The instructional materials for Into Math Florida Grade 4 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, there are sections that 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 1.22, Spark Your Learning, “Texas has a land area of two hundred sixty-eight thousand, five hundred ninety-seven square miles. It is the largest state in the southern U.S. How can you write the area of Texas in two different ways using numbers?” (4.NBT.1.2 )
• Lesson 6.4, students use area models and the distributive property to represent division. (4.NBT.2.5)
• Lessons 7.2, Build Understanding, students use base ten blocks to represent division with one-digit divisors. Problem 1, “Fran has 423 scrapbook stickers. She wants to put an equal number of stickers in 3 different scrapbooks. How many stickers can she put in each scrapbook? Find 423 ÷ 3. Use base ten blocks to show the division.” (4.NBT.2.6)
• Lesson 5.4 asks students to use the distributive property and partial products to multiply one-digit by four-digit numbers. (4.NBT.2.5)
• Module 11, Opening Activity, students are provided four different squares partitioned and shaded differently. In a “Turn and Talk” they are asked, “Which square’s shading represents a different amount?” and “How could you change the shading to make it represent the same amount as the others?” (4.NF.1.2)
• Lesson 11.1, Spark Your Learning, students are asked, “Liz and Alvin have the same go-karts in different colors. The fuel tank in Liz’s go-kart is $$\frac{2}{5}$$ full. The fuel tank in Alvin’s go-kart is $$\frac{1}{3}$$ full. Whose go-kart has more fuel? How do you know?” (4.NF.1.2)
• Lesson 11.2, Spark Your Learning, students are asked, “Compare Abbot’s and Rowan’s rope climbs. Who climbed higher? How do you know?" (table provided of $$\frac{5}{8}$$ vs $$\frac{4}{10}$$) - Visual of the same size rope and two students. (4.NF.1.2)
• Lesson 11.3, Check Understanding, students are asked, “Jason makes a $$\frac{5}{6}$$ turn on his skateboard. Kym makes a $$\frac{3}{4}$$ turn, and Sam makes a $$\frac{10}{12}$$ turn. Which two skaters make the same-size turn? Explain.” (4.NF.1.2)
• Lesson 11.5, Question 4, students are asked, “Jerry has two same size circles divided into the same number of equal parts. One circle has $$\frac{3}{4}$$ of the parts shaded, and the other has $$\frac{2}{3}$$ of the parts shaded. His sister says that the least number of pieces each circle could be divided into is 7. Is his sister correct? Explain." (4.NF.1.2)
• Lesson 11.6, Question 5, asks student to reason about “Isaiah hikes $$\frac{11}{12}$$ mile along the Lake View Trail. Cheryl hikes $$\frac{10}{8}$$ mile along the same trail. Who hikes farther? Use a fraction comparison strategy to support your reasoning.” (4.NF.1.2)

The instructional materials for Into Math Florida Grade 4 meet the 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.”

• Module 2 focuses on Addition and Subtraction of Whole Numbers. In Lesson 2.1, On My Own, students “Estimate. Then find the sum,” for problems such as Problem 8, 609,987 + 123,654. In Lesson 2.2, More Practice, students “Estimate. Then find the difference” for problems 3-5. Problem 4 includes, 38,207 - 28,278. (4.NBT.2.4)
• Lesson 5.5, On My Own, Problems 6 - 8, “Estimate. Then write the problem vertically to find the product.” Problem 6, 6 x 523; Problem 7, 9 x 5,181; Problem 8, 8 x 6,719. (4.NBT.2.5)
• Module 7 Review, Divide and Check, Problem 7, 231 ÷ 5; Problem 8, 458 ÷3; Problem 12, 2,551 ÷7. (4.NBT.2.5)
• Lesson 8.1, On My Own, students multiply with tens. “Choose a method. Then find the product.” Problem 5, 29 x 80 = ___; Problem 6, 25 x 30 = ___; Problem 7, 90 x 16 = ___. (4.NBT.2.4)
• Lesson 15.3, On My Own, “Find the Sum.” Problem 7, 3$$\frac{1}{4}$$ + 1$$\frac{2}{4}$$ = ___; Problem 8, $$\frac{5}{6}$$ + $$\frac{5}{6}$$ + $$\frac{5}{6}$$ = ___.” (4.NF.2.3c)
• Additional fluency practice can be found in the More Practice/Homework activities.

The instructional materials for Into Math Florida Grade 4 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 Spark Your Learning, Independent Practice, and On My Own, students engage with problems that include real-world context and present opportunities for application. For example: 

• Lesson 3.4, On My Own, Problem 5, students solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. For example: “Aditi wants to make posters to show animals in the Everglades. She has 4 posters, and each poster can fit 8 pictures.  She wants to show 2 pictures of each type of animal. How many different types of animals can Aditi show on her posters? Write equations to model the problem.” (4.OA.1.3)
• Lesson 3.5, Problem 5, students make a model to solve a problem where a students wants to make a poster to show animals in the Everglades. “She has 4 posters each of which can fit 8 pictures. She wants to show 2 pictures of each animal. How many different animals can be shown on her posters?” (4.OA.1.3)
• Lesson 5.7, Homework, Problem 6, students solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. For example, “The Brown family is driving to Junction City, which is 426 miles away. The family drives 60 miles for each of the first 3 hours. Then they drive 55 miles for each of the next 4 hours. How far are they from Junction City?"  (4.OA.1.3)
• Lesson 14.3. On My Own, Model with Mathematics, students solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. For example, “Weston walks $$\frac{1}{4}$$ mile to school and $$\frac{1}{4}$$ mile home. How many miles does Weston walk? Use a visual fraction model, write an equation and find the distance, d.” (4.NF.2.3d)
• Lesson 5.6, Check Understanding, students multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. For example, “The Cat in the Hat is a short book with only 236 words. The library has 5 copies of this book. How many words appear in the books?” (4.NBT.2.5,6)
• Lesson 7.2, On My Own, students multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. For example, “Jackie places 552 photos of cats on 4 bulletin boards at the animal shelter. Each board has the same number of photos. How many photos are on each board?” (4.NBT.2.5,6)
• Lesson 7.4, Check for Understanding, students solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. For example, “There are 48 people going on a hike. Each pack has 8 bottles of water. How many packs are needed for each hiker to have 2 bottles? How can you check that your answer is reasonable?” (4.OA.1.3)
• Lesson 8.7, More Practice/Homework, students solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. For example, “A crane operator moves 6 shipping containers that weigh 215 tons each onto a barge. The same crane operator loads 4 more shipping containers that weigh 194 tons each onto the barge. How many tons of shipping containers did the crane operator load onto the barge? Write an equation to model the situation. How can you check if your answer is reasonable?” (4.OA.1.3)
• Lesson 14.5, On My Own, Problem 6, students solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. For example, “Oliver has a board that is $$\frac{10}{12}$$ foot long. After he cuts some off, he has $$\frac{7}{12}$$ foot left. How much did Oliver cut off? Model the problem with an equation and then answer the Problem." (4.NF.2.3d)  
• Lesson 15.1, Homework 1, students solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. For example, “Olivia rode her bike for $$\frac{9}{10}$$ hour. She rode her electric scooter for $$\frac{3}{10}$$ hour. How much longer did Olivia ride her bike than her scooter?” (4.NF.2.3d)
• Lesson 16.2, Homework, Problem 1, students solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, “Adam is restoring old wagon wheels and needs to cut 3 wooden spokes that are each $$\frac{5}{8}$$ yard long. What is the total length of wood that he needs to cut? Write two equations modeling the problem and the solution.” (4.NF.2.4c)
• Lesson 16.3, On My Own Model with Mathematics,  students solve word problems involving multiplication of a fraction by a whole number. For example, “Lana bakes banana bread for a fundraiser. She uses $$\frac{3}{4}$$ cup of bananas in each loaf. She bakes 5 loaves. How many cups of bananas does she use? Describe a fraction model you could draw to represent the problem. Then model it with an equation and solve the problem.” (4.NF.2.4c)

Each Unit has a Performance Task involving real-world applications of the mathematics from the unit. For example, the Unit 3 Performance Task is about “Visiting New York City”. It has students calculate how much it will cost 20 people to go on a tour of Chinatown (4.OA.1.1), for 23 people to go to a show (4.OA.1.1), calculate how much a group comprised of adults and children would save by visiting one attraction vs. another (4.OA.1.2 and 4.OA.1.3), and calculate the number of postcards purchased by 52 tourists (4.NBT.1.2).

The instructional materials for Into Math Florida Grade 4 meet the 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 5.2 builds conceptual understanding of multiplication through the use of area models and the distributive property. “How can you use the Distributive Property to break apart the base-ten blocks and find the product?” (4.NBT.2.5)
• Lesson 8.6 builds procedural fluency in multi-digit multiplication, “Estimate. Then choose a method to find the product.” This section includes six problems where students estimate two digit number multiplication like 43 x 35. (4.NBT.2.5)
• Lesson 12.6 emphasizes application of multi-step problem solving with money. For example, “Four friends earn a total of $5.00 by turning in cans for recycling. If the friends share the amount equally, how much does each get? Give your answer as  a decimal amount.” (4.MD.1.2)
  

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

• Unit 5, Performance Task, Problem 1, students use application to solve problems involving multiplication of fractions by whole numbers. “Enrique lives with his grandmother in an apartment building for senior citizens. He earns extra money by running errands for some of his grandmother’s neighbors. Enrique charges $4 for every $$\frac{1}{4}$$ hour he spends working. He spent $$\frac{2}{4}$$ hour going to the deli for Mr. McGuire, 1$$\frac{1}{2}$$ hours delivering papers for the apartment manager and $$\frac{3}{4}$$ hour picking up Mrs. Shultz’s groceries. Did Enrique ear enough money to buy a $49 video game? Explain your reasoning.”
• Lesson 14.5 engages students in the application of addition and subtraction of fractions. “Ross is helping to make popcorn at the carnival. At the start of his shift, the container of kernels is $$\frac{11}{12}$$ full. During his two-hour shift, they use $$\frac{3}{12}$$ of the container. How full is the container after lunch? You can write an equation without first making a model. Draw a fraction model to solve the problem. How full is the container after lunch?” (4.NF.2.3d)
• Lesson 14.3, Spark Your Learning, students use conceptual understanding to solve application problems. “Caleb enters a frog in a frog-jumping contest. His frog jumps twice. Caleb wants to find the total distance his frog jumps. Explain how can you determine the lengths of each of the frog’s two jumps, then find the total distance the frog jumped. (There is a visual of a frog jumping, a number line split up into 4 equal parts, with 0 and 1 labeled).”
  
• Lesson 16.3, On My Own, Problem 9, “Lana bakes banana bread for a fundraiser. She uses $$\frac{3}{4}$$ cup of bananas in each loaf. She bakes 5 loves. How many cups of bananas does she use? Describe a fraction model you could draw to represent the problem. Then, model it with an equation and solve the problem.” (4.NF.2.4c)

The instructional materials for Into Math Florida Grade 4 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 4 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 4 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 9.1 Homework has six problems. The first problem asks students to construct an argument given constraints about the size of a piece of fabric if there is enough information to find the area. The next four problems are fluency problems with finding area and the last problem ask students to compare two sets of garden plans to determine which has the greater area.

The instructional materials reviewed for Into Math Florida Grade 4 meet the 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 use two color counters to represent the following problem, “The fourth-graders make gift bags for the school bake sale. Each bag has 8 treats. How many treats do the students use to make 70 gift bags? Represent how many treats are in 7 bags.” The manipulatives provide opportunities for students to develop a conceptual model of problems that they will then represent in pictorial form in their student workbook.

Examples of manipulatives for Grade 4 include: Base Ten Blocks, connecting cubes, fraction circles, fraction strips, grid paper, number line, pattern blocks, protractor, ruler, scale, square dot paper, and two color counters.

Lesson 16.3, students create visual models with fraction strips or fraction circles to show multiplication of fractions by a whole number. They write equations to describe their visual models.

The materials rely on pictures of manipulatives. When physical manipulatives are used 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 4 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 8.6, Activate Prior Knowledge, “What is one strategy you could use when you multiply by 7?” In the same lesson, the Step It Out Turn and Talk states, “How can you use the Distributive Property to solve the problem?”
• Lesson 20.2, Spark Your Learning, includes questions in the margin notes, “What objects in the classroom are about 1 cm long? What objects are about 1 m long?” “How could you use classroom objects to act out the problem?” “What visual models can you draw to represent lengths or comparison?” and “What comparison words could you use to describe the length?”  
• Lesson 13.4, Build Understanding, provides two questions, “How could you figure out what angle measure is equivalent to one-fourth of a circle?” and “How could you figure out what angle measure is equivalent to two ninths of a circle?”

The instructional materials for Into Math Florida Grade 4 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 4 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 4 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 4 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 4 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 5.4, Spark Your Learning has this prompt, “The Monstrosity Roller Coaster has seats for 136 riders.  The roller coaster completes 4 runs each half hour. If all the seats on the roller coaster are filled, how many people can ride in a half hour.” This problem provides multiple entry points and solution strategies for students. 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 4 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 4 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 3 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.