The materials reviewed for Math in Focus: Singapore Math Grade 2 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 2, page 7, Problem 4 states, ”Find the value of 267 + 348. Show your work and write your answer in the blank below. 267 + 348 = ____.”  (2.NBT.7)

• In Chapter Test 5, page 32, Problem 2 states, ”How many inches long is the yarn? a) 0 inch; b) 2 inches; c) 5 inches; d) 7 inches.” A picture with a ruler and yarn spanning from the two inch mark to the seven inch mark is given. (2.MD.1)

• In Chapter Test 7, page 54, Problem 2 states, “The bar graph shows the favorite fruit of some children. How many children like apples or pears?” (2.MD.10)

• In Chapter Test 11, page 86, Problem 4 states, “Draw lines to divide each rectangle into thirds. Show two different ways. For each way, color one third of the rectangle.” Two rectangles are provided. (2.G.3)

• In Cumulative Review 1, page 43, Problem 1 states, “There are 95 students at a book fair. 34 of them are first graders. The rest are second graders. How many second graders are at the book fair?” A bar diagram is given, and students fill in the circle for the correct answer of: 31, 61, 62, or 129. (2.OA.1)

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 4, page 28, Problems 2, 4, 5, 6, and 7, assess 3.OA.8 (Solve two-step word problems using the four operations). Problem 5 states, ”A farmer has 365 apples and pears in all. He has 149 pears. How many more apples than pears does he have?” A blank bar model and blank equation are given. This problem is aligned to 2.OA.1 (Use addition and subtraction within 100 to solve one and two-step word problems). However, these numbers exceed grade level expectations because they contain numbers greater than 100.

• In Chapter Test 8, page 63, Problem 4 states, “Alyssa has 12 stickers. She gives an equal number of stickers to 3 friends. How many stickers does each friend get?” This problem aligns to 3.OA.2 (Interpret whole-number quotients of whole numbers).

• In Chapter Test 10, page 79, Problem 2 states, “The clock shows the time Kiara reaches school in the morning. (7:15) She takes 15 minutes to travel from home to school. What time does Kiara leave home for school?” This problem aligns to 3.MD.1 (Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes).

Additionally, the entire Chapter 6 and Chapter 9 assessments assess Grade 3 standards. In Chapter 6, Assessment Guide Teacher Edition, all problems (1 - 7) assess 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one step word problems involving masses or volumes that are given in the same units. Examples include:

• Problem 1, page 37, states, “What is the mass of the ball?” A ball on a spring scale is pictured with the line pointing to 300g.

• Problem 5, page 40, states, “A gardener has 27 kilograms of soil. She uses 11 kilograms. How many kilograms of soil does she have left? Draw a bar model to help you solve the problem. Show your work and write your answer on the blank below. The gardener has ___ kilograms of soil left.”  

• Problem 7, page 42, states, “The mass of a watch and two identical balls is 900 grams. The mass of the same watch and one of the balls is 650 grams. Find the mass of a ball. Find the mass of the watch. Show your work.”

The materials reviewed for Math in Focus: Singapore Math Grade 2 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 provide teachers with information to form small differentiated learning groups.

Students engage with extensive work to meet the full intent of 2.NBT.7 (Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds). Examples include:

• In Section 2.2, Add within 1,000 without Regrouping, Learn, Problem 4, page 69, students solve, “There are 871 adults and 27 children at a concert. How many people are at the concert? Add 871 and 27 to find out.” 

• In Section 2.3, Adding with Regrouping in Ones, Try, Problem 2, page 79, students add, “136 + 27.”  

• In Section 3.5, Subtracting with Regrouping in Hundreds, Tens, and Ones, Try, Problem 1, page 159, students subtract, “241 - 163.”  

• In Section 3.6, Subtracting Across Zeros, Problem 11, page 170, students “Subtract. Show your work. 300 - 195 = ____.” 

Students engage with extensive work to meet the full intent of 2.MD.1 (Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes). Examples include:

• In Section 5.1, Measuring in Meters, Hands-on Activity, Problem 3, page 261, students “Use the meter stick to measure the lengths of the objects.” Students record measurements in a table with the following headers: “The height of your classroom door, The width of your classroom door, The length of your desk, The length of your teacher’s desk.” 

• In Section 5.2, Measuring in Centimeters, Independent Practice, Problems 4 and 5, page 275, students measure lines in centimeters. 

• In Section 5.5, Measuring in Feet, Hands-on Activity, Problem 2, page 305, students “Use a foot ruler to measure the length of each object.” Students record the lengths in feet of seven predetermined items on a table. 

• In Section 5.6, Measuring in Inches, Independent Practice, Problems 1-2, page 315, students “Measure each line. Use an inch ruler.” Problems 1 and 2 contain pictures of lines that students measure in inches.   

Within Chapter 7, Graphs and Line Plots, students engage with the full intent of 2.MD.10 (Draw a picture graph and a bar graph and solve simple problems using information given in a bar graph). Examples include:

• In Section 7.1, Picture Graphs, Hands-on Activity, Problem 1-4, page 10, students, “Make a list of four possible snacks. Conduct a survey to find out what your classmates’ favorite snacks are. Then, record your data in the tally chart. Use the tally chart in 2 to complete the picture graph. Write a question from the picture graph. Get your partner to answer the question.” 

• In Section 7.2, Bar Graphs, Hands-on Activity, Problems, 1-4, pages 19-20, students, “Make a list of four possible places to go. Have your classmates choose a favorite place. Then, record your data in the tally chart. Use the tally chart in 2 to draw a bar graph. Write a question from the bar graph. Get your partner to answer the question.” 

• In Section 7.2, Bar Graphs, Try, Problem 7, page 22, students use the bar graph titled, “Number of Books Read,” to solve, “The children read ___ books in all.” 

Students do not have the opportunity to engage in extensive work with 2.OA.3 (Determine whether a group of objects [up to 20] has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends). Examples include:

• In Section 8.4, Odd and Even Numbers, Hands on Activity, Problem 1, page 94, states, “Take 7 (cubes). Group them in this way. (given model). Do you have an even or odd number of cubes? Why?” On page 95, Try, Problem 1 states, “Circle to make groups of 2. Then, answer each question.” Students are presented with a picture of 16 triangles in two rows of eight. They solve, “Is 16 an even or odd number?” In Independent Practice, page 97, Problem 1 states, “Circle to make groups of 2. Answer each question. Then, fill in each blank with odd or even.” Eleven dolphin erasers are given in a picture. Students solve, “Are there any (dolphins) left? How many left? 11 is an ___ number.” 

Students do not have the opportunity to engage in extensive work with 2.NBT.1a (100 can be thought of as a bundle of ten tens — called a "hundred"). Examples include:

• In Section 1.1, Counting to 1,000, Learn, Problem 1, page 7, students, “Put ten (ten blocks) together to make (hundred block).” A picture of 10 ten blocks is given pointing to a hundred block and the caption, “100 one hundred.” 

Materials present limited opportunities for all students to engage with extensive work to meet the full intent of 2.NBT.3 (Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form). Examples include:

• Standard 2.NBT.3 is addressed in Chapter 1, Numbers to 1,000. Students have limited opportunities to write numerals, write the number name, and write the expanded form of a three-digit number.

Students do not have the opportunity to engage in extensive work with 2.NBT.6 (Add up to four two-digit numbers using strategies based on place value and properties of operations). Examples include:

• In Section 2.6, Adding Four 2-Digit Numbers, Independent Practice, Problems 15 and 16, page 104, students add and show their work. Problem 15 states, “38 + 13 + 14 + 41 = _.” Problem 16 states, “53 + 24 + 25 + 32 = _.”

Students do not have the opportunity to engage with extensive work with 2.MD.2 (Measure the length of an object twice, using length units of different lengths of the two measurements; describe how the two measurements relate to the size of the unit chosen). Examples include:

• In Section 5.7, Comparing and Ordering Customary Lengths, Independent Practice, Problem 5, page 326, students “measure the height of a table using inches. Then, measure the height using feet. Did it take more inches or more feet to measure the height? Explain.”

Students do not have the opportunity to engage in extensive work with 2.MD.7 (Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.). Examples include:

• In Section 10.1, Reading and Writing Time, Independent Practice, Problems 9-14, page 212, students write the time on each clock. Problem 9 displays a clock with the time 9:15. Problem 10 displays a clock with the time 7:50. Problem 11 displays a clock with the time 12:30.