Alignment: Overall Summary

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for focus and coherence within Gateway 1, and they partially meet expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet expectations for Gateways 1 and 2, they are not reviewed for usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

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Partially Meets Expectations

Gateway 1:

Focus & Coherence

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

Gateway 2:

Rigor & Mathematical Practices

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

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
N/A
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Partially Meets Expectations

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Gateway One Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 partially meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. The materials partially meet the expectations for being coherent and consistent with the standards. The objectives for the materials are shaped by the CCSSM cluster headings, and the materials are viable for one school year. However, the materials do not give extensive work with grade-level problems and there are missed opportunities to foster coherence.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The assessments do not include any above grade-level items.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet expectations that they assess grade-level content. The instructional materials include summative assessments for each module and quarterly assessments for Modules 3, 6, 9, and 12. The summative assessments include interviews, performance events, and check-ups for each module.

The following examples represent assessment items aligned to Grade 2 standards:

  • In Module 12, Check-Up, students divide a rectangle into halves, fourths, and thirds (2.G.3).
  • In Module 5, Check-Up, students solve 2 digit plus 1 digit addition problems and represent their addition strategy with hops on a number line (2.NBT.7).
  • In Module 3, Quarterly Assessment, students match the written notation of a 3-digit number with its numeral representation (2.NBT.1).

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet the expectations for having students and teachers using the materials as designed and devoting the large majority of class time to the major work of the grade. Overall, the materials devote at least 65% of class time to major work.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 meet expectations for spending a majority of instructional time on major work of the grade.

To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined. Review and assessment days are included:

  • The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 5 out of 12, which is approximately 42%.
  • The approximate number of lessons devoted to major work (including supporting work connected to the major work) is 102 out of 144, which is approximately 71%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 111 out of 156, which is approximately 71%.

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 71% of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
5/8
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 partially meet the expectations for being coherent and consistent with the standards. Supporting work is partially connected to the major work of the grade, and the amount of content for one grade-level is viable for one school year and fosters coherence between the grades. Content from prior or future grades is not clearly identified, and the materials do not give extensive work with grade-level problems. The objectives for the materials are shaped by the CCSSM cluster headings, but there are missed opportunities to foster coherence through connections at a single grade.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

In Grade 2, lessons utilize supporting work to enhance focus and coherence by engaging students in the major work of the grade, however most lessons involving supporting content do not.

Examples of supporting content enhancing major work include:

  • In Module 2, Lesson 10, students review strategies to double the numbers 1 to 9 (2.OA.2 - major work and 2.OA.3 - supporting work).
  • In Module 11, Lesson 12, students solve word problems involving money (2.MD.C - supporting work and 2.OA.1 - major work).
  • In Module 6, Lesson 10, students graph using multiple categories. The teacher then discusses with the students and asks questions such as, "How many more students voted for invisibility than super-strength? How many fewer students voted for super-strength than flight?" By discussing these questions, the materials are supporting the major work of the grade (2.MD.10 - supporting work and 2.OA.1 - major work.)
  • In Module 6, Lesson 11, students graph using multiple categories. The teacher then discusses with the students and asks questions such as, "What is the difference in the number of clowns which wear a green nose and the number of clowns which wear a yellow nose? How many total clowns are there?" (2.MD.10 - supporting work and 2.OA.1 - major work).

Examples of supporting content treated separately include:

  • In Module 1, Lesson 4, students sit in a circle and count by 1’s. (2.NBT.2) This activity is not connected to the rest of the lesson where students sort groups into odd and even numbers. (2.OA.3).
  • In Module 8, Lesson 9, students tell time to the nearest 5 minutes. In this lesson, one problem allows the students to make connections between skip counting by 5’s and telling time (2.MD.7).
  • In Module 8, Lesson 10, students tell time to the nearest 5 minutes (2.MD.7). Students do skip count by 5’s in the opener (2.NBT.2- major work), however there is no connection made between the opening and telling time to the nearest 5-minutes nor is there a connection made during the lesson.
  • In Module 8, Lesson 11, students identify fifteen minutes past the hour as a quarter past (2.MD.7). The lesson is isolated and students are not participating in skip counting, showing the clock as a number line (2.NBT.2).
  • In Module 9, Lesson 12, students create line plots (2.MD.D). However, students are not answering questions of how many fewer or how many more? (2.NBT.B).

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet expectations that the amount of content designated for one grade-level is viable for one year.

There are  a total of 156 instructional days within the materials.

  • There are 12 modules and each module contains 12 lessons for a total of 144 lessons.
  • There are 12 days dedicated to assessments.

In addition, each module includes three investigation problems and four problem solving activities. These are embedded into lesson activities.

According to the publisher, “The Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 ½ weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.”

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
0/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 do not meet expectations for the materials being consistent with the progressions in the Standards. The materials do not develop according to the grade-by-grade progressions in the standards. The materials do not present opportunities for students to engage with extensive work of the grade.

Content from prior grades or future grades is not clearly identified and related to grade-level work. Prerequisite standards from previous grades is identified in the Focus section of the materials, however; the lessons themselves do not address specifically which standards were prerequisite in the content. Additionally, no prior grade standards are identified within the lesson. For example:

  • In Module 1, Investigation 2, students identify odd and even numbers then identify if they ended up with more odd than even and if they did the experiment again, would it end up the same. This content introduces probability concepts into elementary grades, and loses the focus on odd and even numbers.
  • In Module 12, Lesson 6, students count with fractions and say the fraction of the shape that is shaded. The intent of 2.G.3 is not to use the term fraction, but to identify halves, fourths, and thirds.
  • Module 12, Lesson 9, students engage in measurement that is not part of the progression for second grade. The focus in measurement and data for this grade is around the concept of length. This work introduces students to weight in the form of pounds. This is not a direct correlation to work at the grade-level below or above with a clear connection.
  • Module 12, Lesson 10, students are engaged in measurement using kilograms. The focus in second grade for measurement and data is on length. This work is not clearly stated for a connection to above grade-level work, that is connected to the progression.

The instructional materials do not do not give students extensive work with grade-level problems so that they meet the full intent of the grade-level standards. Examples include:

  • 2.MD.2, measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Students are given two opportunities during the reflection step of Module 4, Lesson 12 and in Module 9, Lesson 10 when students measure using two different units and explain why one has more units than the other.  
  • 2.MD.5, use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit, and equations with a symbol for the unknown number to represent the problem. This is addressed is in Module 6, Lesson 5.
  • 2.NBT.2, count within 1,000; skip count by 5’s, 10’s, and 100’s. Students count in Module 3, Lesson 8; Module 5, Lesson 1; Module 5, Lesson 8; and Module 11, Lesson 1.
  • 2.NBT.4, compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons. Students compare two three-digit numbers in three lessons: Module 1, Lesson 3; Module 3, Lesson 6; and Module 3, Lesson 7 (however in this lesson students do not use symbols).
  • 2.NBT.6, add up to four two-digit numbers using strategies based on place value and properties of operations. Students add up to four two-digit numbers in one lesson, Module 6, Lesson 6.
  • 2.NBT.8, mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Students add or subtract in one lesson, Module 3, Lesson 8.
  • 2.NBT.9, explain why addition and subtraction strategies work, using place value and the properties of operations. There are no lessons that address this standard.
  • 2.OA.2, fluently add and subtract within 20 using mental math strategies. Students use mental math such as a doubles strategy and count on strategy through Modules 1-5. This standard is not addressed again for the remainder of the year which does not support the fluency of this standard.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title.

The materials include learning objectives that are visibly shaped by cluster headings.

  • In Module 2, the learning target “identify time to the nearest hour and half hour,” is shaped by 2.MD.C (work with time and money).
  • In Module 5, the learning target “solve subtraction word problems,” is shaped by 2.OA.A (represent and solve problems involving addition and subtraction).
  • In Module 4, the learning target “solve length word problems,” is shaped by 2.MD.B (relate addition and subtraction to the length).

The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.

  • In Module 4, Lesson 10, Steps, students solve word problems (2.OA.A) using units of length to add and subtract (2.MD.B).
  • In Module 6, Lesson 9, Steps, students solve two-digit addition word problems (2.OA.A) with sums greater than 100 (2.NBT.B). For example, “78 cars are parked on the top floor of a parking garage. There are 65 fewer cars parked on the top floor of the parking garage than the bottom floor. How many cars are parked on the bottom floor?”

However, there are a few missed opportunities to foster coherence through connections at a single grade, for example:

  • In Module 5 Lessons 2 and 10, students use a variety of strategies to add and subtract two digit numbers, including using a number line and ‘make ten’ (2.NBT.A). However, place value is not referenced, so there is a missed connection to 2.NBT.B.
  • In Module 12 Lesson 3, students create halves and fourths from shapes (2.G.A). A connection to reinforce money through 2.MD.C (dollars as the whole, ¼ as 1 quarter, etc.) is omitted.

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

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Gateway Two Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for Gateway 2. The instructional materials partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application, and they partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
5/8
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Criterion Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The materials give attention throughout the year to individual standards that set an expectation of procedural skills and fluency, but provide few opportunities to engage students in non-routine application problems. The instructional materials inconsistently embed opportunities for students to independently develop conceptual understanding and over-emphasize fluency, procedures, and algorithms.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include some problems and questions that develop conceptual understanding throughout the grade-level. Students have few opportunities to independently demonstrate conceptual understanding throughout the grade.

Cluster 2.OA.A includes representing and solving problems involving addition and subtraction. Modules 5, 6, 7, 8, and 9, explore a variety of real-world applications using a few mathematical representations.

Some opportunities exist for students to work with addition and subtraction addressing conceptual understanding through the use of some visual representations and different strategies. For example:

  • In Module 8, Lesson 1, Step 3, Teaching the Lesson, “Organize the students into groups and distribute the base 10 blocks. Project the word problem (slide 1). Explain that Mr. Lee is carrying some base-10 blacks in a bag and that the blocks total 75. The students can then work in their groups to figure out the blocks the teacher might have in his bag. Explain that there are many possible combinations of tens and ones blocks and that one point will be awarded for each combination each group lists.”
  • In Module 9, Lesson 2, Step 2, Starting the Lesson, “Project the empty number line (slide 1). Ask, What are some different numbers that we can show on this number line? Guide the students to explain that any number can be shown, as there are no marked numbers to act as benchmarks. On the left-hand side of the number-line mark the number 218. Ask, How can you show the number that is 100 greater? What about 200 greater? Choose a volunteer to draw jumps above the number line to show 318 and then 418. Reinforces that the size of each jump is not really important on an empty number line. Rather, it is the thinking behind the jumps being made. Repeat the activity by writing new three-digit numbers and having the students find a number that is 100, 200, or 300 greater.”
  • In Module 10, Lesson 2, Step 3, Teaching the Lesson, “Project the word problem (slide 11), reading the problem aloud before asking, How could you figure out the amount of money that Sandra has left? Encourage the students to select resources (base-10 blocks, a number line, or the number chart) to help describe a variety of strategies and find the answer. Highlight the place value strategies.”

However, the instructional materials do not regularly provide students opportunities to independently demonstrate conceptual understanding throughout the grade-level.

  • In Module 1, Lesson 10, Student Journal 1.10, “Reviewing the count-on strategy.” Students are given dominoes to count-on and write the number sentence. Students don’t necessarily have to use the count-on strategy in order to solve the problem.
  • In Module 1, Lesson 11, Step 2, Starting the Lesson, “Point to the vertical strip of numbers that is shown down the left-hand side. Clarify that these numbers show the totals. The numbers on the right-hand side show the parts. One part in each question is missing. Work through the equations, one at a time…” Students are not given any help in figuring out the missing numbers.
  • In Module 8, Lesson 3, Step 3, Teaching the Lesson, “Say, I am going to give each pair of you 5 tens blocks and 15 ones blocks for this activity. Distribute the blocks and have students check that they have the correct value of the blocks. Project slide 1 as shown and discuss the points below: What is this question asking? How many blocks will you need to solve the problem? (5 tens and 5 ones.) Have students line up their 5 ten blocks and 5 ones blocks, placing their spare 10 ones blocks to one side. What number are you subtracting from 55? (46) If you use 5 ten blocks and 5 ones blocks, will you be able to show how to subtract 46? (No.) Have a volunteer demonstrate why." Students do not build conceptual understanding of subtraction with regrouping since the students are told exactly how to set up their problem to solve it.
  • In Module 11, Lesson 10, Student Journal 11.10, “Write the missing numbers.” Students are given a selection of coins and a table showing how many of each coin is present and then asked to fill in the blank. For example, 4 dimes, 2 nickels and 3 pennies are shown. 4 dimes is ______¢. Students do not build conceptual understanding of money and its connection to the place value system.

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. Materials attend to the Second Grade fluencies add and subtract within 20.

The instructional materials develop procedural skills and fluencies throughout the grade-level. Opportunities to formally practice procedural skills are found throughout practice problem sets that follow the units. Practice problem sets also include opportunities to use and practice emerging fluencies in the context of solving problems. Ongoing practice is also found in Assessment Interviews, Games, and Maintaining Concepts and Skills.

The materials attend to the Second Grade expected fluencies, fluently add and subtract within 20 using mental strategies (2.OA.2). By the end of second grade, know from memory all sums of two one-digit numbers.

In addition, the instructional materials embed opportunities for students to independently practice procedural skills and fluency:

  • In Module 2, Lesson 9, Maintaining Concepts and Skills, students practice adding and subtracting within 20.
  • In Module 12, Lesson 1, Maintaining Concepts and Skills, “This lesson provides projectable practice that is designed to foster fluency of basic facts. Project or read the facts to the students, allowing a few seconds between each fact that you show or read. Be sure to alternate this delivery from one lesson or module to the next. Roll over the image below to reveal the focus of the content.” Students are practicing fluency with 20.
  • Maintaining Concepts and Skills lessons incorporate practice of previously learned skills from the prior grade level. For example, Maintaining Concepts and Skills in Module 3, Lesson 10, provides practice for adding within 20.
  • Each module contains a summative assessment called Interviews. According to the program, “There are certain concepts and skills, such as the ability to route count fluently, that are best assessed by interviewing students.” For example, Module 6’s Interview 1 and 2 has students subtracting within 20.
  • Fundamentals Games contain a variety of computer/online games that students can play to develop grade level fluency skills. For example, Total Ten, students demonstrate fluency of adding within 20 (2.OA.2).
  • Some lessons provides opportunities for students to practice the procedural fluency of the concept being taught in the Step Up section of the student journal.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations that the materials are designed so that teachers and students spend time working with engaging applications of the mathematics.

The instructional materials have few opportunities for students to engage in non-routine application throughout the grade-level. There is little variety in situational contexts/problem types. Engaging applications include single and multi-step word problems presented in a context in which the mathematics is applied, however, these problems are often routine, and students have few opportunities to engage with non-routine application problems.

Examples of routine application problems include, but are not limited to:

  • In Module 2, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1 and has students read and find a solution to word problems. “Manuel has planted six seedlings in the garden. Kosa has planted one more seedling than Manuel in the same garden. How many seedlings are planted in total?”.
  • In Module 3, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1 and has students read and find a solution to word problems. “There are some people on a bus. Four more people get on the bus. There are now nine people on the bus. How many were on the bus before?”.
  • In Module 6, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1 and has students read and find a solution to word problems. “Emilia and Tyler are each using blocks to represent a two-digit number. Together they have 6 tens blocks, and 9 ones blocks. What possible numbers could their blocks be representing?”.
  • In Module 7, Lesson 8, Whole Class, Step 3, Teaching the Lesson addresses standard 2.OA.1, “Project slide 2, as shown and read the problem aloud. Then discuss the points below (SMP 2): Norton has $72 in savings. Yasmin has $45 in savings. How much more money does Norton have?”.
  • In Module 7, More Math Problem Solving Activities, Activity 4 addresses standard 2.OA.1, “Cooper has $65 in savings. Sara has $10 less than Cooper. Sara spends $28 at the store and gives $5 to her brother. How much money does Sara have left?”.
  • In Module 8, Lesson 5, Student Journal 8.5, addresses standard 2.OA.1, “Read each problem. Then color the label to show your estimate. a. The movie runs for 96 minutes. Evan pauses the movie after 54 minutes to make some popcorn. About how many more minutes will the movie run?”.
  • In Module 9, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1, “Noah is on vacation. He pays $502 for the hotel, $86 for food, and $219 for a tour package. How much does Noah pay in total?”.
  • In Module 10, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1, “Nancy buys a bicycle for $172. Cody buys a bicycle for $5 less. How much did Cody spend?”.
  • In Module 11, More Math, Problem Solving Activities, Activity 4 addresses standard 2.OA.1, “ Teresa has 3 bags of apples. Each bag has three apples in it. How many apples does Teresa have in total?”

There are no instances where students engage in non-routine problems.

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the materials, but there is an over-emphasis on procedural skills and fluency.

There is some evidence that the curriculum addresses conceptual understanding, procedural skill and fluency, and application standards, when called for, and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized. The materials have an emphasis on fluency, procedures, and algorithms.

Examples of conceptual understanding, procedural skill and fluency, and application presented separately in the materials include:

  • In Module 4, Lesson 2, Student Journal 4.2, students solve subtraction problems with a number track. For example, “2. Write an equation to match what is shown on each number track.”
  • In Module 8, Lesson 3, Student Journal 8.3, students use conceptual understanding to solve subtraction with regrouping problems. For example, “1. In the pictures below, a tens block has been regrouped as 10 ones blocks. Cross out blocks and complete the sentences to figure out the difference.”
  • In Module 9, Lesson 6, Step 3, Teaching the Lesson, students use conceptual understanding to solve addition problems. “Use base-10 blocks to demonstrate using a place-value method to find the total. As you demonstrate with the blocks, discuss the points below “How many hundreds are there? How many tens? How many ones? What is the total of the hundreds, tens, and ones? How do you know? Discuss the different ways of calculating the total from this point.”
  • In Module 8, More Math, Problem Solving Activities, Activity 4, “A Grade 2 class has 121 prizes in their prize box. Students pick a prize after they earn 10 stars. In the first week of school, 17 students win a prize, 28 students win a prize in the second week. How many prizes are left after the second week?” (2.OA.1)

Examples of students having opportunities to engage in problems that use two or more aspects of rigor, include:

  • In Module 6, Lesson 9, Student Journal 6.9, students use conceptual understanding and application to solve two-digit numbers, “1. Add the tens blocks then add the ones blocks. Write an equation to match.”
  • In Module 7, Lesson 6, Student Journal 7.6, students use conceptual understanding and application to solve subtraction problems with a number line. For example, “1. Alisa’s jump was 53 inches and Allan’s jump was 75 inches. Count on to figure out the difference. Draw jumps to show your thinking. Then complete the equation.”

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
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Criterion Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. The materials identify the Standards for Mathematical Practice and use them to enrich mathematics content within and throughout each applicable grade, and partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. The materials partially attend to the specialized language of mathematics.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

All eight MPs are clearly identified throughout the materials. For example:

  • The Math Practices are identified in the Lesson Contents for each Module, within each lesson, and in the Standards for Mathematical Practices document found in each module by clicking on grade level, module, mathematics, and then mathematical practices.
  • Videos for each module can be found under the Resources tab which explains the Math Practices and Habits of Mind in order for teachers to understand the practices.
  • A table is provided to show which mathematical practices are in each lessons.
  • Resources tab states that each practice standard is “experienced, practiced, and enhances as a result of working on meaningful problems”.

At the beginning of each lesson, the MPs are identified with a description of how the students engage with the MP in the lesson, for example, Module 9, Lesson 9, “In this lesson, students begin to develop personal referents for lengths of 1 centimeter and 10 centimeters.” The MPs are used to enhance the mathematical content and are not treated separately from content in lessons.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for carefully attending to the full meaning of each practice standard. The materials do not attend to the full meaning of MPs 4 and 5.

For MP4, students are given models to use and have few opportunities to develop their own mathematical models. In addition, students have few opportunities to compare different models in problem contexts, for example:

  • In Module 3, Lesson 7, Step 2, Starting the Lesson, the teacher is playing a game with the students where they say 10 and 100 more or less than a number. “...You may also wish to display or refer students to a hundred chart to support students who require it, modeling the way in which this resource can be used to identify numbers that are 10 more or less - SMP4.)”
  • In Module 8, Lesson 2, Step 2, Starting the Lesson, “At the end of each round have the students sit in their groups while the class discusses and explores the possibilities. Ask them to draw a picture of the blocks used to make the groups. (SMP4)” Students do not choose how to model the groups..
  • Module, 10, Lesson 1, Step 3, Teaching the Lesson, “Project slide 2 and distribute the support pages. Have pairs of students use the eight number lines on their page to show how to figure out the eight problems. (SMP4)” Students do not choose which model to use.

For MP5, students are given few opportunities to use tools strategically, as they are most often given the tools to use for a problem, for example:

  • In Module 3, Lesson 1, Step 3, Teaching the Lesson, “Using the blocks shown here, what will we write in the hundreds place? Have a student write 5 in the hundreds place on the expander (SMP5).”
  • In Module 8, Lesson 1, Step 3, Teaching the Lesson, “Organize students into groups and distribute the base 10 blocks. Project the word problem (slide 1). Explain that Mr. Lee is carrying some base ten blocks in a bag and that the blocks total 75. The students can then work in groups to figure out the blocks the teacher might have in his bag. (SMP5)”
  • In Module 10, Lesson 4, Step 3, Teaching the Lesson, “Have each group confirm the difference using base ten blocks and number lines. (SMP5)”

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 do not meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

There are no opportunities in the Student Journal or assessments for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the Steps portion of the lesson. Teachers are given sentence stems and questions to engage students in the construction of arguments and to analyze student thinking.

Examples where the materials do not prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • In Module 3, Lesson 1, Step 4, Reflecting on the Work, “Refer to Question 2a and ask, How does the answer differ from the number 45? (45 is a two-digit number. You would need four tens, not hundreds, to show 45.) Continue to ask students to justify their reasoning as they share answers in this section. (SMP3)”.
  • In Module 5, Lesson 3, Step 3, Teaching the Lesson, “Invite students to model their strategies on the board. Make sure they verbalize their strategies as they draw the jumps. (SMP3)”.
  • Module 8, Lesson 4, Step 3, Teaching the Lesson, “Direct the students’ attention to the list of subtraction equations created in the earlier game. Ask, What do you notice about these equations? (SMP 3)”.

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Teacher guidance, questions, and sentence stems for MP3 are found in the Steps portion of the lessons. In some lessons, teachers are given questions that prompt mathematical discussions and engage students to construct viable arguments, and in other lessons, teachers are provided questions and sentence stems to facilitate students in analyzing the arguments of others, and to justify their answers.

Examples where teachers are provided guidance to engage students in constructing viable arguments and/or analyze the arguments of others include, but are not limited to:

  • In Module 2, Lesson 3, Step 2, Starting the Lesson, teachers are prompted with, “Encourage students to challenge the position and explain why you are incorrect (SMP3). Discuss the way in which students can question and critique others respectfully after this comment (SMP3).”.
  • In Module 7, Lesson 5, Step 2, Starting the Lesson, teachers are prompted with, “Have students discuss and critique the methods in which the difference was found.”.
  • In Module 8, Lesson 5, Step 3, Teaching the Lesson, teachers are prompted with, “Encourage students to share their strategies.”.
  • In Module 9, Lesson 1, Step 3, Teaching the Lesson, teachers are prompted with, “Ask the students to identify when it would be easier to use the turnaround and when it would be harder.”.

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 2 partially meet expectations for explicitly attending to the specialized language of mathematics.

Accurate mathematics vocabulary is present in the materials, but there are no instructions on how to use the language of mathematics. While vocabulary is identified throughout the materials, there is no explicit directions for the instruction of the vocabulary for the teacher in the Steps portion of the lesson. Examples include but are not limited to:

  • Vocabulary for each module is found under Mathematics, Vocabulary Development. Vocabulary identified in bold print is developed throughout the module. The targeted module vocabulary words can be printed onto cards under the Resources tab. For example, in Module 1, vocabulary includes words such as addition, even, and odd.
  • The vocabulary words do not have the definitions.
  • Not all the vocabulary words are in the glossary, for example, straight sides.
  • Materials use the term “Turn around facts” and “friendly pairs,” which is not accurate terminology.
  • Each module contains a parent newsletter. The newsletter highlights key vocabulary and provides the definition for parents in the Glossary section of the newsletter.

Gateway Three

Usability

Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

Indicator 3g

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. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
N/A

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3q

Materials encourage students to monitor their own progress.
N/A

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

Indicator 3u

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 (e.g., modifying vocabulary words within word problems).
N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

Indicator 3x

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

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
N/A

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
N/A

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A

Additional Publication Details

Report Published Date: 05/28/2019

Report Edition: 2017

Title ISBN Edition Publisher Year
The Space Party 9.78192E+12 ORIGO Education 2010
Pieces And Parts 9.78193E+12 ORIGO Education 2017

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. 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).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, 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.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric 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 rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric 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.

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