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Report Overview
Summary of Alignment & Usability: FuelEd Florida Summit Math | Math
Math 6-8
The instructional materials for FuelEd Florida Summit Math Grades 6-8 do not meet the expectations for focus and coherence in Gateway 1. All grades assess grade-level content, but they do not spend the majority of class time on major work of the grade. Also, all grades partially meet the expectation for coherence, and they include an amount of content that is viable for one school year. Since the materials do not meet expectation for Gateway 1, they were not reviewed for Gateway 2 or Gateway 3.
6th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
7th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
8th Grade
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Math High School
The instructional materials reviewed for the FuelEd Florida Summit Math Traditional series do not meet expectations for alignment to the MFAS. The instructional materials do not meet the expectations for focus and coherence in Gateway 1, and since the materials do not meet expectations in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.
High School
View Full ReportEdReports reviews determine if a program meets, partially meets, or does not meet expectations for alignment to college and career-ready standards. This rating reflects the overall series average.
Alignment (Gateway 1 & 2)
Materials must meet expectations for standards alignment in order to be reviewed for usability. This rating reflects the overall series average.
Usability (Gateway 3)
Report for 7th Grade
Alignment Summary
The instructional materials for FuelEd Florida Summit Math Grade 7 do not meet the expectation for alignment to the MFAS. In Gateway 1, the instructional materials do not meet the expectation for focus. The materials assess grade-level content, but they do not spend at least 65% of class time on the major work of the grade. Also in Gateway 1, the materials partially meet the expectation for being coherent and consistent with the standards. Since the materials do not meet the expectation for focus and coherence in Gateway 1, they were not reviewed for rigor and the mathematical practices in Gateway 2 or usability in Gateway 3.
7th Grade
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
Overview of Gateway 1
Focus & Coherence
The instructional materials for FuelEd Florida Summit Math Grade 7 do not meet the expectation for focus and coherence in Gateway 1. The materials do not meet the expectation for focus because they do not spend at least 65% of class time on the major work of the grade, and the instructional materials partially meet the expectation for being coherent and consistent with the standards.
Gateway 1
v1.0
Criterion 1.1: Focus
The instructional materials for FuelEd Florida Summit Math Grade 7 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.
Indicator 1A
The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 meet expectations for assessing grade-level content. The assessments are divided into Lesson Quizzes, Interim Checkpoints, Unit Tests, and Semester Tests. Each of these assessments, with the exception of the Semester Test, focus on the topic/lesson that was just taught.
Examples of assessment items aligned to grade-level standards include:
- In Semester A, Unit 3 Test, Part 1, Question 4 (variation 2), “Over 25.5 days, a pond's water level changed by an average of −0.32 centimeter each day. What was the total change in the water level?” (7.NS.1.2b)
- In Semester A, Unit 6 Test, Graded Assignment: Equations and Inequalities Part 2, Question 3, “A boarding kennel mixes dry dog food and wet dog food to feed the dogs. The table shows the mixture for different amounts. (a) Is the relationship between the amount of dry dog food and the amount of wet dog food proportional? (Use the first three rows of data to answer this question.) Show your work and explain. (b) How much dry dog food is used with 5.5 oz of wet dog food? Show your work.” (7.RP.1.2a)
The following above grade-level assessment item could be modified or omitted without a significant impact on the underlying structure of the instructional materials:
- In Semester B, Unit 5 Test, Part 1, Question 2 (variation 3), students find the probability of the complement of events, “A number is randomly selected from {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}. A is represented by the event that the number picked is greater than 7. What is the probability of the complement of event A?” (S-CP.1.1)
Criterion 1.2: Coherence
The instructional materials for FuelEd Florida Summit Math Grade 7 do not meet the expectation for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend approximately 48% of class time on the major work of the grade.
Indicator 1B
The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 do not meet expectations for spending a majority of instructional time on major work of the grade.
- The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 7 out of 12, which is approximately 58%.
- The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 67 out of 138, which is approximately 49%.
- The number of days devoted to major work (including assessments and supporting work connected to the major work) is 86 out of 180, which is approximately 48%.
The number of days is most representative of the instructional materials because the days include: instructional lessons, unit reviews, and all assessments. As a result, approximately 48% of the instructional materials focus on major work of the grade.
Criterion 1.3: Coherence
The instructional materials for FuelEd Florida Summit Math Grade 7 partially meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials include an amount of content that is viable for one year. The instructional materials partially include: supporting content that enhances focus and coherence, consistency with the progressions in the Standards, and coherence through connections at a single grade.
Indicator 1C
The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Supporting content does not consistently enhance focus and coherence simultaneously by engaging students in the major work of the grade. Most lessons address standards from one cluster. Examples of the materials not using supporting work to engage students in the major work of the grade include:
- In Semester B, Unit 2, Lessons 8 and 9, students use facts about different types of angles to find the measures of unknown angles (7.G.2.5), but it is not connected to the major work of writing and solving two-step equations (7.EE.2.4a). For example, in the Lesson 9 Practice, On Your Own, On-Level Activity, Question 1, “What equation could be used to identify the measure of angle x? 162+x=90; 162−x=90; 162−x=180; 162+x=180.”
- In Semester B, Unit 3, students solve problems involving surface area and volume of geometric figures (7.G.2.6), but in the majority of these problems the dimensions of the figures are whole numbers. Since the dimensions are whole numbers, students do not engage in the major work of solving problems involving the four operations with rational numbers (7.NS.1.3).
- In Semester B, Unit 4, Lessons 6 and 7, supporting work with population sampling (7.SP.1) does not engage students in solving multistep problems using proportional relationships (7.RP.1.3). Draw Inferences from Samples 1 and 2, do not engage students in proportional relationships, and the Content Background Section does not discuss how student’s prior work with ratios and proportional relationships could connect with the content.
Indicator 1D
The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 meet expectations that the amount of content designated for one grade-level is viable for one year.
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 180 days. The Ancillary Resources state, “Summit Math courses are designed for 90 hours per semester to mirror a 90-day classroom model and this expectation is reflected in the scope and sequence in each course. Schedules can be customized in each class to enable students to pace themselves within the sequence of the curriculum.”
- According to the Teacher Guide, the pacing for these materials is 60 minutes for one class period (stated at the beginning of each lesson). One lesson is completed in a class period.
- There are 11 units of study and one final project, each with varying amounts of lessons.
- No lessons are marked as supplementary or optional.
- Each unit has an ending lesson called “Extended Problems.” They are explained throughout the Teacher’s Guide. For example, in Semester A, Unit 5, “The Extended Problems give students an opportunity to use higher-order thinking and critical-reasoning skills to apply what they have learned about ratios, rates, and percents. Students complete these extended response problems offline and submit their responses to be graded.”
- “Your Choice” days are built into the curriculum and generally follow Interim Checkpoint Assessments or Semester Assessments. The Teacher’s Guide states the day as, “Students may use this class period in a variety of ways. They can complete any unfinished work, review prior lessons to prepare for the Unit Test, or participate in discussion board posts. You could also use this time to have students prepare for state standardized testing. If students are up-to-date on their assignments and comfortable with the material, you may also suggest they proceed to the next lesson.”
Indicator 1E
The instructional materials reviewed for FuelEd Florida Summit Math Grade 7 partially meet expectations for the materials being consistent with the progressions in the Standards.
The materials for Grade 7 develop according to the grade-by-grade progressions. All grade-level standards are listed in a chart in the Grade 7 Teacher Guide, but standards are not identified consistently within the materials. Content from prior or future grades is present and identified, but standards from other grades are not always related to Grade 7 standards. The materials address the Standards for Grade 7 and provide all students with extensive work with grade-level problems. Grade-level concepts are related to knowledge addressed previously in Grade 7, but grade-level concepts are not explicitly related to knowledge from prior grades.
Examples of lessons in which content from prior or future grades is present and identified in the Lesson Introductions, but not related to Grade 7 standards include:
- In Semester A, Unit 1, Lessons 2 and 3, students evaluate expressions at specific values of their variables (6.EE.1.2c).
- In Semester A, Unit 1, Lesson 4, students write expressions that record operations with numbers and with letters standing for numbers (6.EE.1.2a).
- In Semester A, Unit 2, Lesson 2, students examine absolute value of numbers as represented on number lines (6.NS.3.7).
Examples of the materials not explicitly relating grade-level concepts to knowledge from prior grades include:
- In Semester A, Unit 6, Lesson 2, Content Background in the Teacher Guide states, “To become proficient in the use of ratios and rates, students build on prior experience with fractions, including the use of factors and simplification.” There is not an explicit relationship to knowledge from Grade 6 or grades prior.
- In Semester A, Unit 6, Lesson 3, Content Background states, “Lessons 5.03 and 5.04 work together to introduce students to unit rates. In these lessons, students build on their knowledge of fractions, ratios and rates to find and interpret unit rates.” There is not an explicit relationship to knowledge from Grade 6.
- In Semester B, Unit 1, Lesson 2, Content Background describes students working with the distributive property without referencing concepts from Grade 6. “Lessons 1.02 and 1.03 work together to introduce students to working with factoring and the distributive property to write equivalent linear expressions.”
Indicator 1F
The instructional materials for FuelEd Florida Summit Math Grade 7 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.
The materials include learning objectives that are visibly shaped by CCSSM cluster headings. Examples include:
- In Semester A, Unit 4, Lesson 8, the Learning Goal is “Solve multi-step real-world problems involving fractions and decimals”, which is shaped by the cluster heading “Solve real-life and mathematical problems using numerical and algebraic expressions and equations” (7.EE.2).
- In Semester B, Unit 1, Lesson 3, the Learning Goals are “Combine like terms to simplify linear expressions; Use the distributive property to simplify linear expressions”, which are shaped by the cluster heading “Use properties of operations to generate equivalent expressions” (7.EE.1).
The materials include some problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important, examples include:
- In Semester A, Unit 1, Lesson 8, students use operations with rational numbers (7.NS.1) to construct equations and solve problems (7.EE.2). “Sal wants to buy grapes for a party. He has $6.00 to spend. Grapes are $2.25/kg. How many kilograms of grapes can Sal buy? Round to the nearest tenth.”
- In Semester B, Unit 1, Lesson 11, students solve inequalities (7.EE.2) that include rational number operations (7.NS.1), for example, “½ x−1>5”.
The materials do not make some connections between two or more clusters in a domain, or two or more domains in a grade, examples include:
- In Semester A, Unit 6, Lesson 9, students determine missing values in an equation that represent a proportional relationship, but since the relationships are proportional, the materials do not connect solving problems (7.EE.2) with analyzing proportional relationships (7.RP.1).
- In Semester B, Unit 1, Lessons 3, 4, and 5, students perform operations on linear expressions and determine if linear expressions are equivalent (7.EE.1), but the expressions mostly contain positive integer coefficients, which does not connect to operations with rational numbers (7.NS.1).