The materials reviewed in Kindergarten for this indicator meet the expectations by attending to conceptual understanding within the lessons.

• Within the concept development sections of each lesson, the mathematical topic is developed through understanding as indicated by the standards and cluster headings.
• In module 1, specific lessons are devoted to the understanding of zero.
• In module 4, significant time is spent developing an understanding of addition and subtraction using a variety of settings. For example, students are asked, “How did we use the number bond to show putting things together?”
• In module 5, students work with models to develop conceptual understanding of the teen numbers.

The materials reviewed in Kindergarten for this indicator meet the expectations by attending to fluency and procedural work within the lessons. In Kindergarten this includes K.OA.A.5 "Add and subtract within 5."

• Within the distribution of instructional minutes the schedule allows for 10-20 minutes per day to practice fluency. This varies according to the timeline of the school year and the focus mathematics in the module.
• As described within the "how to implement" documents, "Fluency is usually first-by beginning class with animated, adrenaline-rich fluency, students are more alert when presented with the Concept Development and Application Problems."
• Attention is paid to the use of the words "fluency" and "fluent" within the standards.
• Required fluencies are listed within the section called "Curriculum Overview Sequence."

The materials reviewed in Kindergarten for this indicator meet the expectations by attending to application within the lessons.

• Application problems occur in almost every lesson depending upon the focus mathematics of the lesson. This is expected to last around five minutes for each lesson in Kindergarten.
• If the focus standard of the lesson includes language requiring application, the application problem will become the major portion of the lesson.

The materials reviewed in Kindergarten for this indicator meet the expectations by providing a balance of rigor. The three aspects are not always combined, nor are they always separate.

• The distribution-of-minutes chart and the structure of the lessons show a balance of the three aspects of rigor.
• Application problems often call for fluency and procedural skills.
• Fluency work and application problems are used to develop conceptual understanding.
• Conceptual problems often involve procedures.

The design of the materials reviewed for Kindergarten meets the expectations for this indicator by providing students with ongoing opportunities to practice previously learned skills alongside their learning of new content. These materials use problem sets and application problems to develop student understanding of new mathematics. They use homework, application problems and fluency sessions to practice previously learned concepts.

• Problems sets within the lessons include guidance on how to select and sequence the exercises.
• Fluency exercises within the lessons include guidance on the purpose of each activity, allowing the teacher to determine the necessary activities for the students.
• The "how to implement" document provides information for the teacher on the purpose for each lesson section.
• Page 12 of the "how to implement" document states, "The primary goal of the problem set is for students to apply the conceptual understanding(s) learned in the lesson."
• Page 23 of the "how to implement" document states, "The bank of fluency activities for each lesson is intentionally organized so that activities revisit previously-learned material to develop automaticity, anticipate future concepts, and strategically preview or build skills for the day's Concept Development."
• Page 13 states, "The homework gives students additional practice on the skills they learn in class each day. The idea is not to introduce brand-new concepts, but to build student confidence with the material learned in class."
• Page 9 states, "A Story of Units doesn't wait months to spiral back to a concept. Rather, once a concept is learned, it is immediately spiraled back into the daily lesson structure through fluency and applications."

The materials reviewed for Kindergarten meet the expectations of this indicator by using intentional sequences in the design.

• Problem sets, exit tickets and homework relate to the mathematical concept developed in the lessons each day.
• Once a concept is developed, it is spiraled back into the daily structure within the fluency and application portion.
• The sequence of topics within each module is intentional, going from working with a variety of concrete and pictorial representations to more abstract work with numbers and computation. For example, module 1 starts with counting and numerals to 5, moves to the concept of zero, and then works with numbers 6-8, then 9 and 10. It finally ends with one more than "zero minus 10" and one less than "zero minus 10."
• The Kindergarten materials develop a solid foundation for K.CC.A, B before moving on to deeper concepts within addition and subtraction.

The materials reviewed for Kindergarten meet the expectations of this indicator by providing a variety in what students are expected to produce.

• Students are expected to produce answers and solutions throughout the fluency sections and some of the problem sets.
• Students are expected to provide arguments and explanations within the problem sets, exit tickets and homework.
• Students are asked to provide a variety of mathematical responses. In module 3, for example, students are expected to color items with fewer than a specified number (3.B.9); draw a stick that is longer than a specified stick (3.B.17); draw or cross out items to make a total of 5 (3.C.7); and to circle to represent a specified quantity (3.D.22).
• Arguments and explanations are the basis for the debriefing section of each lesson.
• The "Read, Draw, Write" procedure requires students to represent the problem in a drawing and make connections between the drawing and the equations.
• Throughout the modules and lessons students produce a variety of solutions, using concrete, pictorial and abstract representations.

The materials reviewed for Kindergarten meet the expectations of this indicator by using manipulatives and models as faithful representations of the mathematics they are used to represent.

• The materials use a limited set of concrete and pictorial models throughout the program.
• Each module lists suggested tools and representations that apply to the mathematics in the module.
• Students use a variety of manipulatives including rekenreks, counting objects, five and ten frames, pattern blocks, 2-D and 3-D shapes, and linking cubes. They are connected with written methods.
• Students are frequently asked to color, draw or circle shapes rather than write.

The materials reviewed for Kindergarten meet the expectations for this indicator by supporting teachers in using questions to guide mathematical development.

• Materials provide quality suggested questions throughout the debriefing section of each lesson. For example, in module 4, students are asked, “How did you decide what number should go in the mystery box? Did your friend do the same thing?” In module 5, students are asked, “When you make a teen number in parts? What do you notice? Which is always biggest, the parts or the total, the whole?”
• Quality questions are also included in the concept development portion, application problems and problem sets of the lessons.

The materials reviewed for Kindergarten meet the expectations for this indicator.

• Teacher editions have many annotations and examples on how to present the content.
• The concept development sections include a sample script to help the teacher understand what might happen when presenting the material. These scripts can sometimes mask the mathematical concepts at hand, leading teachers to think that the script is exactly what should happen. A summary of the process and concept before the script would be useful.
• Within the lessons, aside from the teacher script and wording in the teacher directions, most lessons have pictures or other graphics with annotations, demonstrating the concepts for the teacher and providing guidance on how to present content.
• There are answer keys for all the student problem sets, exit tickets, homework and tests, including written annotations to show what student work should look like.
• There are also boxes in the sidebar of many lessons that annotate information about how to present content.
• There is a repeated process for solving word problems called the "Read, Draw, Write," approach, which the manual explains in the module overview.
• The overview of each module has several suggestions for delivering instruction.

The materials reviewed for Kindergarten meet the expectations for this indicator by including adult-level explanations and examples of mathematical topics so that teachers can improve their own knowledge of the subject, if necessary.

• In the teacher edition for each module, there is an overview section that has narrative information about the mathematical content of the module.
• In each module, at the start of each topic, there is another section of narrative that gives an explanation of the mathematical content in the topic.
• These topic-level explanations and overviews include mathematical coherence within and between grade levels.
• In the document called "How to Implement A Story of Units," there are adult-level explanations of the models and representations used.

The materials reviewed for Kindergarten meet the expectations for this indicator by including strategies to help teachers sequence and scaffold lessons.

• The lessons are sequenced to build from conceptual understanding, using representations ranging from concrete and pictorial to the more abstract.
• The marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options and materials.
• Lessons and mathematical topics are sequenced according to the CCSSM "Progressions of Learning."
• A description of the module sequence and layout is provided.

The materials reviewed for Kindergarten meet the expectations for this indicator by including strategies for meeting the needs of a range of learners.

• The lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations as well as more abstract ones.
• The marginal notes often suggest ways to support students as a whole and subgroups of students who might need extra support. This includes support for vocabulary, representations, engagement options, and materials.
• Page 13 of "How to Implement A Story of Units" describes a variety of scaffolds and accommodations.

The materials reviewed for Kindergarten meet the expectations for this indicator by providing tasks with multiple entry points that can be solved in a variety of ways.

• Application problems, problem sets and homework are included in almost all lessons. Students can choose their own solution strategy and/or representation from a variety of options.
• The embedded tasks show the students multiple representations using drawings, charts, graphs, or numbers or words.

The materials reviewed for Kindergarten meet the expectations for this indicator by including support for ELL students and other special populations in order for them to actively participate.

• Notes on multiple means of engagement give teachers suggestions about meeting the needs of ELL students. These margin notes include sentence starters, physical responses and vocabulary support.
• On pages 14-20 of "How to Implement a Story of Units," there are suggestions for working with ELL students and students with disabilities. Page 14 states, "It is important to note that the scaffolds/accommodations integrated into A Story of Units might change how a learner accesses information and demonstrates learning; they do not substantially alter the instructional level, content, or performance criteria. Rather, they provide students with choices in how they access content and demonstrate their knowledge and ability."

The materials reviewed for Kindergarten meet the expectations for this indicator by offering instructional support for advanced students.

• Notes on multiple means of engagement give teachers suggestions about meeting the needs of advanced students.
• The curriculum specifies that not all pieces of each section of a lesson must be used, so advanced students could be asked to tackle problems or sections a teacher does not use for all students.
• On page 20 of "How to Implement A Story of Units," teachers are given suggestions for working with above-grade-level students.

The materials reviewed for Kindergarten meet the expectations for this indicator by providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• The application problems include real-world situations that would appeal to a variety of cultural and gender groups.
• There is a balanced approach to the use of gender identification.