.1, Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
  • In Lessons 14-2 and 14-3, the objectives are, “Describe and compare objects by capacity” and “Describe and compare objects by weight,” respectively, and are shaped by K.MD.1, Describe and compare measurable 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 the connections are natural and important.

  • Lesson 1-9, Solve & Share, connects K.CC.1, Know number names and the count sequence, and K.CC.2, Count to tell the number of objects. Students solve, “Marta is thinking of two numbers - one is the number that comes just before 4 when counting, and the other is the number that comes just after 4 when counting. Write the two numbers Marta is thinking of. Show how you know you are correct.”
  • Lesson 2-4 connects K.CC.1, Know number names and the count sequence, and K.CC.3, Compare numbers. Students “count the stickers, write the number to tell how many, and then draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number, or draw a circle around both numbers if they are equal.”
  • Lesson 10-2 connects K.NBT.1, Work with numbers 11-19 to gain foundations of place value, and K.CC.1, Know numbers and the count sequence. Using 10-frames, students “Count the objects in the 10 frame. 10 and 4 is 14. 6 and 10 is 16.”


Gateway Two

Rigor & Mathematical Practices

Meets Expectations

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Gateway Two Details

​​The instructional materials reviewed for enVision Florida Mathematics Kindergarten 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 Kindergarten 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 Kindergarten 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.

  • In Lesson 2-1, students “understand what it means to describe quantities as being equal as they compare groups of objects.” In Solve and Share, students “explain how they know if two given groups of objects are the same in number.” (K.CC.3.6)
  • In Lesson 5-3, students “analyze data in a new way as they compare numbers in each category.” In Solve and Share, students “sort objects into two categories, then count and compare the numbers in each category.” Students determine, “What do you need to know first before you can compare? How can you find this? How can you compare the numbers in each category? How have you compared numbers before?” (K.MD.2.3)
  • In Lesson 6-1, students utilize multiple representations to “conceptualize addition problems in order to solve them.” In Solve and Share, students “determine the number of flowers in all and represent the total in different ways,” using counters, showing with their fingers, or counting on. Multiple representations are also present in Visual Learning Animation Plus, where students are presented with blocks, fingers, and a student’s thinking process in order to show how to solve a problem. (K.OA.1.1)  
  • In Topic 6, Lesson 6-5, students “build upon their understanding of addition as they work more closely with interpreting, representing, and solving addition word problems.” In Solve and Share, students “show ways to add to solve a word problem.” (K.OA.1.2)
  • In Lesson 7-2, students “continue to explore subtraction with the idea that a whole can be separated into parts.” In Visual Learning Animation Plus, students are provided with the visual of pears, apples, and peaches to take apart. (K.OA.1.1)
  • In Lesson 11-2, students further their “understanding of counting with both tens and ones... The continued use of a number chart allows students to see the relationships between the numbers they count and encourages the application of previously learned patterns, including consideration of tens and ones digits.” (K.CC.1.1)
  • In Lesson 11-3, students “use the decade numbers to count by tens to 100. Counting to 100 in this way gives students an understanding of the structure of numbers greater than those they have encountered so far. Recognizing patterns within this sequence and having experience with the hundred chart will allow students to generalize about counting later as they apply what they know to other numbers. This lays the foundation for counting within 100 in different ways.” In Solve and Share, students “identify decade numbers and count by tens to 100.” (K.CC.1.1)


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 Kindergarten 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 6-2, students “count on from a number to find the total.” In Visual Learning Animation Plus, students “use connecting cubes to model adding to the group when more boats come, and then write and addition sentence to hell how many in all.” Independent Practice and Additional Practice sections provide opportunities for students to independently demonstrate procedural skill and fluency. (K.OA.1.1, K.CC.1.3, and K.OA.1.2)
  • In Lesson 6-7, students “solve addition equations without corresponding pictures or number stories (and) follow the procedure of filling in parts of an addition equation...The strategy of using patterns to solve addition problems should help students increase both the speed in which they solve the problems and the accuracy of their answers.” Independent Practice, Build Mathematical Literacy, Additional Practice, and Enrichment include opportunities for students to develop procedural skill and fluency in addition by using patterns to complete number sentences, fact families, and equations. (K.OA.1.5 and K.OA.1.1)
  • In Lesson 8-1, students “work on the procedural skill of showing parts of a number and representing those parts in an equation as they solve word problems.”  Visual Animation Plus, Guided Practice, Independent Practice, Reteach to Build Understanding, Build Mathematical Literacy, and Enrichment provide opportunities for students to solve word problems in different ways, with both addends unknown. (K.OA.1)
  • In Lesson 8-4, students “find different ways to solve equations within 5.” In Independent Practice, “students solve the equation any way they choose, and then tell how they solved the problem.” Reteach to Build Understanding, Build Mathematical Literacy, and Enrichment sections provide additional opportunities for students to solve equations within 5. (K.OA.1.5 and K.OA.1.1)


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 Kindergarten 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 Topic 2, Topic Centers, students apply comparing numbers 0-5, including writing numbers sequences in the correct order, numbering plants, counting the number of sprouts and seeds in each cup, and walking on a taped line taking no more than 5 steps.
  • In Topic 2, Performance Task, students “count the large puzzles and cars that David can see in the toy chest, and then write the numbers to tell how many of each toy. Then have them draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number.” (K.CC.1.3 and K.CC.3.6).
  • In Topic 5, STEM Project, students classify animals by attributes, such as color, count the animals by each color, and create a poster after researching the animal. (K.MD.2, K.CC.2)
  • In Topic 5, 3-Act Math, students create mathematical models representing a situation by tallying, drawing tens frames, counting in order to classify, or counting data. (K.MD.2.3, K.OA.1.1, K.CC.1.2, and K.CC.2.5)
  • In Lesson 14-6, Lesson Overview, Rigor, the materials state, “mathematics instruction calls for the selection, use, and management of problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking on precision in the lesson.” Students are asked to compare the length of a piece of ribbon to a 3 cubed train. (K.MD.1.2)


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 Kindergarten 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 3-7 emphasizes Conceptual Understanding, “Students deepen their basic understanding of the counting sequence as they count to find a quantity that is 1 less than or 1 greater than a given number.” (K.CC.1.2)
  • Lesson 9-7 emphasizes Application, “mathematics instruction calls for the selection, use, and management of multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson on explaining why answers work with the criteria and identifying why there is more than one correct answer.” (K.CC.1.2 and K.CC.2.5)
  • Topic 12, Fluency Practice Activity, students “practice fluently adding and subtracting within 5 during a partner activity.” (K.OA.1.5)

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 4-1, Lesson Overview, Conceptual Understanding and Procedural Skill are the focus of the lesson. “Conceptual Understanding: Students further their understanding of comparison as they compare larger groups to determine which is greater or less in number. Procedural Skill: Students use a 1-to-1 matching strategy to compare groups.” 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.” (K.CC.3.6 and K.CC.2.5)
  • In Lesson 8-8, Lesson Overview, Conceptual Understanding and Application are emphasized. “Conceptual Understanding: Students continue to develop their understanding of addition situations as they work with problems involving sums of 10. Application: Students show parts of a number and represent those parts in an equation as they solve real-life word problems.” Students demonstrate both aspects of rigor in the Solve and Share, when “students use counters and an equation to model a way to solve a word problem where only the total is known.” (K.OA.1.a and K.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 Kindergarten 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 Kindergarten 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 individual lessons:

  • In Lesson 3-8, MP.7.1, “Students use a pattern to show all the ways to make a number. Students make the pattern both with colors and numbers to help them visualize and keep track of the ways they have found.”
  • In Lesson 5-1, MP.6.1, “Students classify objects into two categories, analyzing to find those which have a given attribute and those which do not.”
  • In Lesson 9-7, MP.2.1, “Students identify possible answers to word problems that have more than one potential answer.”
  • In Lesson 14-4, MP.5.1, “Students see that objects can be described by more than one measurable attribute, and consider the appropriate tool to measure.”

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

  • In Topic 6, the Topic Overview states, “math practices are highlighted in all lessons and are given special emphasis in lessons that focus on problem solving.” MP.1.1: Make sense of problems and persevere in solving them. Students make sense of word problems with two addends, and they use drawings and addition equations to represent the problems (e.g., [Lesson 6-5], Solve and Share).”
  • In Topic 7, 3-Act Math Task (Fruit Salad), “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)."


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 Kindergarten 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 2-5, the materials state, “Ask students to identify the information they know from the problem. How many stickers does Marta have? Emily has a greater number of stickers than Marta. So, is it possible for Emily to have 1 sticker?"
  • MP.2.1: In Lesson 4-2, Independent Practice, students count the seed packets in each group, write the number to tell how many, draw a line from each seed packet in the top group to a seed packet in the bottom group and then mark an X on the number that is less than the other number.
  • MP.4.1: In Lesson 9-7, Performance Task, students answer, “Alex lives on a farm with so many cats that they are hard to count. Sometimes the cats are outside and sometimes they hide in the shed. Alex knows that the number of cats is greater than 11. There are less than 15 cats on the farm. How can Alex find out the number of cats that could be on the farm?”
  • MP.7.1: In Lesson 3-7, “In three items 1 less than the number and 1 greater than the number are always three consecutive numbers. Students can count the dots, starting with the middle number, to find a number that is 1 greater than and 1 less than the middle number."
  • MP.8.1: In Lesson 3-8, students answer, “How does making a list of the counting patterns help you keep track of the ways to make a number?"

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 Kindergarten 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 Kindergarten 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 that allows 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 1-10, students “focus on explaining solutions to problems where they have to count. They draw on the concepts learned previously in this topic to clearly communicate their understanding in different ways.”
  • In Lesson 5-4, students “tell whether a given statement makes sense and provide reasons for their choice using numbers, pictures, or words to explain.”
  • In Lesson 8-4, Critique Reasoning, students answer, “Daniel says 2 - 1= 3 because he starts with 2 counters, add 1 more, and has 3 in all. Is he correct? Explain.”
  • In Lesson 11-3, Solve and Share, students answer, “Alan says he knows which numbers to count because they are the only numbers that have a zero in them. Is Alan correct? Why does Alan not put an X on 10 or 20?”


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 Kindergarten 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 1-10, Solve and Share, Discuss Solution Strategies and Key Ideas, “Based on your observations, choose which solutions to have students share and in what order. Focus on the explanations of ways to tell there are 5. If needed, show and discuss the student work at the right.”
  • In Lesson 3-3, Visual Learning Bridge, Classroom Conversation, Construct Arguments, “How can you find out how many counters there are? Does it matter which counter you count first? Why are there 9 counters? How many counters should you color?”
  • In Lesson 5-4, Visual Learning Bridge, Classroom Conversation, Critique Reasoning, “What do you see? Tucker and Olivia counted 6 cars and 5 vehicles that are not cars. How can you check whether their answers make sense?” In Convince Me, Critique Reasoning, “Emily says the number of cars is equal to the number of vehicles that are not cars. Does this make sense?”
  • In Lesson 10-1, Solve and Share, “Based on your observations, choose which solutions to have students share and in what order.  Focus on how students knew how the equation should be written. If needed, show and discuss the students work at the right.”


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 Kindergarten 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 5, Lesson 5-1: category, classify; Lesson 5-2: chart, tally mark; 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 1, Vocabulary Review, “Have students 1. draw a circle around the number, 2. write the number that means none, 3. Draw a circle around the number four, 4. mark an X on the one red cube and draw a circle around all five cubes in the group.” The vocabulary listed for this topic include: number, none, four, one, and five.
    • Topic 11, Vocabulary Review, “Understand vocabulary: Have students 1-draw a circle around the part of the number in the orange column that is 3 ones 2-draw a circle around the part of the number in the blue column that shows the pattern of 8 ones 3-color the decade numbers red.” The vocabulary listed for the topic includes: ones, pattern, and decade.

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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 1-1, students circle and count boxes to show their knowledge.
  • In Lesson 2-1, students solve using counters to show work and critical reasoning skills to describe the answer.
  • In Lesson 7-1, students listen to the story, and then complete all of the following to find how many are left: give an explanation of the mental image, use objects to act it out, and hold up fingers.
  • In Lesson 10-1, students work in pairs and use their fingers to represent situations presented in the word problems.


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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 1-5, Visual Learning, Model with Math, students answer, “How does this picture go with the bees? Why are all the boxes covered with counters?”
  • In Lesson 3-5, Visual Learning, Convince Me!, students answer, “How can you use a ten-frame and counters to count 10 objects? What is another tool you can use?”
  • In Lesson 8-1, Visual Learning, Use Structure, students answer, “What whole do you see? What parts do you see? How does the five-frame help show the whole?”


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 Kindergarten 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 that gives 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 Kindergarten partially meet the expectations that materials contain adult-level explanations so that teachers can improve their own knowledge.

The Teacher’s 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 7:

  • Sample Family Letter Introduction: “Dear Family, Your child is learning about subtraction. He or she will learn to understand subtraction as taking apart a quantity of objects and…”
  • Sample Family Letter Activity: “Gather 8 to 10 small objects. Count the objects as you place them in a paper bag, basket, or box. Take out 4 objects...”
  • Sample Family Letter Focus on Mathematical Practices: “Observe Your Child: During one of your turns use the sentence stem: ____ take away ____ is ____. Then have your child write a matching equation.”


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 Kindergarten 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 ​Kindergarten 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 Kindergarten meet the expectations for providing strategies to gather information about students’ prior knowledge within and across grade levels.

The Assessment Sourcebook and the Teacher’s 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 Kindergarten 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 2-5, Error Intervention, “If students are unsure how to solve the problem, then refer them to the cube trains. Remind students that the number of cubes in the shorter cube train is less in number than the other cube train.”
  • In Lesson 9-1, Error Intervention Item 2, “If students have difficulty writing the number 12, then have them practice by using a finger to trace over the numbers on their number cards or in the air.”
  • In Lesson 12-1, Error Intervention Item 1, “If students identify the circle or triangle as solid, then discuss the examples in the Visual Learning Bridge again. Read the words flat and solid and ask students where the circle and triangle fit.”
  • In Lesson 14-6, Error Intervention Item 2, “If students’ comparisons are incorrect, then help them use the dashed lines as guides to compare the ends of the pictured object.”


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 for Kindergarten 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, 11, and 14 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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.
2/2
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten 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 6-1, Solve & Share, “Students determine the number of flowers in all and represent the total in different ways.” The Student Work examples show students using counters, fingers, and numbers to represent the groupings of flowers.
  • In Lesson 11-1, Solve & Share, “Count forward from 1 to 30. Count aloud and point to each numbers as you say it. What patterns do you see or hear when you count to 30 using the numbers on the chart? Color the boxes that show a pattern you find.” The example shows the different patterns in which the students heard and colored.


Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
2/2
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten 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 12-1, Lesson Overview, English Language Learners, Teachers are asked to use with the Solve & Share in Student Edition. “Speaking: Write and read different.  Remind students they have used this work before. Ask students to tell you what they think the work different means. Show a square and a cube. Say: These are both shapes. Rotate the shapes so that students can see the dimensions. Ask: How are these shapes different? Entering: Have students tell what is different with one or two words. Show another 2-D shape and another 3-D shape and repeat. Developing: Have students explain with the sentence stem: “The shapes are different because ____.” Show another 2-D shape and another 3-D shape and repeat. Expanding: Have students explain the difference in their own words. Show another 2-D shape and another 3-D shape and repeat.”

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.
2/2
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Indicator Rating Details

​The instructional materials for enVision Florida Mathematics Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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.
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Indicator Rating Details

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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 Kindergarten 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: Tue Jan 15 00:00:00 UTC 2019

Report Edition: 2020

Title ISBN Edition Publisher Year
Teacher Edition - Grade K, Volume 1 9780134910543 Pearson 2020
Teacher Edition - Grade K, Volume 2 9780134910604 Pearson 2020
Student Edition - Grade K, Volume 1 9780134910666 Pearson 2020
Student Edition - Grade K, Volume 2 9780134910734 Pearson 2020
Teacher Resource Master - Grade K, Volume 1 9780134910802 Pearson 2020
Teacher Resource Master - Grade K, Volume 2 9780134910871 Pearson 2020
Assessment Sourcebook - Grade K 9780134910949 Pearson 2020
Additional Practice Workbook - Grade K 9780134912202 Pearson 2020
Teacher Edition Program Overview, Grade K 9780134922263 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.

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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