Alignment: Overall Summary

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations for Alignment to the CCSSM. In Gateway 1, the materials do not meet expectations for focus and partially meet expectations for coherence.

Alignment

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Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
5
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
N/A
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

|

Not Rated

Not Rated

Gateway 3:

Usability

0
17
24
27
N/A
24-27
Meets Expectations
18-23
Partially Meets Expectations
0-17
Does Not Meet Expectations

Gateway One

Focus & Coherence

Does Not Meet Expectations

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-
Gateway One Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations for focus and coherence. For focus, the materials do not assess grade-level content and do not provide all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, each grade’s materials partially meet expectations for coherence and consistency with the CCSSM.

Criterion 1a - 1b

Materials assess grade-level content and give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

0/6
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Criterion Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations for focus as they do not assess grade-level content and do not provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Indicator 1a

Materials assess the grade-level content and, if applicable, content from earlier grades.

0/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

Summative assessments provided by the materials include Chapter Tests and Cumulative Reviews and are available in print and digitally. According to the Preface of the Math in Focus: Assessment Guide, "Assessments are flexible, teachers are free to decide how to use them with their students. ... Recommended scoring rubrics are also provided for some short answer and all constructed response items to aid teachers in their marking." The following evidence is based upon the provided assessments and acknowledges the flexibility teachers have in administering them in order to understand their students' learning.

The provided assessments, found in the Assessment Guide Teacher Edition, assess grade-level standards. Examples include:

  • In Chapter Test 3, page 9, Problem 1a states, “Which is taller? Circle it.” The problem has a picture of a garbage can and a lamp post. (K.MD.2)

  • In Chapter Test 4, page 28, Problem 5 states, “Count and write each number in the box. Circle the group that shows 1 more.” The picture shows a row of six ducks and a row of five ducks. (K.CC.6)

  • In Chapter Test 6, page 43, Problem 4 states, “Count. Fill in each blank.” Students count the number of objects (12 carrots) in the picture and fill in the blanks, “10 and _(2) make _(12).” (K.NBT.1)

  • In Chapter Test 8, page 50, Problems 3a and 3b state, “Subtract. Fill in each blank. a) 4 - 1 = _  b) “3 - 2 =_.”  (K.OA.5)

  • In Cumulative Review 2, page 39, Problems 11a and 11b state, “Fill in each blank. a) A hexagon has _ sides. b) A triangle has _ corners.” A hexagon and triangle are pictured. (K.G.4)

The provided assessments also assess above-grade assessment items that could not be omitted or modified or are not mathematically reasonable. Examples include:

  • In Chapter Test 2, page 6, Problem 2 states, “Color the 2nd (picture of car) red. Color the 5th (picture of car) blue.” Ordinal numbers (e.g. 2nd and 5th) are not in CCSSM.

  • In Chapter Test 3, page 11, Problem 3 states, “Count the (picture of a connecting cube). Fill in each blank.” The students are given a picture of a flower and a water bottle. Connected unifix cubes are lined up beside each object, and students are asked to determine how tall each object is by the number of unifix cubes. This problem is aligned to K.MD.2 (Directly compare two objects with a measurable attribute in common); however, it is more appropriately aligned to 1.MD.2 (Express the length of an object as a whole number of length units).

  • In Chapter Test 5, page 31, Problems 3a and 3b state, ”What shape comes next? Circle it.” Picture 3a shows a picture of a triangle, rectangle, and square repeated 4 times. Picture 3b shows a small sphere, larger sphere, and cylinder repeated three times. Then students choose between a smaller sphere and larger sphere, which is followed by a larger sphere and cylinder. Students do not generate a number or shape pattern that follows a given rule until Grade 4 (4.OA.5).

  • In Cumulative Review 1, page 20, Problems 8a and 8b state, “a) The (pencil) is about __ (paper clips) tall. b) The (bag) is about  __ (paper clips) long.” These problems are aligned to K.MD.2 (Directly compare two objects with a measurable attribute in common); however, it is more appropriately aligned to 1.MD.2 (Express the length of an object as a whole number of length units).

  • In Cumulative Review 1, page 24, Problems 12a - 12c state, “a) “The (vase) is about __ (cubes) tall. b) The (cup) is about __ (cubes) tall. c) The (vase) is shorter/taller than the (cup).” These problems are aligned to K.MD.2 (Directly compare two objects with a measurable attribute in common); however, it is more appropriately aligned to 1.MD.2 (Express the length of an object as a whole number of length units).

  • In Cumulative Review 2, page 39, Problem 10a states, “What is the correct shape? Circle it.” Picture 10a shows a repeating pattern of a cone, cylinder, and sphere. Students determine if the fifth shape in the pattern should be a cylinder or a sphere. Students do not generate a number or shape pattern that follows a given rule until Grade 4 (4.OA.5).

  • In Cumulative Review 3, pages 54-55, Problems 2a and 2b state, students count a scattered configuration of a) 12 carrots, and b) 20 apples. These problems are aligned to K.CC.5 (Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration). This problem goes above grade level expectations because it contains more than 10 things in a scattered configuration.

  • In Cumulative Review 4, page 73, Problem 1b states, “Count. Color each box the correct number.” Picture 1b shows three rows of 10 flowers and one row of seven flowers. Students determine if the picture shows 35, 36, or 37 flowers. This problem is aligned to 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral).

  • In Cumulative Review 4, page 79, Problem 9b states, “Count and match.” Picture 9b has five boxes of 10 pencils and one box of seven pencils. Students determine if the picture shows 95 or 57 pencils. This problem is aligned to 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral).

Additionally, the entire Chapter 9 Assessment assesses Grade 1 standards. Problems 1 - 5 address 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral). Examples include:

  • Problems 1a and 1b state, “Count. Color the box with the correct number.” 1a shows a picture of  23 pencils. 1b shows a picture of 36 marbles.  

  • Problems 2a and 2b state, “Count on by groups of 10. Next, count on. Then, color the box with the correct number.” In Problem 2a, students count bundled necklaces by 10s and then by 1s and circle 53, 63, or 73. In Problem 2b, students count bundled sticks by 10s and then by 1s and circle 77, 78, or 79. 

  • Problem 4b states, “Color each box with the correct number. 52 is 1 less than 51 or 53.”

Indicator 1b

Materials give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

0/4
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-
Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards. 

Materials provide opportunities for students to engage in grade-level problems during the Engage, Learn, Try, and Practice portions of the Section (lesson). Engage activities present an inquiry task that encourages mathematical connections. Learn activities are teacher-facilitated inquiry problems that explore new concepts. Try activities include guided practice opportunities to reinforce new learning. Practice problems help students consolidate their learning, and provides teachers with information to form small differentiated learning groups.

Students engage with extensive work to meet the full intent of K.CC.3 (Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 [with 0 representing a count of no objects]). Examples include:

  • In Section 1.5, Order Numbers to 5, Try, Problem 1, page 36, students count and tell how many umbrellas are in a row. Students “Count. Write each number.” Pictures of 1, 2, 3, 4, and 5 umbrellas are given. 

  • In Section 2.1, All About 6 and 7, Practice, Problem 2, page 62, students identify groups of six and seven objects. Students “Count. Write each number.” Students count the number of ducks and turtles pictured, and write their answer in a box.

  • In Section 6.3, Numbers 17 to 20, Practice, Problem 4, page 31, students count each group of objects by ones and write the corresponding numerals. Students “Count. Write each number.” Students are given a group of 17 oranges.

Students engage with extensive work to meet the full intent of K.CC.4 (Understand the relationship between numbers and quantities; connect counting to cardinality). Examples include:

  • In Section 1.3, All About 5, Practice, Problem 2, page 26, students are given a picture of a bear, cats, and ducks. For each animal, students “Count. Write each number.” 

  • In Section 2.3, All About 10, Try, Problem 9, page 86, students “Draw 10 raindrops” and “write the number.”

  • In Chapter 6, Performance Task, Problem 2a, page 64, students are given a picture of 13 carrots. Students solve, “Ashley buys some carrots. How many carrots does she buy?”

Within Chapter 3, Measurement, students engage with the full intent of K.MD.2 (Directly compare two objects, with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference). Examples include:

  • In Section 3.1, Compare Lengths, Try, Problem 3, page 128, students are given a picture of two fishing poles. Students “Circle the longer object. Mark an X on the shorter object.” 

  • In Section 3.2, Compare Heights, page 151, Practice, Problem 1, students are given a picture of a chick and a rooster. Students solve, “Which animal is taller? Color it. Which animal is shorter? Circle it.” 

  • In Section 3.3, Compare Lengths, Height, and Weights, Practice, Problem 10, page 169, students are given a picture of a jump rope and a skateboard. Students solve, “Which is longer? Circle it. Which is lighter? Mark an X on it.” 

Students do not have the opportunity to engage in extensive work with K.CC.7 (Compare two numbers between 1 and 10 presented as written numerals). Students have few opportunities to compare two written numerals without picture supports. Examples include:

  • In Section 4.4, Compare Numbers to 10, Try, Problem 9, page 208, students solve, “___ is greater than 3.” Additional problems labeled with this standard provide pictures that require counting which connects to K.CC.6. For example, in Practice, Problem 1, page 215, students are given a picture of six corn cobs and four watermelons. Students solve, “Count and write each number. Color the correct box to complete each sentence.” Students choose “greater than” or “less than” for “6 is ___ 4” and “4 is ___ 6.” 

Students do not have the opportunity to engage in extensive work with K.OA.3 (Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation [e.g., 5 = 2 + 3 and 5 = 4 + 1]). Examples include:

  • In Section 2.5, Make Number Pairs to 10, Practice, Problems 1-3 page 107, students fill in the blank for: Problem 1, “5 and 2 make____.” Problem 2, “1 and ____ make ____.” Problem 3, “____ and ____ make 6.” 

Students do not have the opportunity to engage in extensive work with K.OA.4 (For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation). Examples include:

  • In Section 2.5, Make Number Pairs to 10, Try, Problems 1 and 2, pages 105-106, students solve problems related to addition facts for 10. Problem 1 states, “What numbers make 10? Use counters to decorate the suit. Fill in each blank. ___ and ___ make 10.” Problem 2 states, “Find a new pair for 10. Use counters to decorate the suit. Fill in each blank. ___ and ___ make ___. ___ is ___ and ___.” 

Students do not have the opportunity to engage in extensive work with K.NBT.1 (Compose and decompose numbers from 11 to 19 into ten ones and some further ones). Examples include:

  • In Section 6.5, Take Apart Numbers to 20, Practice, Problems 1-2 page 53, students, “Circle to make a 10. Fill in each blank.” Problem 1 states, “13 is ___ and ___.” Problem 2 states, “18 is ___ and ___.”

Criterion 1c - 1g

Each grade’s materials are coherent and consistent with the Standards.

5/8
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Criterion Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten partially meet expectations for coherence. The materials have supporting content that enhances focus and coherence simultaneously by engaging students in the major work of the grade and include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. The materials partially have content from future grades that is identified and related to grade-level work and relate grade-level concepts explicitly to prior knowledge from earlier grades. The majority of the materials do not, when implemented as designed, address the major clusters of each grade.

Indicator 1c

When implemented as designed, the majority of the materials address the major clusters of each grade.

0/2
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-
Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten do not meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

When implemented as designed, the materials for Kindergarten Math In Focus 2020 devote less than 65% of class time to major work of the grade and/or supporting work connected to the major work of the grade. 

  • The approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to major work) is 6 out of 10, approximately 60%.

  • The approximate number of sections (lessons) devoted to major work of the grade (including assessments and supporting work connected to the major work) is 50 out of 75, approximately 67%.

  • The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 90 out of 143, approximately 63%.

A day-level analysis is most representative of the instructional materials as the days include major work, supporting work connected to major work, and the assessments embedded within each chapter. As a result, approximately 63% of the instructional materials focus on major work of the grade.

Indicator 1d

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

2/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

Materials are designed so that supporting standards/clusters are connected to the major standards/ clusters of the grade. Examples include:

  • In Section 3.3, Compare Lengths, Heights, and Weights, Try, page 157, Problem 4 connects the supporting work of K.MD.2 (Directly compare two objects with a measurable attribute in common) to the major work of K.CC.4 (Understand the relationship between numbers and quantities; connect counting to cardinality). Students “Find two objects that are longer and heavier than a (crayon). Draw or glue a picture below.”

  • In Section 5.1, Flat Shapes, Learn, page 233, Problems 1, 2, 3, and 5 connect the supporting work of K.G.2 (Correctly name shapes regardless of their orientations or overall size) to the major work of K.CC.5 (Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects). Students determine which of two shapes is the shape needed. Problem 1 is a “rectangle.” Problem 2 is a “triangle.” Problem 3 is a “hexagon.” Problem 4 is a “square.” Teacher questions for class discussion include: “How many sides does it have? How many corners does it have? How many sides does a hexagon have? How many corners does it have?” 

  • In Section 5.4, Make New Shapes, Practice, page 274, Problem 8 connects the supporting work of K.G.4 (Analyze and compare two- and three- dimensional shapes) to the major work of K.CC.4a (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object). Students are given a picture of a rocket that is composed of a cone, a cube, and two cylinders. Students “Count. Fill in each blank.” to tell how many of each shape are used in the picture.

  • In Section 10.2, Sort Objects by Attributes, page 229, Engage connects the supporting work of K.MD.3 (Classify objects into given categories; count the numbers of objects in each category and sort the categories by count) to the major work of K.CC.4 (Understand the relationship between numbers and quantities; connect counting to cardinality). Teachers “Lead the class to sort by counting. Have them group all the bowls with 2 marbles together, all the bowls with 3 marbles together, and all the bowls with 4 marbles together.”

Indicator 1e

Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

2/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. The instructional materials contain connections between major work and major work, and connections between supporting work and supporting work. Examples include:

  • In Section 2.2, All About 8 and 9, Practice, page 79, Problem 3 connects the major work of K.CC.A (Know number names and the count sequence) to the major work of K.CC.B (Count to tell the number of objects). Students “Draw the spots. Write each number. Draw 8 spots.” A picture of a turtle is given for students to draw the spots on, and write the number 8.

  • In Chapter 4, Compare Numbers to 10, Problem 1, page 219, Put on Your Thinking Cap! connects the major work of K.CC.C (Compare numbers) to the major work of K.CC.B (Count to tell the number of objects) as students count the number of objects in two groups and identify which group shows the greater number. Students are given a picture of watermelons and lemons and “Count. Circle the group that shows a greater number.”

  • In Section 5.4, Make New Shapes, Try, page 268, Problem 3 connects the supporting work of K.MD.B (Classify objects and count the number of objects in each category) to the supporting work of K.G.B (Analyze, compare, create, and compose shapes) as students draw a picture using a variety of shapes and count the number of each shape used.Students  “Use shapes to draw a picture. Write how many of each shape you draw.” 

  • In Section 6.1, Numbers 11 to 13, Try, page 4, Problem 6 connects the major work of K.CC.A (Know number names and the count sequence) to the major work of K.NBT.A (Work with numbers 11-19 to gain foundations for place value). Students “Count on from 10. Write each number.” A picture of 13 girls with a box around 10 is given. Students write 13 in the answer box.

  • In Section 7.4, Add within 10, Try, page 93, Problem 1 connects the major work of K.CC.A (Know number names and the count sequence) to the major work of K.OA.A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from). Students are given a picture of a caterpillar with a beginning number sequence. They count objects in the picture to complete the remaining number sequence. Students solve, “How many are there in all? Count on to add. Fill in each blank.” 

  • In Section 10.2, Sort Objects by Attributes, Try, page 234, Problem 1 connects the supporting work of K.G.A (Identify and describe shapes) to the supporting work of K.MD.B (Classify objects and count the number of objects in each category). Students “Sort the (picture of attribute blocks) by shape. Sort them into three groups. Trace the shapes below.”

Indicator 1f

Content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

1/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten partially meet the expectations that content from future grades is identified and related to grade-level work and relating grade-level concepts explicitly to prior knowledge from earlier grades.

Connections to prior learning are identified in six of the ten chapters (Chapters 1, 3, 5, 8, 9, and 10). When connections are made, they can be found in the Math Background or Learning Continuum within each chapter. Examples include:

  • In Chapter 1, Numbers to 5, Chapter Overview, Math Background, page 1A, states, “Numbers were formally introduced to students as early as in pre-K. At this stage of development, students are able to rote count by saying the number words in a sequence. This is a memory task that is similar to reciting the letters of the alphabet. However, rote counting is not an indication that students can count with accuracy and understand cardinality. One-to-one correspondence is the ability to associate one number to one object at a time and that the last number counted is the total number of objects in a set. The ability to rote count accurately with one-to-one correspondence - rational counting - is a skill that students need to learn. In Grade K, students will be able to achieve the three basic counting principles, stable - order, one-to-one correspondence, and cardinality.”

  • In Chapter 5, Flat and Solid Shapes, Chapter Overview, Math Background, page 231A, states, “Children have little understanding of geometric properties or the attributes that define a shape. They may lack the ability to rationalize that the shape is a rectangle because it has four sides, two pairs of equal sides, or four right angles. Even so, some students are able to create basic outlines and form shapes when they draw pictures of people, houses, and the objects around them. They may have developed some ideas about shapes but their explanations are incomplete. In this chapter, students will learn to recognize the attributes of flat and solid shapes and focus on the specific characteristics of each shape. Students will be able to name common flat and solid shapes such as circles, squares, rectangles, hexagons, triangles, cones, cubes, cylinders, and spheres. They will also learn how to compare flat and solid shapes.”

  • In Chapter 8, Subtraction, Chapter Overview, Math Background, page 117A, states, “Students would have prerequisite knowledge of subtraction through their interactions with the people around them or through experiences in their daily lives. For example, students might have seen a tray of freshly baked muffins on their breakfast table. After some muffins are eaten, there are some left. They may have mathematized such situations by saying, ‘Mom makes 5 pancakes. I eat 2 pancakes. Brother eats 1 pancake. There are 2 pancakes left.’ In this chapter, students will learn to subtract fluently within 5 from a given number and also with a given number as the result.”

  • In Chapter 10, Sorting, Chapter Overview, Math Background, page 217A, states, “When students explore the environment around them, they learn how objects are the same and how they are different. Children learn to sort as early as when they are babies. They learn to categorize sights, sounds, feelings, smells, and tastes. They learn to classify the responses of people towards them as they explore the world around them. In this chapter, students will learn how to match, group, and sort objects based on their similarities and differences.”

Connections to future learning are identified in four of the ten chapters (Chapters 3, 8, 9, and 10). When connections are made, they can be found in the Math Background or Learning Continuum within each Chapter. The connections, with the exception of those in Chapter 3, do not clearly identify how the content is connected, as the future grade level work is a bulleted list of lesson titles from the Grade 1 textbook. Examples include:

  • In Chapter 3, Measurement, Chapter Overview, Learning Continuum, page 125E, students learn to compare and measure lengths, heights and weights (K.MD.2, K.MD.1). The materials state, “What will students learn next? In Grade 1, Chapter 9, students will learn: Comparing lengths, Comparing more lengths (1.MD.1), Using a start line, Measuring Length (1.MD.2), Measuring length in units (1.MD.2).” 

  • In Chapter 8, Subtraction, Chapter Overview, Learning Continuum, page 117E, students learn to subtract fluently within 5 from a given number, and also with a given number as the result (K.OA.1, K.OA.2). The materials state, “What will students learn next? In Grade 1, Chapter 2, students will learn: Ways to subtract. (1.OA.4, 1.OA.5, 1.OA.6) Making subtraction stories. (1.OA.1) Real -world problems: subtraction. (1.OA.1) Making fact families. (1.OA.6, 1.OA.7, 1.OA.8).”

  • In Chapter 9, Numbers to 100, Chapter Overview, Key Learning Objectives, page 171A, states, “In Sections 1 and 3, students will learn to count numbers 21 - 50 through the use of concrete manipulatives and pictorial representations. In Section 2, students will learn to count on by 10s to 100.” In the Teacher’s Edition 171E, Learning Continuum states, “What will students learn next? In Grade 1 Chapter 10, students will learn: Counting to 120. (1.NBT.1) Place Value. (1.NBT.2, 1.NBT.2c) Comparing, ordering, and number patterns. (1.NBT.3).”

  • In Chapter 10, Sorting, Chapter Overview, Key Learning Objectives, page 217A, states, “In Section 1, students will learn to look for and identify similarities and differences between objects. In Section 2, students will learn how to sort objects by attributes.” In the Teacher’s Edition, 217E, Learning Continuum states, “What will students learn next? In Grade 1 Chapter 12, students will learn: Simple picture graphs. (1.MD.4) Tally charts and picture graphs. (1.MD.4) Real-world problems: graphs. (1.MD.4).”

Indicator 1g

In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification.

Narrative Evidence Only
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Kindergarten foster coherence between grades and can be completed within a regular school year with little to no modification.

According to the Teacher’s Chapter Planning Guide and the Common Core Pathway and Pacing, the instructional materials can be completed in 143 days. The Common Core Pathway and Pacing identifies three days of lessons that are not aligned to standards for this grade level. If these three days of instruction are removed, the total days needed to complete the materials is 140.

There are 10 Chapters representing 143 days of instruction. Each Chapter includes:

  • Chapter Opener - 1 day

  • Sections (lessons) - range from 1 to 6 days 

  • Put on Your Thinking Cap! and Math Dictionary - 1 day 

  • Chapter Review, Performance Task, and Chapter Assessment - 2 days

  • Cumulative Review Assessments - 4 days

The Sections (lessons) consist of four components: Engage, Learn, Try, and Practice:

  • Engage activities present an inquiry task that encourages mathematical connections. 

  • Learn activities are teacher-facilitated inquiry problems that explore new concepts. 

  • Try activities include guided practice opportunities to reinforce new learning. 

  • Practice problems help students consolidate their learning and provide teachers with information to form small differentiated learning groups.

Gateway Two

Rigor & the Mathematical Practices

Not Rated

Criterion 2a - 2d

Materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications.

Indicator 2a

Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

N/A

Indicator 2b

Materials give attention throughout the year to individual standards that set an expectation for procedural skill and fluency.

N/A

Indicator 2c

Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.

N/A

Indicator 2d

The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

N/A

Criterion 2e - 2i

Materials meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice (MPs).

Indicator 2e

Materials support the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

N/A

Indicator 2f

Materials support the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

N/A

Indicator 2g

Materials support the intentional development of MP4: Model with mathematics; and MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

N/A

Indicator 2h

Materials attend to the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

N/A

Indicator 2i

Materials support the intentional development of MP7: Look for and make use of structure; and MP8: Look for and express regularity in repeated reasoning, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards.

N/A

Gateway Three

Usability

Not Rated

Criterion 3a - 3h

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

Indicator 3a

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

N/A

Indicator 3b

Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

N/A

Indicator 3c

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

N/A

Indicator 3d

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

N/A

Indicator 3e

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

N/A

Indicator 3f

Materials provide a comprehensive list of supplies needed to support instructional activities.

N/A

Indicator 3g

This is not an assessed indicator in Mathematics.

N/A

Indicator 3h

This is not an assessed indicator in Mathematics.

N/A

Criterion 3i - 3l

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

Indicator 3i

Assessment information is included in the materials to indicate which standards are assessed.

N/A

Indicator 3j

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

N/A

Indicator 3k

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

N/A

Indicator 3l

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

N/A

Criterion 3m - 3v

The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.

Indicator 3m

Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.

N/A

Indicator 3n

Materials provide extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.

N/A

Indicator 3o

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

N/A

Indicator 3p

Materials provide opportunities for teachers to use a variety of grouping strategies.

N/A

Indicator 3q

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

N/A

Indicator 3r

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

N/A

Indicator 3s

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

N/A

Indicator 3t

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

N/A

Indicator 3u

Materials provide supports for different reading levels to ensure accessibility for students.

N/A

Indicator 3v

Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

N/A

Criterion 3w - 3z

The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.

Indicator 3w

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable.

N/A

Indicator 3x

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

N/A

Indicator 3y

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

N/A

Indicator 3z

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

N/A
abc123

Report Published Date: 2021/10/25

Report Edition: 2020

Title ISBN Edition Publisher Year
Teacher and Student Activity Cards Grade K 9780358104926
Teacher Assessment Guide Grade K 9780358104933
Poster Collection Grade K 9780358105039
Singapore Math Fact Fluency Grade K 9780358105138
Student Edition Set Grade K 9780358116769
Extra Practice and Homework Set Grade K 9780358116868
CCSS Teacher Edition Set Grade K 9780358116967

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

Math K-8 Review Tool

The K-8 review criteria identifies the indicators for high-quality instructional materials. The review criteria supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our review criteria evaluates materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations