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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 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
Alignment (Gateway 1 & 2)
Usability (Gateway 3)
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
Criterion 1.1: Focus
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 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 1.2: Coherence
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
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 1.3: Coherence
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
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 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
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
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).