The instructional materials reviewed for My Math Florida Kindergarten meet expectations for assessing grade-level content. There are no assessment items that assess probability, statistics, and similarity/congruence.

In the Florida Assessment Guide for My Math Florida, there are four types of year-long assessments and implementation suggestions (pages iv-v).

• Countdown to FSA contains 20 weeks of two-page practices with five problems each.
• Chapter tests contain problems that assess all of the standards presented in the chapter.
• Performance Tasks for each chapter measure students’ abilities to integrate knowledge and skills across multiple standards.
• Benchmark Assessments address content prior to the assessment point and include a performance task.

The materials in the print Florida Assessment Guide for My Math Florida cannot be edited; however, assessments on the digital platform can be edited. The following assessment items from the print Florida Assessment Guide assess above grade-level content but can be omitted or modified in the digital platform:

• Chapter 3 Test, Question 6, students continue counting by ones from 87 to 90 and write each number. Writing numbers above 20 aligns to 1.NBT.1.1.
• Chapter 3 Test, Question 9, students count by tens from 30 to 60 and write the final number (60). Writing numbers above 20 aligns to 1.NBT.1.1.
• Chapter 3 Test, Question 11, students determine which number is one less than 16. Students relate subtraction to counting back, which aligns to 1.OA.3.5.
• Chapter 3, Performance Task, Part F, students count prices tags by tens from 10 to 30 and write the numbers. Writing numbers above 20 is aligned to 1.NBT.1.1.
• Chapter 11 Test, Question 3, students are shown a pattern of squares and circles and draw the shape that comes next. Creating and extending patterns aligns to 4.OA.3.5.
• Chapter 11 Test, Question 9, students are shown a pattern of rectangles, circles, and triangles and draw the shape that comes next. Creating and extending patterns aligns to 4.OA.3.5.
• Chapter 11, Performance Task, Part B, students are shown a pattern of squares, hexagons, and triangles and draw the shapes that come next. Creating and extending patterns aligns to 4.OA.3.5.
• Benchmark Test 1, Performance Task, Part A, students are asked to “write how many keys are on a piano?” There are 88 keys on a piano. Writing numbers above 20 aligns to 1.NBT.1.1.
• Benchmark Test 2, Question 18 “How many pennies long is the dart?” A picture of a dart and 7 pennies are shown. Measuring an object aligns to 1.MD.1.2
• Benchmark Test 3, Question 6, “Count by tens. Write the numbers.” Students count by tens from 10 to 60 and write the numbers. Writing numbers above 20 aligns to 1.NBT.1.1.
• Benchmark Test 3, Question 26, “How many paper clips long is the toothbrush?” The picture shows a toothbrush and 5 paper clips. Measuring an object aligns to 1.MD.1.2
• Benchmark Test 4, Question 15, “How many paper clips long is the rope?" The picture shows a piece of rope and 6 paper clips. Measuring an object aligns to 1.MD.1.2
• Benchmark Test 4, Question 20, “Count by 10s. Write the numbers.” Students count from 10 to 40 and write the numbers. Writing numbers above 20 aligns to 1.NBT.1.1.
• Countdown to FSA, 3 Weeks, Question 4, students draw the shape that comes next. A pattern of squares and triangles are shown. Creating and extending patterns aligns to 4.OA.3.5.
• Countdown to FSA, 2 Weeks, Question 3, students draw the shape that comes next. A pattern of triangles, circles, and squares are shown. Creating and extending aligns to 4.OA.3.5.
• Countdown to FSA, 4 Weeks, Question 1, students count by tens from 10 to 40 and write each number. Writing numbers above 20 aligns to 1.NBT.1.1.
• Countdown to FSA, 13 Weeks, Question 4, students count by tens from 60 to 90 and write each number. Writing numbers above 20 aligns to 1.NBT.1.1.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials spend a majority of class time on the major clusters.

• The approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to the major work) is seven out of 12, which is approximately 58 percent.
• The number of lessons devoted to the major work of the grade (including review days and supporting work connected to the major work) is 69 out of 104, which is approximately 66 percent.
• The number of days in the materials is the same as the number of lessons, so a count of days devoted to major work of the grade would be the same as the count of lessons.
• The amount of minutes in the materials is the same in each lesson, so the percentage of minutes devoted to major work of the grade would be the same as the percentage of lessons.

A lesson-level analysis is most representative of the instructional materials, as the lessons include major work, supporting work connected to major work, and review days embedded within each topic. As a result, approximately 66 percent of the instructional materials focus on the major work of the grade.

The instructional materials for My Math Florida Kindergarten meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Kindergarten.

• In Chapter 9, Lesson 5, Classifying Objects, students must count objects (K.CC) in order to classify objects into groups.
• In Chapter 8, Lesson 3, Measurement, students must count objects (K.CC) in order to estimate lengths of objects.
• In Chapter 11, Lesson 2, Two-Dimensional Shapes, students must count (K.CC) vertices and sides of objects.

The instructional materials for My Math Florida Kindergarten meet the expectations that the amount of content designated is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days.

• There are 160 days of instruction/assessment.
• Each lesson is designed for one day of instruction.
• Chapter assessments and reviews are calculated to take two instructional days per chapter.
• Each chapter also has remediation activities, enrichment activities, and chapter projects available.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems, and concepts are explicitly related to prior knowledge.

The materials develop according to grade-by-grade progressions in the standards and are clearly identified and related to grade-level work.

• Each chapter identifies how students will apply current learning to the next chapter and also in the next grade. For example, in Chapter 1, students are working on numbers 0-5. In Chapter 2, students will be learning to count, represent, and name number objects up to 10. (K.CC.1.1) This standard progresses to the Grade 1 standard, where students will be learning to read and write numerals and represent a number of objects with a written numeral up to 120 (Teacher Edition, 1F).
• Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade.
• There is no content from prior or future grade levels.
• The major work of the grade is found within the first seven chapters, and supporting work is found in the last five chapters.
• Each chapter has a page titled “What’s in this chapter?” This page explains the skills associated with each MAFS standard that is included within the chapter. An example of this can be found in Chapter 1, page 1F.
• Each chapter contains a section that explains what happened before, now, and next with each of the standards. An example of this can be found in Chapter 1, page 11A.
• The Teacher Edition has a page at the beginning of each chapter that shows what information the student should know before the chapter and also shows the progression to what standard will be taught in the next unit.

The materials give all students extensive work with grade-level problems.

• There are 89 lessons over approximately 160 days.
• 86 of the lessons provide work with grade-level problems.
• Two lessons address ordinal numbers, and one lesson addresses creating patterns, both of which are concepts that are not in the standards.
• Students are given time to explore and explain or problem solve in the beginning of all lessons.
• Lessons include sections that give students time to have extensive practice in the standards and also for the teacher to formatively assess students' learning.
• There are many supplemental lessons in the digital companion Teacher Edition to provide more extensive work on a standard if needed.
• Differentiated Instruction activities are available in the Teacher Edition for students who are approaching level, on level, and beyond level.

The materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

• In the Teacher Edition, each chapter contains a section called "What's the Math in this Chapter?" with information on what students should already know prior to entering Kindergarten. An example can be found on Chapter 1, page 1F.
• Each lesson in the chapter has a clearly identified section on coherence which states prior knowledge needed using the MAFS language. An example of this can be found in Chapter 1, on page 11A.
• Each chapter begins with a Readiness Quiz. This quiz can be taken in the Student Edition under "Am I Ready?" or in the digital companion.
• Each lesson begins with a review problem of the day that addresses prior knowledge; for example: Chapter 5, page 339B.

The instructional materials for My Math Florida Kindergarten meet the expectations that the materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the MAFS cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.

The materials include learning objectives visibly shaped by MAFS cluster objectives.

• The Chapter Overview of the Teacher Edition identifies each lesson as major, supporting, or additional work, and the learning objective is listed. For example, Chapter 1 focuses on major work of Counting and Cardnality. Lesson 1 has students counting 1, 2, and 3, then Lesson 2 has students writing 1, 2, and 3.
• Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.

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

• Activities in Chapter 1, Lesson 1 connect K.CC.4a with K.CC.4b and K.OA.1.
• Activities in Chapter 8, Lesson 3 address K.MD.1 with connections to K.CC.4b.
• Chapter 2 connects clusters under Counting and Cardinality.