The instructional materials for Into Math Florida Grade 5 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include problems and questions that develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Throughout the materials, sections emphasize introducing concepts and developing understanding such as: “Build Understanding” and “Spark Your Learning”. Students have the opportunity to independently demonstrate their understanding with the “Check Understanding” and “On My Own” problems at the end of each lesson. For example: 

• Lesson 1.1, Spark Your Learning, asks students, “On a road trip, Anna and her family stop at a ranch where bales of hay are being weighed. Describe the relationship between the two weights. How can you use the relationship to compare the weight?” (5.NBT.1.1)
• Lesson 2.3, Spark Your Learning, asks students, “One of Florida’s tallest buildings is 900 Biscayne Bay. It stands 650 feet tall. The building has 63 floors. If each floor is approximately the same height, about how tall is one floor of the 900 Biscayne Bay building?” (5.NBT.2.6)
• Lesson 3.4, On My Own, students solve, “Tina’s Treat Truck sold three times as much ice cream in August than in September. She sold twice as much in September than in October. She sold 927 pounds of ice cream during the three months. Represent the amount of ice cream sold with a bar model. Write an equation to show the amount represented by each box of the bar model. How much ice cream did Tina sell in September? Explain how you know.” (5.NBT.2.6)
• Lesson 8.1, Check for Understanding, Question 1, students solve, “At nine o’clock $$\frac{5}{8}$$ of the 16 cats at the party go home. How many cats go home at nine o’clock? Draw a visual model to find the answer.” (5.NF.2.4)
• Lesson 8.5, Spark Your Learning, asks students, “A contractor buys rectangular floor tiles for a home that he is building. How could you find the area of the tile? Draw a visual model to show how you can find the area of the tile. Explain your reasoning.” (5.NF.2.4)
• Lessons 10.5, On My Own Problem 11, “Mae uses the expression 5 ÷ $$\frac{1}{6}$$ to solve a problem. Write a word problem that can be modeled by the expression. Draw a visual representation to show the quotient.” (5.NF.2.7)
• Lesson 13.2, On My Own, students reason on what decimal has “$$\frac{1}{10}$$ of the value of 0.08 and what decimal has 10 times as much as the value of .008? Explain.” (5.NBT.1.1)
• Lesson 14.4, More Practice and Homework, Question 6, Math on the Spot, asks students, “Tania measure the growth of her plant each week. The first week, the plant’s height measured 2.65 decimeters. During the second week, Tania’s plant grew .7 decimeter. How tall was Tania’s plant at the end of the second week? Describe the steps you took to solve the problem.” (5.NBT.2.7)
• Lesson 15.2, students use visual models and base ten representations to represent multiplication with decimals and whole numbers. (5.NBT.2.7)
• Lesson 15.5, students use an area model to multiply decimals by decimals. (5.NBT.2.7)
• Lesson 16.1, students utilize visual models such as fraction strips/bar model to add fractions with different denominators. (5.NBT.2.7)

The instructional materials for Into Math Florida Grade 5 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

The materials include problems and questions that develop procedural skill and fluency and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade. Procedural skills and fluencies are primarily found in two areas of the materials. In “On Your Own,” students work through activities to practice procedural skill and fluency; additional fluency practice is found in “More Practice/Homework.”

• In Lesson 1.6, students develop multiplication fluency. In On My Own, Problems 9 and 10, students refer to a table with costs to find the money earned by selling multiples of items in the table. For example, Problem 9, “If the store sells 35 filing cabinets and 14 tables, how much does it earn?" (5.NBT.2.5)
• In Lesson 2.4, students use partial quotients to solve multi-digit division problems. On My Own, Problem 8, “2,352 ÷ 48.” More Practice/Homework, Problem 6, “8,632 ÷ 29.” (5.NBT.2.6)
• Lesson 8.3, On My Own, students write an equation before multiplying. Problem 3 asks students to use an area model to multiply “1$$\frac{1}{4}$$ by 1$$\frac{1}{3}$$.” (5.NF.2.6)
• Lesson 8.5 presents opportunities for students to practice fluency with multiplication of fractions in both the Check for Understanding and On My Own. For example, Problem 4, “Find the product. $$\frac{4}{9}$$ x $$\frac{3}{5}$$; and Problem 9, $$\frac{3}{8}$$ x $$\frac{3}{7}$$.” (5.NF.2.4)
• Lesson 14.4, On My Own, students practice subtracting decimals. “Problem  15, Find the Difference, 27.64 - 16.98;” “Problem 18, Find the unknown number: ___ - 4.63 = 1.7.” (5.NBT.2.7)

The instructional materials for Into Math Florida Grade 5 meet the expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade-level. Students also have opportunities to independently demonstrate the use of mathematics flexibly in a variety of contexts. During Independent Practice and On My Own, students engage with problems that include real-world context and present opportunities for application. For example: 

• Lesson 3.2, On My Own, Problem 13, “Anderson has 212 coins in his collection. He wants to keep all of his coins in a binder. He can store 24 coins on each binder page. He finds 212 ÷ 24 to be 8, r20, so he buys 8 pages. Does Anderson buy the correct number of pages. Explain.” (5.NBT.2.6).
• Lesson 8.4, On My Own, student solve real-world problems involving multiplication of fractions and mixed numbers. For example, “Write a story context that can be modeled with the equation $$\frac{1}{4}$$ x $$\frac{8}{12}$$ = $$\frac{2}{12}$$. Then draw a visual model to represent the problem.” (5.NF.2.6)
• Lesson 8.4. Homework, Problem 1, “Dominick’s doctor tells him to take a one-half dose of medicine. One dose equals $$\frac{2}{3}$$ tablespoon. Draw a visual model to find the amount of medicine Dominick needs. Write and solve an equation to go with your visual model. How many tablespoons is a one-half dose?” (5.NF.2.6)
• Lesson 8.7, On My Own, Problem 10, students solve real-world problems involving multiplication of fractions and mixed numbers. “Sam is using craft felt to carpet two rooms in her dollhouse. Both rooms are $$\frac{5}{6}$$ ft by $$\frac{7}{8}$$ ft. How many square feet of craft felt does she need to carpet both rooms? Explain your reasoning.” (5.NF.2.6)
• Lesson 9.2, More Practice/Homework, Problem 1, student solve real-world problems involving multiplication of fractions and mixed numbers. “Samantha runs on the Lakeside Trail. She runs 2 and one half times around the loop and then walks the remainder of the way. Write and solve an equation to model the distance Samantha runs.” (5.NF.2.6)
• Lesson 9.1, On My Own, Problem 5, students are given mixed number length and width of a step ands asked to find the largest square tile of any size she can use so that the tiles fit exactly, and then explain how the tiles show the area of the step. (5.NF.2.6 )
• Lesson 9.4, On My Own, Problem 4, students solve real-world problems involving multiplication of fractions and mixed numbers. “The area of Milo’s bathroom is 40 square feet. The area of his bedroom is 2$$\frac{3}{4}$$ times as great as the area of his bathroom. What is the area of his bedroom?” (5.NF.2.6)
• Lesson 9.9, Problem of the Day, students solve real-world problems involving multiplication of fractions and mixed numbers. For example, students determine how much water would go into four beakers if they each held $$\frac{2}{8}$$ liter of water. Students are prompted to draw a model. (5.NF.2.6)
• Lesson 10.3, On My Own, Problem 7, students solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions. “Consider the expression $$\frac{1}{5}$$ ÷ 3. Write two different word problems that can be represented by this expression. Draw a visual model to represent the problem  and then solve. What does the quotient represent in each problem?” (5.NF.2.7c)
• Lesson 11.2, On My Own, “Maggie has a goal of jogging 100 miles. The distance she runs each day is the same unit fraction. What are some possible fractions of a mile she can run each day and the number of days will it take her to reach her goal? Explain how you found your answers." (5.NF.2.7c)
• Lesson 11.4, On My Own, students solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions. “Kecia buys $$\frac{1}{4}$$ pounds of peppers. She cuts the peppers into 6 equal sized strips. How much of one whole pound is each strip? Represent the problem on a number line (number line with range 0 to 1 given, no intervals labeled)." (5.NF.7c)
• Lesson 11.5,  On My Own, Problem 9, students solve real-world problems involving division of unit fractions by non-zero whole numbers, and division of whole numbers by unit fractions. “For the equation $$\frac{1}{10}$$ ÷ 4 = b: Write a word problem.” Students draw a visual model for the problem as well. (5.NF.2.7c)
• Lesson 11.6, On My Own, students solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions. “To make a homemade ‘lava lamp’ you can mix vegetable oil, food coloring, and $$\frac{1}{4}$$ tablet of baking soda. How many lava lamps can you make if you have 5 tablets of baking soda?” (5.NF.2.7c)
• Lesson 15.6, On My Own, student find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. “The average heart rate of a giraffe is 65 beats each minute. The average heart rate of a horse is 44 beats each minute. How many more times does a giraffe’s heart beat in 2.75 minutes than a horse’s heart does?” (5.NBT.2.6,7)
• Lesson 17.6, On My Own, Problem 6, “Carlos sells coupon booklets for $5.50 apiece. He makes $60.50. Monica sells the same books for $4.75 each and makes $57. Who sells more booklets? How many more?” (5.NBT.2.7)

Each Unit has a Performance Task involving real-world applications of the mathematics from the unit. For example, the Unit 4 Performance Task is called Trail Teamwork and has students: determine what fraction of a 10-mile long hiking trail each of four people is in charge of cleaning, determining the distance between equidistant signs along a trail (3 signs within $$\frac{1}{2}$$ mile), determine how many trees are planted if every $$\frac{1}{4}$$ mile a tree is planted, (5.NF.2.7c), and create line plots to show the heights of those trees after a few weeks.

The instructional materials for Into Math Florida Grade 5 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. In general, two, or all three, of the aspects are interwoven throughout each module. The module planning page includes a progression diagram showing the first few lessons focused on understanding and connecting concepts and skills. The last lessons focus on applying and practicing.

All three aspects of rigor are present independently throughout the program materials. For example: 

• Lesson 3.4, Problem 5, students solve an application problem, “Students at a local elementary school raised $3273 during a charity event. The money raised will be shared equally among 3 different charities. How much money will each charity receive? Write an equation to model the situation. Then solve.” (5.NBT.2.6)
• Lesson 5.5 develops procedures for finding volume of rectangular prisms. Students learn the formula and then use it in 19 different problems. (5.MD.3.5b)
  
• Lesson 16.1 develops conceptual understanding of multiplication with decimals using hundredths grids. In each of the problems, students color grids to represent the products of two decimals. (5.NBT.2.7)

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example: 

• Lesson 10.4, Build Understanding, Problem 1, students use their understanding of fractions to solve a real-world problem. “The nature preserve has a 3-mile long trail for birdwatchers. The ranger divides the birdwatcher trail in $$\frac{1}{2}$$ mile sections and names each section after a different bird. How many of these sections does the trail have? A. Complete to describe the situation and model it with an expression.‘The trail is ___ miles long and is divided into ____ mile sections. This can be modeled by the expression ___.'”
• Lesson 11.1, More Practice and Homework, students represent the situation for each problem with a visual model. They then write a division equation and a related multiplication equation. Problem 1, “Marcos has 4 gallons of gasoline for his lawn mower. How many lawns can he mow if each lawn uses $$\frac{1}{4}$$ gallon of gasoline?" Students engage in application and conceptual understanding as they complete the problem.  
• Lesson 11.3, On My Own, Problem 3, students use application and conceptual understanding, “Write and solve a word problem that can be represented with the visual model.” The visual model shows five hexagons partitioned into six pieces each. (5.NF.2.7c)

The instructional materials for Into Math Florida Grade 5 meet the expectations that there is a clear distinction between problems and exercises in the materials.

Each Module presents lessons with a consistent structure. During the instructional sections, which include Build Conceptual Understanding and Connect Concepts and Skills, students have opportunities to learn new content through examples and problems for guided instruction, step-by-step procedures, and problem solving.

At the end of the lesson, Apply and Practice provides a variety of exercises which allow students to independently show their understanding of the material. Exercises are designed for students to demonstrate understandings and skills in application and non-application settings. Test Prep and Spiral Review also include exercises.

The materials distinguish between problems and exercises within each lesson. Lessons include: Spark Your Learning, Build Understanding, Check Understanding, and On My Own. Spark Your Learning Problems activate prior knowledge and introduce new mathematics to students. Build Understanding includes problems that help students build conceptual understanding of the mathematics topic being taught. Step It Out sections help students to develop procedural skill and fluency.

Check Understanding and On My Own sections include exercises that ask students to use the newly learned mathematics in each lesson. Additional practice and Homework is available in a seperate student edition, providing more exercises for students to solve.

The instructional materials for Into Math Florida Grade 5 meet the expectations that the design of assignments is intentional and not haphazard.

Overall, lessons are intentionally sequenced and scaffolded so students develop in their understanding of mathematical concepts and skills. The structure of a lesson provides students with the opportunity to activate prior learning, build procedural skills, and engage with multiple activities that utilize concrete and abstract representations and increase in complexity.

Exercises are given in intentional sequences. In general, lessons are designed to begin with activating prior knowledge and build toward conceptual development and procedural skill. In the Spark Your Learning section of Lessons, students use manipulatives and/or visual models to experiment with the mathematics. Thus developing a concrete or representational understanding. This is followed by a Turn and Talk with a partner allowing students to process the connections they have found. Throughout the lessons, students are provided scaffolding with new content in the Build Understanding and Step It Out sections, where the abstract concept is broken down into smaller steps with additional turn and talk opportunities, and students are provided with independent exercises to build understanding and mastery. The Check Understanding section provides a mid-lesson check in and can be used to indicate the need to differentiate learning for students. Students practice the abstract concept in the On My Own.

The instructional materials for Into Math Florida Grade 5 meet the expectations for having a variety in what students are asked to produce.

In Spark Your Learning, Build Understanding,  and Step It Out, students use visuals to show their thinking. Turn and Talk questions frequently ask students to construct arguments and give explanations. There are opportunities for students to produce answers and solutions in On My Own, while also providing opportunities for students to provide written explanations. Throughout the materials, students represent mathematics using equations.

Homework assignments ask for a variety of responses from fluency to higher level thinking. For example, the Lesson 4.4 Homework has seven problems. One problem is a multi-step word problem. One asks students to describe how they would solve {[24 / (6 - 2)] - 4} x 3. Four problems ask students to use parentheses to make an expression equal to a provided value and the last problem asks students to critique the reasoning of another students work that is provided.

The instructional materials reviewed for Into Math Florida Grade 5 meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

At the beginning of the lesson, the materials indicate what materials/manipulatives will be needed, and the student pages include a picture of the manipulative they will use. For example in Lesson 4.1, students are asked to model a situation with two color counters. “The Mifflin Elementary School drum line is made up of 14 fourth-grade drummers and 12 fifth-grade drummers. The fourth-grade drummers stand in a line, and the firth grade-drummers sand in a line behind them.” Students use two color counters or a visual model to create a representation. The manipulatives provide opportunities for students to develop a conceptual model of problems they will represent in pictorial form in their student workbook.

Lesson 6.3, Spark Your Learning, students are encouraged to use a visual representation to show $$\frac{7}{10}$$ and $$\frac{2}{5}$$. They use fraction tiles to make equivalent fractions in order to subtract the fractions. The work with fraction tiles is connected to the written method for making equivalent fractions and subtracting fractions.

Examples of manipulatives for Grade 5 include: Base Ten Blocks, connecting cubes, fraction strips, grid paper, ruler, number line, square tiles, and two color counters.

The materials rely heavily on pictures of the manipulatives. When physical manipulatives are called for in the Lesson Materials in the Teacher Edition, it is not always clear how they are to be used. There is sometimes direction for how they can be used in Differentiation.

The instructional materials for Into Math Florida Grade 5 meet the expectations for providing quality questions to help guide students’ mathematical development.

Throughout the Teacher Edition questions are posted to help support teachers with questions to guide students’ mathematical development. Activate Prior Knowledge, Spark Your Learning, Build Understanding, Learn Together, and Turn & Talk, consistently provide questions to drive student discussion. For example:

• Lesson 4.2, Activate Prior Knowledge, provides teachers with the following questions, “Where did you put the parentheses? Why? Which operation will you do first to evaluate the expression? What should happen in your word problem when the expression shows addition? What should happen in your word problem when the expression shows division?”
• Lesson 19.4, Step it Out, includes questions for teachers to ask students, “What do you notice about the numbers in Antonia’s pattern?” “What do you notice about the numbers in Connor’s pattern?” and “How does writing the numbers as ordered pairs help you analyze their relationship?”
• Lesson 13.3, Spark Your Learning, includes four questions, “How do you round a whole number, like 853, to the nearest ten?” “How does the value of the number 15.04 compare to the value of the number 15.040?” ”Which digits in the numbers 15.042 and 15.046 have the place value of hundredths?” and “How is the process of estimating related to the process of rounding?”

The instructional materials for Into Math Florida Grade 5 meet the expectations for containing ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials.

In the Module planning pages, there is a variety of information that can help teachers understand the materials in order to present the content. Each lesson identifies the relevant content standards and Mathematical Practices, an Essential Question, Learning Objective, Language Objective, materials needed, and Mathematical Progressions Across Grades that contain prior learning, current development, and future connections. Unpacking the Standards provides further explanations of the standards’ connections. This section gives an explanation of the content standard contained in the lesson and Professional Learning, which sometimes contains information about the practice standard contained in that lesson. Teaching for Depth provides teachers with information regarding the content and how this relates to student learning.There are additional suggestions about activating prior knowledge or identifying skills in Warm-up Options, activities to Sharpen Skills, Small-Group Options, and Math Centers for differentiation.

There are two prompts in each module related to Online Ed: “Assign the auto-scored Are You Ready for immediate access to data and grouping recommendations.” and “Assign the auto-scored Module Test for immediate access to data.” Within lessons, there are multiple prompts: Warm-Up Options and Step It Out both have an icon, “Printable & projectible.”; “More print and digital resources for differentiation are available in the Math Activities Center.”; and “Assign the auto-scored Check Understanding for immediate access to the data and recommendations for differentiation.”

The instructional materials for Into Math Florida Grade 5 meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

Each module in the Teacher Edition includes Mathematical Progressions Across the Grades which lists prior learning, current development, and future connections. Similarly, the beginning of each lesson in the Teacher Edition includes Mathematical Progressions showing connections to prior and future grades’ standards, as well as other lessons within the program.

In the Planning and Pacing Guide, Progressions and Algebra Readiness notes “Algebra as a course of study today is integrated around four progressions of elementary and middle school content leading to the Algebra course: Number and Operations, Operations and Algebraic Thinking, Statistics and Probability, and Functions” and includes a table showing how the domains in Grades K-5, 6-7, and Grade 8/Algebra fit into these progressions.

The instructional materials for Into Math Florida Grade 5 meet the expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• At the beginning of each module, Teaching for Depth provides information on strategies to use when teaching the concept, including Represent and Explain, which focuses on ways for students to describe and picture a concept, or Make Connections, which helps students understand a new idea by connecting it to previous knowledge.
• At the beginning of each module, Mathematical Progression Across the Grades makes connections to both prior and future skills and standards to scaffold instruction.
• At the beginning of each module, Diagnostic Assessment, Are You Ready?, allows teachers to “diagnose prerequisite mastery, identify intervention needs, and modify or set up leveled groups.”
• Each lesson provides Warm-up Options to activate prior knowledge such as Problem of the Day, Quick Check for Homework, and Make Connections.
• Throughout the lessons, there are notes, strategies, sample guided discussion questions, and possible misconceptions that provide teachers structure in making content accessible to all learners.
• Student practice starts with up to four Check Understanding exercises to complete with guidance before moving to independent work in On My Own or More Practice/Homework.

The instructional materials for Into Math Florida Grade 5 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• There are Reteach and Challenge activities for each lesson.
• Each Module includes Plan for Differentiated Instruction that provides teachers with teacher-guided, Small-Group Options and self-directed Math Center Options based on student need, “On Track/Mixed Ability, Almost There (RtI), and Ready for More.”
• Each lesson provides Leveled Questions in the Teacher’s Edition identified as DOK 1, 2, and 3 with an explanation of the knowledge those questions uncover about student understanding.

There are three “Language Routines to Develop Understanding” used throughout the materials: 1) “Three Reads: Students read a problem three times with a specific focus each time.” 2) “Stronger and Clearer Each Time: Students write their reasoning to a problem, share, explain their reasoning, listen to and respond to feedback, and then write again to refine their reasoning.” and 3) “Compare and Connect: Students listen to a partner’s solution strategy and then identify, compare, and contrast this mathematical strategy.”

The instructional materials for Into Math Florida Grade 5 meet the expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

The Planning and Pacing Guide, Teacher Support, Access and Equity, and Spark Your Learning Tasks are “designed as ‘low-floor/high ceiling’ tasks that all students can access but that can also be extended to provide challenge.” Teachers are provided guidance on how to assist various levels of learners, depending on how they respond to the problem. For example, Lesson 15.2, Spark Your Learning has this prompt, “Mary is shopping at the grocery store. She weighs a banana as shown. What is the weight of 3 bananas the each weighs the same amount shown on the scale? Show your thinking.” A picture of a scale shows the banana weighs 0.28 pound. This problem has multiple entry points and solution methods. However, Spark Your Learning is not present in every lesson.

Support for Turn and Talk in the Teacher Edition provides suggestions to help students using a variety of strategies. Teachers are often prompted to “Select students who used various strategies and have them share how they solved the problem with the class.”

The instructional materials for Into Math Florida Grade 5 meet the expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for English Language Learners (ELLs) and other special populations:

There is Language Development to support English Learners in each module which includes linguistic notes that provide strategies intended to help students struggling with key academic vocabulary such as: “Speak with students about words that can have multiple meanings…," and “Visual cues help students…” Language Development also includes information about the Language Routines embedded in the instructional materials: Three Reads; Stronger and Clearer Each Time; Compare and Contrast; Critique, Correct, and Clarify. These are identified by a pink box throughout lessons with speech bubble that identifies the Language Routine to be used.  In addition, there are supports for special populations including:

• Language Objectives are included in every lesson.
• Reteach and RtI worksheets that can be assigned online or printed.
• Turn and Talk prompts designed to support students, for example, “go back and reread the problem and break it into pieces. For example: What do you know? What do you need to find?”
• A multi-lingual glossary is available online.

The instructional materials for Into Math Florida Grade 5 meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

In addition to the strategies for meeting the needs of a range of learners described in Indicator 3s, there is further support in place for advanced students:

• Optional lessons are provided online. Teachers may choose to utilize with advanced students.
• Each lesson has a corresponding Challenge page, provided in print or online, addressing the same concepts and standards where students further extend their understanding and often use more complex values in their calculations.
• On the Module opener page, Extend the Task in the margin of the Teacher’s Edition provides ideas for extending the task.

The instructional materials for Into Math Florida Grade 5 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

• Lessons contain a variety of tasks that interest students of various demographic and personal characteristics.
• Names and wording are chosen with diversity in mind. The materials include various names throughout the problems that are used in ways that do not stereotype characters by gender, race, or ethnicity.
• When multiple characters are involved in a scenario, they are often doing similar tasks or jobs in ways that do not express gender, race, or ethnic bias, and there is no pattern in one character using more/fewer sophisticated strategies.
• When people are shown, there is a balance of demographic and personal characteristics.