FuelEd Florida Summit Math (2018)

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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

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Gateway 1

Focus & Coherence

Gateway 2

Rigor & Mathematical Practices

Does Not Meet Expectations

Gateway 3

Usability

Not Rated

7th Grade

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Gateway 1

Focus & Coherence

Gateway 2

Rigor & Mathematical Practices

Does Not Meet Expectations

Gateway 3

Usability

Not Rated

8th Grade

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Gateway 1

Focus & Coherence

Gateway 2

Rigor & Mathematical Practices

Does Not Meet Expectations

Gateway 3

Usability

Not Rated

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

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Gateway 1

Focus & Coherence

Gateway 2

Rigor & Mathematical Practices

Does Not Meet Expectations

Gateway 3

Usability

Not Rated

Report for 6th Grade

Alignment Summary

The instructional materials for FuelEd Florida Summit Math Grade 6 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.

6th Grade

Gateway 1

Focus & Coherence

Gateway 2

Rigor & Mathematical Practices

Alignment (Gateway 1 & 2)

Does Not Meet Expectations

Gateway 3

Usability

Usability (Gateway 3)

Not Rated

Overview of Gateway 1

Focus & Coherence

The instructional materials for FuelEd Florida Summit Math Grade 6 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

Gateway 1

Focus & Coherence

Criterion 1.1: Focus

Criterion 1.2: Coherence

Criterion 1.3: Coherence

Does Not Meet Expectations

Criterion 1.1: Focus

Materials do not assess topics before the grade level in which the topic should be introduced.

The instructional materials for FuelEd Florida Summit Math Grade 6 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 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.

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 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 Test, Part 1, Question 4, “An ice-cream shop sold 2.87 gallons of rocky road ice cream yesterday. The shop sold 0.449 gallons of rocky road ice cream today. What was the total amount of Rocky Road ice cream sold yesterday and today? Enter your answer, as a decimal, in the box.” (6.NS.2.3)
In Semester A, Interim Checkpoint 1, Part 2 Graded Assessment, “It costs $5820 to get new windows for a certain house. Each of the 28 windows costs the same amount. (a) Determine an estimate for the cost of each window. Justify your reasoning. (b) What is the cost of each window, rounded to the nearest dollar? Show your work. Leave the remainder undivided.” (6.NS.2.2)
In Semester B, Unit 6 Test, Part 1, Question 2, “There are 16 types of flowers used to decorate for a party. Twelve of the flowers types last an average of 4 days before they wilt. The remaining flowers last an average of 6 days. What is the average number of days before the flowers wilt?” (6.SP.2.5c)

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 A, Unit 5 Test, Part 2, Question 2, students write an equation to solve a problem. The equation is of the form px + q = r (7.EE.2.4a). “Wilton drives a taxicab. He charges $40 per hour. One passenger gave Wilton a tip of $30. He gave Wilton a total of $150. He is wondering how many total hours he drove the passenger. (a) Define the unknown in the scenario and assign it a letter or symbol. (b) Write an equation to represent the amount of money Wilton earned on the trip.”

Criterion 1.1: Focus

Indicator 1A

Criterion 1.2: Coherence

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.

The instructional materials for FuelEd Florida Summit Math Grade 6 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 36% of class time on the major work of the grade.

Indicator 1B

Instructional material spends the majority of class time on the major cluster of each grade.

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 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 5 out of 13, which is approximately 38%.
The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 49 out of 138, which is approximately 36%.
The number of days devoted to major work (including assessments and supporting work connected to the major work) is 65 out of 180, which is approximately 36%.

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 36% of the instructional materials focus on major work of the grade.

Criterion 1.2: Coherence

Indicator 1B

Criterion 1.3: Coherence

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.

The instructional materials for FuelEd Florida Summit Math Grade 6 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

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 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 A, Unit 2, Lessons 2-8, students simplify fractions, create common denominators, and add and subtract fractions and mixed numbers, which are standards below Grade 6. Supporting work with Least Common Multiples and Greatest Common Factors (6.NS.2.4) is used in these lessons, but it is not used to engage students in the major work of computing quotients of fractions (6.NS.1.1).
In Semester A, Unit 2, Lesson 10, the Learn, Mathcast: Multiply Fractions video states, “Fifteen over sixty-three is not in simplest form. So the next step is to simplify the fraction. I can do this by dividing the numerator and the denominator by the greatest common factor of 15 and 63.” Finding the Greatest Common Factor (6.NS.2.4) is connected to simplifying a fraction, which is not major work for Grade 6.
In Semester B, Unit 4, Lesson 8, Learn, students substitute values into volume formulas and solve for missing dimensions (6.G.1.2). The materials do not make a connection to understanding solving equations (6.EE.2.5) or solving one-step equations (6.EE.2.7).

Indicator 1D

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

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 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 12 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 2, “The Extended Problems give students an opportunity to use higher-order thinking and critical-reasoning skills to apply what they have learned about adding, subtracting, multiplying, and dividing fractions. 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

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.

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 partially meet expectations for the materials being consistent with the progressions in the Standards.

The materials for Grade 6 develop according to the grade-by-grade progressions. All grade-level standards are listed in a chart in the Grade 6 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 6 standards. The materials address the Standards for Grade 6 and provide all students with extensive work with grade-level problems. Grade-level concepts are related to knowledge addressed previously in Grade 6, 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 6 standards include:

In Semester A, Unit 1, Lessons 1 and 4, students work with prime and composite numbers (4.OA.2.4).
In Semester A, Unit 2, Lesson 3, students create equivalent fractions with common denominators (4.NF.1.2).
In Semester A, Unit 2, Lessons 5 through 10, students add and subtract fractions with unlike denominators (5.NF.1.1).

Examples of the materials not explicitly relating grade-level concepts to knowledge from prior grades include:

In Semester A, Unit 2, Lesson 10, Content Background in the Teacher Guide states, “Students will build on previous experiences, such as prime factorization, to multiply fractions and mixed numbers.” There is not an explicit relationship to knowledge from Grades 4 or 5.
In Semester A, Unit 3, Lesson 2, Content Background states, “Students build on their understanding of the traditional algorithm they have used to add whole numbers and their understanding of decimal place value to add multidigit decimals.” There is not an explicit relationship to knowledge from Grades 4 or 5.
In Semester B, Unit 4, Lesson 5, Content Background states, “They have learned to find the volume of a rectangular prism by multiplying its edge lengths…Students will need to use their understanding of fraction multiplication to find the volume of these solids.” There is not an explicit relationship to knowledge from Grade 5.

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.

The instructional materials reviewed for FuelEd Florida Summit Math Grade 6 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 6, Lesson 9, the Learning Goals are, “Solve word problems using related equations; Solve word problems by writing and solving equations in the form x + p = q; Solve word problems by writing and solving equations is the form px = q”, which are visibly shaped by the cluster heading, “Reason about and solve one-variable equations and inequalities” (6.EE.2).
In Semester B, Unit 4, Lesson 8, the Learning Goals are, “Solve problems involving the volume of right rectangular prisms with whole-number and fractional side lengths; Solve real-world problems about the volume of right rectangular prisms with fractional edge lengths”, which are shaped by the cluster heading, “Solve real-world and mathematical problems involving area, surface area, and volume” (6.G.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 6, Lesson 13, students write equations (6.EE.2) in order to represent and analyze quantitative relationships between dependent and independent variables (6.EE.3). For example, in the Teacher's Guide, Learn, Real-World Math: Equations in Two Variables, On-Level Activity, “Students learn to make an equation from a graph of real-world data by making a table and describing the relationship in words before writing the equation.”
In Semester B, Unit 6, Lesson 3, students connect operating fluently with multi-digit numbers (6.NS.2) to work with summarizing and describing data distributions (6.SP.2). Students are given a few questions resulting in decimal answers but are not given decimal numbers in the values being added.

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 B, Unit 1, Lesson 6, students working with the distance formula and rate tables (6.RP.1) is not connected to graphing ordered pairs (6.NS.3).
In Semester A, Unit 6, Lesson 13, problems involving ratios and proportional relationships (6.RP.1) is not connected to how quantities might change in relationship to each other (6.EE.3).

Criterion 1.3: Coherence

Overview of Gateway 2

Rigor & Mathematical Practices

Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

Gateway 2

v1.0

Gateway 2

Rigor & Mathematical Practices

Criterion 2.1: Rigor

Criterion 2.2: Math Practices

Not Rated

Criterion 2.1: Rigor

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.

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.

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.

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

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.

Criterion 2.2: Math Practices

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice

Indicator 2E

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.

Indicator 2F

Materials carefully attend to the full meaning of each practice standard

Indicator 2G

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:

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.

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.

Indicator 2G.iii

Materials explicitly attend to the specialized language of mathematics.

Criterion 2.2: Math Practices

Overview of Gateway 3

Usability

This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Gateway 3

v1.0

Gateway 3

Usability

Criterion 3.1: Use & Design

Criterion 3.2: Teacher Planning

Criterion 3.3: Assessment

Criterion 3.4: Differentiation

Criterion 3.5: Technology

Not Rated

Criterion 3.1: Use & Design

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

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.

Indicator 3B

Design of assignments is not haphazard: exercises are given in intentional sequences.

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.

Indicator 3D

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

Indicator 3E

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.

Criterion 3.1: Use & Design

Criterion 3.2: Teacher Planning

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3F

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.

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.

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.

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.

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).

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.

Indicator 3L

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.

Criterion 3.2: Teacher Planning

Criterion 3.3: Assessment

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3M

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.

Indicator 3N

Materials provide strategies for teachers to identify and address common student errors and misconceptions.

Indicator 3O

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Indicator 3P

Materials offer ongoing formative and summative assessments:

Indicator 3P.i

Assessments clearly denote which standards are being emphasized.

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.

Indicator 3Q

Materials encourage students to monitor their own progress.

Criterion 3.3: Assessment

Criterion 3.4: Differentiation

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3R

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

Indicator 3S

Materials provide teachers with strategies for meeting the needs of a range of learners.

Indicator 3T

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

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).

Indicator 3V

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

Indicator 3W

Materials provide a balanced portrayal of various demographic and personal characteristics.

Indicator 3X

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

Indicator 3Y

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

Criterion 3.4: Differentiation

Criterion 3.5: Technology

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

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.

Indicator 3AB

Materials include opportunities to assess student mathematical understandings and knowledge of 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.

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.).

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.

Criterion 3.5: Technology

Downloadable Resources

2018