The instructional materials reviewed for Kindergarten do not meet expectation that supporting content enhances focus and coherence by engaging students in the major work of the grade. The majority of supporting work is treated separately and does not support the major work of the grade.

• Unit 1 has four lessons and two practices which are supporting work, and only one, Lesson 1-8, supports major work. Lessons 1 and 2, pages 40-47, focus on students comparing length and examining pattern block shapes as they participate in a social activity; while these lessons align with standards for supporting work, there is minimal connection to the major work of the grade. Lesson 1-12 focuses on shapes, supporting work of the grade. There is a missed opportunity here to fully support major work through a connection to counting sides or corners or sorting and counting groups.
• Unit 2 has five lessons and four practices which are supporting work, and only one practice, 2-10, supports major work. Lessons 2-3, 2-8, and 2-11 focus on supporting work of the grade, shapes. There is a missed opportunity here to support major work through a connection to counting sides or corners or sorting and counting groups. Lesson 2-7 focuses on supporting work of sorting or "classify objects into given categories" but partially misses the standard "count the numbers of objects in each category and sort the categories by count."
• Unit 3 has four lessons and and three practices which are supporting work, and only one lesson, 3-1, supports major work. Lesson 3-5 focuses on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare length on a number line is missed . For instance, the length from 0-2 would be shorter than the length from 0-4.
• Unit 4 has six lessons and four practices which are supporting work, and only one lesson, 4-3, supports major work. In Lesson 4-2 , "Shapes by Feel," an opportunity to connect to counting as students count sides or corners to identify shapes is missed. Lesson 4-7, "Building hexagons," asks students to count the number of different solutions they found to the build hexagons; however, an opportunity is missed in counting to compare differences in the number of sides of different shapes such as a triangle or rectangle. Lesson 4-9, "Exploring Weight and Pan Balance Leveling", requires using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting.
• Unit 5, Lesson 5-5, takes students on a shape walk. When children return to the classroom, they are encouraged to recall which shapes are most common. However, on the walk, there is no reference to counting or engaging in observations of which shapes are more common at the time they are engaged with observing concrete objects. They are asked to compare from memory with the missed opportunity of having counted the actual objects for each shape.
• Unit 6 has eight lessons and five practices which are supporting work, and only one practice, 6-5, supports major work. Lessons 6-1, 6-2 and 6-7 focus on supporting work of the grade by comparing longer or shorter paper strips. An opportunity to compare lengths on a number line is missed. For instance, the length from 0-2 would be shorter than the length from 0-4. Lessons 6-4 and 6-10 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape or they could compare the sizes of the groups of shapes. No connection is made to counting or +1 addition.
• Unit 7 has four lessons and three practices which are supporting work, and no lessons or practices support major work. Lessons 7-6, "Exploring Weight and Pan Balance Leveling," has students using collections of items to compare the weights using a pan balance. Connections to the number of items in the collections are a missed opportunity to connect units of measure to counting. Lessons 7-4 and 7-13 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students count sides to determine the shape. No connection is made to counting or +1 addition.
• Unit 8 has two lessons and four practices which are supporting work, and no lessons or practices support major work. Lessons 8-1 and 8-2 focus on shapes with added work on solid (3-dimensional) shapes. No attempt is made to connect to the major work of the grade in any of these lessons even though students could count sides to determine the shape. No connection is made to counting or +1 addition.
• Unit 9 has six lessons and four practices which are supporting work, and one lesson, 9-4, and one practice, 9-1, support major work.

The instructional materials reviewed do not meet the expectation for the amount of content designated for one grade level being viable for one school year in order to foster coherence between grades. The Everyday Math Kindergarten program consists of 117 lessons, grouped in 9 sections with 13 lessons in each section. The program is made to teach four lessons per week with the fifth day used for extra game time, differentiation activities, or catch up (as stated on page xl of the teacher edition). The program requires the teacher to teach 45-60 minutes of math each day. If a teacher is using Friday as a Flex day as the program suggests, then this program will cover approximately 29 weeks of classroom time. Significant modifications by the teacher would need to be made to the program materials to be viable for one school year.

Kindergarten lessons do provide connections sections at the end of the lesson. There is not a time frame for these connections to other subject areas. There is not enough time allotted in the 45-60 minutes a day to cover the connections portion of the lesson.

The instructional materials reviewed for Kindergarten do not meet the expectation for being consistent with the progressions in the standards. Content from future grades is not clearly identified or connected to grade-level work and students are not given extensive work with grade-level problems.

Material related to future grade-level content is not clearly identified or related to grade-level work. The Kindergarten materials have several instances where future grade-level content is present and not identified as such. For example, in Unit 1, Lesson 13 is focused on shape patterns which is a Grade 4 standard, 4.OA.C.5, and does not state it is future grade-level work or how it would relate to Kindergarten work. The same is true of Unit 4, Lesson 9, which measures mass, a Grade 3 standard, 3.MD.2, and Unit 6, Lesson 2, which orders lengths, a Grade 1 standard, 1.MD.A.1. This is true of almost all off grade-level work. The one exception is that the end of the year Daily Routines Calendar/time do state that they are preparing for first grade by introducing clock and time.

The content does not always meet the full depth of standards. This mainly occurs because of lack of lessons addressing the full depth. For example, there are some lessons which address K.OA.A.2; however, there are only six lessons which have students adding and subtracting within 10. Another example is K.NBT.A.1; only four lessons have students composing and decomposing numbers from 11 to 19. A third example is K.CC.A.2; only one lesson, 8-4, has students counting starting from any number. 

Differentiation options, present in most lessons, offer opportunities for students at different instructional levels to engage with the standards. In some instances, the differentiation tasks, while aligned to standards, are not aligned to the same standard as the focus lesson. An example of this is lesson 1-1. The lesson focus is K.MD.2, "Directly compare two objects with a measurable attribute in common to see which has more of or less of the attribute and describe the difference." The readiness task asks students to match measurable attributes which does not address the same standard. The extra practice and enrichment tasks are aligned to the lesson standard.

Everyday Mathematics Kindergarten materials do not provide extensive work with grade-level standards. For example, most materials focus on counting and cardinality or operations and algebraic thinking. Except for the Number of the Day routine, only six lessons are directly related to place value and the base-10 number system, 5-5, 5-6, 5-8, 5-12, and practices 6-3 and 6-10, which is a major standard for K students to connect to Grade 1 work.

In lessons where prior knowledge is needed, the instructional materials do not state that prior knowledge is being used. When future grade-level concepts are introduced, there is no mention that the concept will be used in future grades. If the teacher uses the spiral trace at the beginning of the lesson or unit, the teacher will know where prior knowledge is used based on the spiral trace and when the student will use the skill/concept again in the future. For example, in lesson 2-13 on page 154, the spiral snapshot shows how the standard progresses through the materials. The spiral tracker is listed by lessons and not connecting standards. At the beginning of each unit, the spiral trace provides an explanation of what will occur by the end of the unit, but the spiral trace does not explain any further and does not connect to the next standard.