The instructional materials reviewed for Kindergarten meet the expectations for focus within assessment. Topics are assessed that are within the Kindergarten standards.

• Grade level standards are taught and assessed in all 5 units.
• Students are assessed on counting and cardinality, understanding of addition and subtraction and place value.
• Students are assessed on fluency only up to five.
• Students are assessed on counting to 100.
• Students are assessed on their ability to compare numbers between one and 10.
• In unit 3, students assessed on their use of the equality and inequality signs. While the meaning of the equal sign is a Grade 1 standard, the way it is used in this assessment is to compare numbers, which falls in K.CC.C.7.

*Evidence updated 6/24/2015, score unchanged 

The instructional materials reviewed for Kindergarten meet the expectation for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: K.C, K.OA and K.NBT.

• While some lessons include multiple standards, the large majority of lessons focus on major work.
• More than 80% of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.

All five of the units devote more than 80% of the lesson and assessment time to major work.

The instructional materials reviewed for Kindergarten meet the expectations for their use of supporting content as a way to enhance coherence. For Kindergarten, reviewers focused on the use of counting and addition/subtraction within the K.MD and K.G domains.

• In unit 1, students are sorting objects, counting and comparing totals.
• In unit 2, students are asked to count sides and attributes of shapes.
• In units 3 and 4, students are sorting and counting and comparing quantities while responding to data questions.

The instructional materials reviewed for Kindergarten grade meet the expectation for this indicator by providing a viable level of content for one school year.

• Materials provide for 150 days of instruction, quizzes, fluency checks and formal assessment.
• Most lessons are appropriate in length for Kindergarten.
• Some lessons may take longer than indicated.
• Students spend at least the first 50 days focusing on the numbers 1-10 before spending 30 days on the teen numbers.

The instructional materials reviewed for Kindergarten are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.

• Learning progressions for CCSSM are described at the beginning of each unit. This includes explicit connections to the mathematics of the unit.
• Students work on their understanding of the number five before moving on to the number 10.
• Students work extensively on the domain of K.CC before working with K.OA and K.NBT.
• Intervention strategies suggest that students stay with grade level content while offering support.

The instructional materials reviewed for Kindergarten foster coherence through grade level connections.

• Unit test objectives include language shaped by the cluster headings.
• Lessons also include language from cluster heading including comparing numbers, understanding addition, comparing and describing shapes and understanding that teen numbers are a group of ten ones and further ones.
• K.CC, K.NBT and K.OA are all combined within units 3, 4 and 5.
• As place value is introduced, students are expected to use their K.CC and K.OA understanding.
• K.MD and K.G connected to K.OA.