The instructional materials for Math Expressions Grade 2 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Materials include problems and questions that develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade where called for in the standards. The Teacher Edition page vii states, “Through using objects, drawings, conceptual language, and real-world situations, students build mathematical ideas that make sense to them.”

Materials utilize MathBoards (laminated boards) for students to make their own drawings to communicate their conceptual understanding. Students have access to iTools to model conceptual understanding. Math Talk activities provide “frequent opportunities for students to explain their mathematical thinking and to ask questions of other explainers deepens their understanding of concepts.” Additionally, "What’s The Error?" activities with the Puzzled Penguin provide students the opportunity to identify errors, discuss why it is incorrect, and how to correct it. Finally, Learning Paths, found in each unit, explain how students will build understanding of concepts throughout the unit.

Examples include but are not limited to:

• In Unit 2 Lessons 2, 3, and 4, students use math drawings (Quick Hundreds, Quick Tens, and circles), expanded form, Secret Code place value cards, and numerals to represent numbers to 200. In Unit 6, Lessons 1-4, this activity is extended to build numbers to 1,000 using the same representation models (2.NBT.1).
• In Unit 2, Lesson 9, “What’s The Error?,” the Puzzled Penguin gives students double-digit addition problems with incorrect answers. Students make proof drawings to show the mistakes Puzzled Penguin made. Students also explain the method the Puzzled Penguin used to solve incorrectly in exercise 4 (2.NBT.6).
• The Unit 2, Learning Path, explains how the materials will build understanding of place value. “In this unit, children work with place value, representing numbers in different ways, and comparing numbers. They add two, three, or four 2-digit numbers, sometimes resulting in new tens or new hundreds with sums to 200” (2.NBT.4).

The instructional materials for Math Expressions Grade 2 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

The instructional materials develop and provide independent opportunities for procedural skill and fluency throughout the grade-level. Math Expressions includes a Path to Fluency for each grade level.  “This plan provides targeted practice in the Student Activity Books, Teacher Editions, Teacher Resource Books, Math Activity Centers, as well as Fluency Checks in the Student Activity Books” (TE I12). In Grade 1 the fluency plan contains practice problems in the Student Activity Book identified by a Path to Fluency icon, Fluency Checks, Quick Practices, Daily Routines, Math Mountain Cards, Strategy Cards, Games, Homework and Remembering pages, and online resources. Examples include but are not limited to:

• Practice for fluency within 20 is included in many Student Activity Book pages even in units where the emphasis is not number and operations, such as Unit 3, fluency appears in the Remembering spiral review pages (2.OA.2).
• Unit 4, Lesson 14, Student Activity Book, 231, students solve addition and subtraction problems within 100 (2.OA.1).
• Practice for fluency within 100 appears in many Homework and Remembering pages. For example, Unit 4, Lesson 14, Homework Practice provides problems for students to add and subtract within 100 (2.NBT.5).
• Unit 7, in Lessons 7-15, Daily Quick Practice Routines, “Unscramble the Hundreds, Tens, and Ones.”
• The Remembering Workbook pages spiral back to prior work and help build fluency. For example, in Unit 7, Lesson 10, Remembering 7-10, students add within ten (2.OA.2).
• Periodic Fluency Checks assessing addition and subtraction fluency within 10, 20, and 100 are administered throughout the units. For example, Volume 1, Fluency Check 2, page 58, students add and subtract a one-digit and two-digit number (2.OA.2).
• Online Resource, Poggles MX, interactive game providing addition and subtraction fluency practice.

The instructional materials for Math Expressions Grade 2 meet 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 and to independently demonstrate the use of mathematics flexibly in a variety of contexts. Opportunities for contextual problem solving and non-routine problems are found in Math Talks. Students are provided real-world problem scenarios throughout each lesson. Performance Tasks at the end of each unit, provide students the opportunity to solve real world situations. Also, Math Readers embed math learning in a context appropriate story. Finally, online games provide problem solving practice.

Examples include, but are not limited to:

• In Unit 2, Lesson 6, students solve word problems with a new ten. “Mr. Green puts 56 red peppers in the vegetable bin. Mrs. Green puts 28 yellow peppers in the bin. How many peppers do they put in the bin altogether?” Students are prompted to explain a method for finding the total number of peppers (2.OA.1).
• In Unit 4, Lesson 23, students read a two-paragraph description of a Stegosaurus and find that the rear foot of a Stegosaurus was about 35 centimeters long. Students then make a paper strip that is 35 cm long and measure their own foot and compare the two measurements to determine the difference. They continue by measuring strides of the Stegosaurus and comparing to their own strides (2.MD.5).
• Performance Tasks at the end of each unit provide students with the opportunity to solve a real world task. For example, Unit 4 Performance Task, students read, “Jacob has 2 quarters and 5 nickels. Cassie has 5 dimes and 3 nickels. Who has enough money to buy an apple. Explain.” (2.MD.8)
• Math Talks provide opportunities for students to engage in routine problems. In Unit 4, Lesson 4, students are asked to write a word problem to match the given subtraction equation “63 - 35 = ___ and 92 - 54 = ____” and to use any method to solve the problem. Students share their solutions and discussion follows.
• Students create their own story problems. In Unit 5, Lesson 8, students write 2-step word problems using data they previously collected on students’ favorite colors.
• Math Readers provide opportunities for students to solve word problems in a different context. Unit 6’s Reader, “The If Game” includes word problems with unknown addends based on the pictures in the story.
• Online activities provide additional opportunities for students to apply mathematical knowledge and skills to real-world contexts. For example, in the In-Depth Inquiry Based Task for Unit 6, Ticket Totals, students plan how six students will each use their 999 tickets at the carnival. Students use the information provided about the cost of food, games and activities to create six different plans.

The instructional materials for Math Expressions Grade 2 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.

The instructional materials attend to conceptual understanding, procedural skill and fluency, and application independently to develop students’ mathematical understanding of a single topic/unit of study throughout the grade level materials. The three aspects of rigor can be found in the Daily Routines, Quick Practice, Math Talks, Fluency Checks, Puzzled Penguin, Lessons, and Homework. For example,

• Fluency can be found in any of the 20 Fluency Checks. For example, Fluency Check 11 has students adding and subtracting within 20 (2.OA.2).
• Conceptual Understanding can be found in any of the Puzzled Penguins “What’s the Error?” questions. For example, in Unit 5, Lesson 2, students are shown a clock and the Puzzled Penguin’s time. Puzzled Penguin asks if he has the right time and students must help him tell the correct time.
• Application can be found in Math Talk in Action activities. In Unit 6, Lesson 5, students work in groups of 3 to 5 to solve Problem 4, “A camping club buys some raisins. They buy 3 cartons that have 100 bags each. They also have 24 bags left from their last trip. How many bags of raisins does the club have?” Students work together using Secret Code Cards or proof drawings to find a solution.

Examples where the three aspects of rigor are treated together include, but are not limited to:

• In Unit 2, Lesson 1, students engage with fluency and conceptual understanding as they write the numbers 1-110 on their math boards, discuss and create numbers greater than 100 using Secret Code cards to develop place value understanding, and write the numbers 101-200 in the Student Activity Book.
• In Unit 4, Lesson 3, students engage with all three aspects of rigor. In the Quick Practice Teen Subtraction Flash, students practice subtraction fluency. Students develop conceptual understanding as they discuss various methods of finding unknown addends and relate to equations, for example, “73 = 34 +___” to break apart a sum. They relate addends with a sum of 100 to addends with a sum of 10, and build the concept 10 is made up of seven ones and three ones, but 100 is made up of seven tens and three tens. Students begin to explore other addends with a sum of 100. Students use their conceptual understanding to solve problems involving real-world contexts for subtracting a 2-digit number from 100, and solve a series of real-word problems involving 100. In the Student Activity Book, students engage in additional procedural skill practice subtracting from 100.
• In Unit 4, Lesson 4, students solve two word problems using any method, “There were 100 puddles on the playground. 27 of them dried up. How many puddles are left on the playground.” Students apply their understanding of subtraction to write word problems to illustrate, “76 - 48 = _____.”

The instructional materials for Math Expressions Grade 2 meet expectations that materials distinguish between problems and exercises.

Materials provide the opportunity for students to learn new mathematics through problem solving activities. In a typical lesson, Activity 1 and Activity 2 develop the new math content of the lesson. Lessons are outlined according to an Inquiry Lesson Path based on four phases: Phase 1 Guided Introduction, Phase 2 Learning Unfolds, Phase 3 Knead Knowledge (practice stage), and Phase 4 Maintaining and Integrating Fluency. Students build mastery through practice problems/exercises. In a typical lesson, during Activity 2 and Activity 3, students complete problems in the Student Activity Book which provide practice with the math content. The purpose of each Activity within a unit is explained in the “Teaching the Lesson Section” found on the first page of each lesson.

Examples include but are not limited to:

• In Unit 6 Lesson 2, Teaching the Lesson Section, Activity 1, Quick Practice Routines: Strategies to Add 3-Digit Numbers, is stated as important because “These strategies to add 3-digit numbers provide practice in building addition and subtraction fluency. Activity 2, Draw to Represent 3-Digit Numbers, is stated as important because “By representing 3-digit numbers with boxes, sticks, and circles, children reinforce their understanding of the structure of numbers and the base-ten place value system.” Activity 3, Expanded Form, is stated as important because “Understanding expanded form helps children see the value of each digit in a 3-digit number.”
• In the Student Activity Book, Unit 7 Lesson 2, Activity 1, with guidance from the teacher, students fold paper to make equal shares and discuss the terms halves, thirds, and fourths. In Activity 2, students build on this knowledge as they draw different ways to make halves, thirds, and fourths of rectangles.
  

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide tasks in an intentional sequence.

The design of the assignments follows a natural progression, leading to full understanding and mastery of new mathematics. Lessons follow a consistent pattern of two or three activities per lesson. Activity 1 usually focuses on the new learning. This learning is reinforced in Activity 2, and then students practice the new learning by completing Student Activity Book pages during Activity 3. Activity 3 either reinforces the new skill,or it reviews previously learned content.

Examples include but are not limited to:

• In Unit 2, Lesson 12, students learn about counting money through skip counting; they write the count by 5 numbers under pictures of nickels, and draw circles with 5s written in the circle to represent nickels.
• In Unit 4, Lesson 3, students find unknown addends in two-digit plus two-digit equations through the sequence of counting on using ten-sticks and circles, breaking apart the total into two addends using sticks and circles, and finally using numbers as they add up from the first addend to find the total.
• In the Student Activity Book, Unit 5, Lesson 1, students create their own analog clock to practice telling time to the hour. Students look at pictures of analog clocks and write the time shown on the clocks. In the final activity, students draw the minute and hour hands on the pictures of blank analog clocks to show the time identified in the exercises.

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide varied opportunities for students to present their mathematical knowledge.

Examples of how students produce answers and solutions include but are not limited to:

• Modeling numbers to 1,000 with dollars
• Modeling 3-digit numbers with hundred-squares, ten-sticks, and circles. 
• Representing 3-digit numbers with Secret Code Cards
• Providing thinking explanations as they answer Check for Understanding questions in the Student Activity Book
• Completing fluency checks and practice in the Student Activity Book 
• Critiquing the Reasoning of others by asking “good thinker questions” and using “good justifications” 
• Practicing “good explanations” 
• Identifying the error and correcting it (Puzzled Penguin)
• Solving problems and exercises in the Student Activity Book

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide virtual and physical manipulatives that are faithful representations of the mathematical objects they represent and are connected to the written material.

Students use a variety of manipulatives including counters, Secret Code Cards, base-ten blocks, Make-a-Ten cards, connecting cubes, Math Mountains, and Math Mountain Cards. Most of the manipulatives are available virtually in the itools found in ThinkCentral. Manipulatives are often connected to written methods when appropriate. 

Examples include but are not limited to:

• Unit 2, Lesson 1, students use their Math Boards to draw circles on the ten-by-ten dot grid. This is connected to drawings of the hundred-square, ten-stick, and circles for ones. 
• Unit 1, Lesson 5, students use Math Mountain Cards to practice solving addition and subtraction equations with the unknown in all positions. In the Homework and Remembering pages 9-10 for the lesson, students “complete the Math Mountains and equations.”

The instructional materials for Math Expressions Grade 2 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

Examples of teacher support include but are not limited to:

• Questions for teachers to pose are consistently included in the lesson narrative. They are italicized, making them easily visible. 
• MathTalk in Action boxes include questions for the teacher to ask and potential student responses. For example, in Unit 2, Lesson 5, the teacher is guided to ask the questions: “Why did you compare the hundreds first? What do you do if the numbers you are comparing have the same number of hundreds? What do you do if the numbers you are comparing have the same number of tens? What does it mean if the 3-digit numbers you are comparing have the same number of hundreds, the same number of tens, and the same number of ones?”
• Teacher Notes are also provided at the bottom of the lesson pages and include questions to deepen students understanding of the mathematics. For example, in Unit 4, Lesson 7, the Inquiry notes provide several probes to promote student thinking and discussion: “What are you doing when you write the numbers with hundreds, tens, and ones? Why do you check to see if you can subtract? Why can you subtract from left to right or from right to left? Why can you add to check your work?”
• Teacher Notes at the bottom of lesson pages also include information about best practices to strengthen teachers questioning techniques. For example, in Unit 1, Lesson 4, the MathTalk note provides the following questions for teacher reflection: “What types of questions are you asking your students? Are you asking questions that elicit a short answer, or do you probe to learn more about children’s thinking as they tell about their work?"

The instructional materials for Math Expressions Grade 2 meet expectations that 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. Materials also, when necessary provide teacher guidance for the use of embedded technology to support and enhance student learning.

Ample guidance is provided in the Teacher Guide for planning. The Pacing Guide provides guidance for each unit. Charts show the Learning Progression for the Content Standards Across Grades for the standards addressed in the Unit. A Planning Chart for each Unit that includes Math Activity Center Resources, Big Idea Resources, and Lesson Resources is provided. The Planning Chart also includes the standards addressed in each lesson, the digital and print resources for each lesson, and the assessments for the Unit. A table of the Standards for Mathematical Practice and the lessons where each is embedded is included. Also, a Table of the Math Content Standards and the lessons where they are taught is provided. Finally, a list of Assessment, Review, and Intervention Resources for the Unit is provided.

Examples include but are not limited to:

• Each lesson includes guidance on the focus of each Activity and why it is important. For example, in Unit 1, Lesson 5, Activity 2, Create and Solve Compare Word Problems, is stated as important because “Writing word problems using more and fewer helps children enhance their understanding of the Compare structure.”
• Each Activity includes an explanation of what the teacher should do or say and includes possible correct responses to questions posed by the teacher. 
• Formative Assessment and Check for Understanding questions are highlighted in the Teacher Guide.
• Math Practices are highlighted in the lesson narratives.
• A list of questions that can be used to build a Math Talk community is included at the beginning of each Unit. 
• Notes at the bottom of each page of the lesson narrative give useful suggestions for implementing the lesson, asking questions, acquiring vocabulary, and building concepts. For example, in Unit 3, Lesson 2, the Teaching Notes for What to Expect from Students states, “Some of the children may benefit from making a set of index cards to identify different shapes. Each index card should show the shape. Then children write the name of the shape and the number of sides and angles that the shape has.”
• Digital Resources for each lesson are highlighted on the first page of the lesson, and itools, which include virtual manipulatives, are shown in the lesson narrative when it may be beneficial to use them. For example, in Unit 2, Lesson 2, a picture of itools MathBoard is shown because they may be used in the lesson.

The instructional materials for Math Expressions Grade 2 meet expectations that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.

Notes are provided at the bottom of each lesson narrative in the Teacher Edition to deepen teacher understanding of the mathematics and to improve instruction. Math Background Notes provide information about the math topic to deepen teacher’s understanding. Watch For! Notes provide information about potential misconceptions and things to watch for as students complete the lesson. What to Expect from Students notes provide information about how students might engage with the math and why the math is important. Building Concepts notes provide explanations of the math and how students learn.

Examples include but are not limited to:

• Path to Fluency Charts are provided.
• Chart of the Addition/Subtraction and Multiplication/Division problem types is provided.
• Table of the Major Work and Major Clusters of the Grade is provided.
• Table of the Common Core State Standards for Mathematical Content is provided.
• Table of the Common Core State Standards for Mathematical Practice with an explanation for each Mathematical Practice is provided.
• The Putting Research into Practice section at the beginning of each unit provides research about best practices in teaching children mathematics.
• The Math Background section, prior to each unit, includes sections that deepen teacher knowledge of the math in the unit. Examples include Learning Path in the Common Core Standards, Help Students Avoid Common Errors, Effective Practice Routines, Relate Mathematics to the Real World, and Focus on Mathematical Practices. 
• The Math Background section, prior to each unit, provides excerpts from the Progressions for the Common Core State Standards.
• The Mathematical Practices section, prior to each unit, provides information on how students will engage with the Practice Standards throughout the unit.
• A Teacher Glossary is provided.

The instructional materials for Math Expressions Grade 2 meet expectations that materials contain a teacher’s edition that explains the role of the specific mathematics standards in the context of the overall series.

A Path to Fluency: Kindergarten through Grade 6 Chart is provided and highlights the fluency requirements of each grade level, activities that target fluency, and interventions for Grades 3, 4, 5, and 6. Also, a Major Work and Major Clusters of the Grade Chart for grades K-6 is provided. Finally, for each unit, a Learning Progressions for the Common Core State Standards Chart for the domains addressed in the unit, which includes the current, prior, and next grade level standards is provided.

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide strategies for gathering information about students’ prior knowledge within and across grade levels.

Examples include but are not limited to:

• The Assessment Guide contains a 25 question Prerequisite Skills Inventory Test, organized by Domains, and a corresponding Prerequisite Skills Inventory Test Correlation document. The correlation aligns each question with a description of the prerequisite skill addressed, as well as the DoK level of the question. This correlation document is formatted as a table so each student’s performance by question/skill can be recorded. The Prerequisite Skills Inventory Test is designed to be administered at the beginning of the school year.
• When a student completes practice opportunities and tests in the Personal Math Trainer, all of the performance data and adaptive learning information follows each student to the next grade.
• Teaching Notes within lessons alert teachers to prior knowledge opportunities. For example, In Unit 1, Lesson 2, the Teaching Note states, “In this lesson, children just practice with the yellow Math Mountain Cards which contain sums less than or equal to 10” (Teacher Edition page 14). Teachers are directed to use this as a diagnostic opportunity because, at this point, children should know these from memory or be counting on which is prior learning. Those students not demonstrating this skill will need intervention.
• Quick Practice activities at the beginning of each lesson are designed to “provide opportunities for students to call to mind their prior understanding of a topic that has already been discussed in class or to begin to build a prerequisite skill for a topic that is to come later” (Teacher Edition page I4). 
• Quick Quizzes and Fluency Checks are embedded within the units to check understanding of Big Ideas prior to moving on to the next Big Idea instruction, and to monitor progress toward computational fluency. For example, in Unit 2, Lesson 13, the Teaching Note states, “Fluency with sums to 100 will pave the way for success in Unit 6 where students will find sums within 1,000” (Teacher Edition page 256). This progress toward fluency is assessed in the Quick Quiz and Fluency Check 6 after Lesson 15 to be sure students are developing this crucial prerequisite skill. This skill continues to appear in Quick Quizzes and Fluency Checks throughout the year.
• Students take three progress monitoring assessments to assess grade level skills and concepts students have learned. The Beginning of Year test assesses concepts they will learn throughout the year, the Middle of Year Test shows progress made in the first half of the year, and the End of Year Test measures growth throughout the school year.

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide support for teachers to identify and address common student errors and misconceptions.

Examples include but are not limited to:

• Common student errors are identified for each Unit Review/Test question along with a direction on how to help students. For example, on the Unit 6 Review/Test, if a student misses Question 5 or 6, the common error identified states, “Students may have difficulty counting by 10s or 100s.” Teachers are directed to “Have children practice counting by 10s with a hundreds chart. Have them list the hundreds numbers. Practice changing the tens and/or ones digits and counting by 100s”.
• The Math Background section of each Unit provides a narrative called “Help Students Avoid Common Errors”. 
• Puzzled Penguin activities highlight typical student mistakes and misconceptions by challenging students to find the Puzzled Penguin’s mistake and correct it. Teachers are provided questions in order to lead classroom conversations through a MathTalk format that revolve around the mistake and its correction, helping students understand the mathematics.
• Watch For! are teaching notes periodically found in each unit. These notes alert teachers to common misconceptions they should be on the lookout for. For example, in Unit 4, Lesson 6, the Watch For! note states, “The errors shown here are the most common mistakes children make when learning 2-digit subtraction. Address these and any other mistakes you may have noticed.” The teacher note also includes three common errors with illustrations such as subtracting smaller from larger, failing to ungroup the tens, and ungrouping unnecessarily.

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Examples include but are not limited to:

• Homework and Remembering pages provide a review of recently taught topics as well as a spiral review throughout the year. The Personal Math Trainer online platform allows students to complete homework tasks for each lesson, receive instant feedback, and  step-by-step guidance if needed.
• Unit Review/Test and Performance Tasks for each unit are found in the Student Activity Book. The author states, “You can use this Unit Review/Test as an end-of-unit review to determine if children have mastered the content of the unit. You can assess children’s knowledge with one of the forms of the Unit 1 Test in the Assessment Guide.” Teachers are provided with a Data-Driven Decision Making Table which suggests specific reteaching activities for students who incorrectly answer the correlated questions, as well as suggestions for which Standards Quiz to assign in the Personal Math Trainer which provides a personalized intervention for the student. The Performance Task includes a detailed scoring rubric which can be used to provide feedback to students.
• The Personal Math Trainer can be used for homework practice, fluency practice, standards practice, unit pre-tests with instant feedback, and step-by-step guidance when needed. Everything a student completes in the platform helps to improve the adaptive workflow (powered by Knewton Adaptivity) for the student throughout the year.  
• The Knewton Adaptivity, Homework with Daily Intervention and Enrichment can be used in multiple ways in the classroom. A 5-minute Warm-Up provides students with personalized review prior to the assignment. On-level and advanced students may receive less or no warm-up, as determined by Knewton. After the warm-up, the HMH pre-built assignment is given to students. A 10-minute personalized enrichment is provided for students who demonstrate mastery (95% or higher) on the assignment.  Enrichment shows students proximate, forward-looking concepts based on the assignment content.
• Other Formative Assessment opportunities include: daily Check Understanding tasks on select Student Activity Book pages, daily observation with anecdotal notes, observations during Math Talk conversations, and analyzing student work samples and student responses in the Student Activity Book. Portfolio suggestions are also provided at the end of each unit.

The materials reviewed for Math Expressions Grade 2 meet the expectation for offering ongoing assessments that clearly denote which standards are being emphasized.

Examples include but are not limited to:

• Every unit includes two versions of a Unit Assessment, Form A and Form B, found in the Assessment Guide. Both assessments provide PARCC and Smarter Balance question formats and a Standards Correlation Document which can be used to collect student performance data. This document also aligns each question to a DoK Level and Standard(s). 
• Each unit contains a Performance Assessment which can be found in the Assessment Guide. The standards are clearly noted for the assessment as a whole, and not by specific question. 
• Quick Quizzes are found throughout each unit and standards are clearly noted in the Teacher Edition.
• There are three Benchmark Assessments (Beginning of the Year Inventory, Middle of the Year Inventory and End of Year Assessment) found in the Assessment Guide. Standards for these assessments are clearly noted on the Correlation Document and DoK Levels are noted.

The instructional materials for Math Expressions Grade 2 meet expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Examples include but are not limited to:

• Scoring Guides are provided for each Unit Performance Assessment found in the Assessment Guide. Each question is assigned a point value and a rubric is provided to determine Performance Levels 0-3 based on the number of points earned. Additionally, each Performance Level is further defined on a task-specific basis and indicates specifics about student understanding to assist teachers in interpreting student work. Sample student work for each Performance Level is also provided in the Assessment Guide. 
• Answer keys for the Unit Assessments, Form A and Form B, are located in the back of the Assessment Guide. However, no guidance or suggestions for follow-up instruction are included in the Assessment Guide. 
• The online Personal Math Trainer can be utilized to administer Beginning, Middle and End of Year Tests, Unit Assessments, and Fluency Checks. The data from these assessments is collected and analyzed, and a Personal Study Plan is prescribed through Adaptive Workflow settings (through Knewton Adaptivity) based on the data and the mastery threshold percentage established for the assessment. The primary use is for end of unit assessments, or to provide targeted students with occasional review, intervention, and re-assessment opportunities. Students must complete an initial assignment (test). Students who do not demonstrate mastery receive a Personal Study Plan, consisting of a personalized review and intervention assignment lasting 15 minutes. After completing the Personal Study Plan, the initial assignment is given again, but the numbers in the assessment are changed.

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

Teachers guide students through an inquiry path to become mathematically proficient. The four stages of the path to learning are guided introduction, learning unfolds, knead knowledge through practice, and maintain fluency. As stated by the publisher, “Within the curriculum, a series of learning progressions reflect research on students’ natural learning stages when mastering concepts such as computation and problem-solving strategies. These learning stages informed the order of concepts, the sequence of units, and the positioning of topics in Math Expressions.” 

Examples include but are not limited to:

• Unit 1, Lesson 5, students add and subtract with teen totals. Prompts are given for EL students at three different levels: emerging, expanding, bridging. A teaching note is included to help teachers diagnose if students are at an Emerging, Expanding, or Bridging level. Teachers are instructed, “By the end of Grade 2, all children need to be fluent with addition and subtraction with teen totals. . . Check that children are at least counting on (Level 2) for addition. Children should not be counting all (Level 1) at this time.” 
• In Unit 2, Lesson 12, the Universal Access/Extra Help teaching note instructs teachers to “Relate the fingers of one hand to pennies and a nickel. Have children count the number of fingers (including the thumb) on one hand. Point out that there are 5 fingers on 1 hand just like there are 5 pennies in 1 nickel.”
• In Unit 5, Lesson 8, students collect data by creating a survey. The Universal Access/Special Needs teacher note states, “Some children may have difficulty completing an assignment correctly. Give verbal feedback that involves first giving praise for what is correct and then giving suggestions for what could be improved.”

The instructional materials for Math Expressions Grade 2 meet expectations that materials provide teachers with strategies for meeting the needs of a range of learners.

Examples include but are not limited to:

• An explanation of differentiated instruction is provided in the Teacher Edition.
• A list of intervention resources is provided for each unit in the Unit Overview Assessment.
• Math Activity Centers resources for on-level, challenge, and intervention are provided for each unit’s lessons. 
• Teaching notes for English Learners are provided for emerging, expanding, and bridging students and are provided for each unit’s lessons.
• Some lessons have Differentiated Instruction notes provided for universal access/extra help.

The instructional materials for Math Expressions Grade 2 meets expectations that materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations.

MathTalks provide “an inquiry environment that encourages constructive discussion of problem-solving methods through well-defined classroom activity structures. . . comprises four components: questioning, explaining math thinking, contributing math ideas, and taking responsibility for learning” (Teacher Edition page I3). Initially teachers model MathTalks and then students run the MathTalk. For example, in Unit 2, Lesson 1, the MathTalk instructs teachers to “Direct the children's attention to the dots below the grids on their Math Boards. Have them count and circle each dot in one column. Children should begin at the top of the column and count out loud as they circle the dots. Then, have children label each column as a group of ten. Explain that the ten-groups underneath each column show how many groups of ten have already been counted.” Then teachers are provided several prompts to facilitate student discussion.

The instructional materials for Math Expressions Grade 2 meets expectations that 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.

Examples include but are not limited to:

• Scaffolding of vocabulary is provided. For example, in Unit 5, Lesson 10, the words bar graph and picture graph are explained for EL students. Teachers are instructed to say, “‘A bar graph uses bars to show data. A picture graph uses pictures to show data.’ Have children repeat.” 
• Extra support is provided for EL students. For example, in Unit 1, Lesson 3, students use pennies to make tens. Teachers are instructed to “Trace both your hands on the board. Instead of fingernails, draw pennies. Next to your hands, draw a dime. A penny is one cent. A dime is ten cents.” 
• Each unit lesson contains a Math Activity Center with activities and resources for students who are on-level and those needing challenge and intervention.
• Teaching notes included in some lessons provide specific guidance for teachers to support students who are emerging, expanding, and bridging language acquisition.

The instructional materials for Math Expressions Grade 2 meets expectations that materials provide opportunities for advanced students to investigate mathematics content at greater depth.

Examples include but are not limited to:

• Math Lessons contain Differentiated Instruction Math Activity Centers. Challenge Resources specify which Activity Card will challenge advanced students.
• The online Personal Math Trainer provides personalized enrichment with learning supports.
• Challenge worksheets for each lesson are available in print and digitally and are noted on the Differentiated Instruction page for each lesson.
• Math Readers, books in the Math Activity Center, place math content in the context of stories and support higher levels of critical thinking.

The instructional materials for Math Expressions Grade 2 meets expectations that materials provide a balanced portrayal of various demographic and personal characteristics. 

Examples include but are not limited to:

• Puzzled Penguin appears throughout the unit to provide opportunities to help students avoid common errors. These errors are presented as letters to students. Students teach Puzzled Penguin the correct way and explain why the penguin is wrong. 
• Math Readers contain a variety of animals, children, and adults.