The instructional materials reviewed for Ready Kindergarten meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

• Unit 1 Lesson 3 shows teachers how to deepen students’ understanding of the relationship between counting and the amount left over (K.CC.B).
• Unit 4 Lesson 16 shows teachers how to connect subtraction and addition (K.OA.A).
• Unit 5 Lesson 22 shows teachers how to find number pairs with teen numbers (K.CC.5).

Standard K.OA.1 focuses on representing addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

• In Unit 4 Lesson 14 Understand Addition students draw pictures of things they might add together (2+1), and then they add two of the items to another item using the words “add” and the “addition sign.” Students are given two different colors of connecting cubes to add. Students also use their cubes to write addition number sentences in order to connect what they made and what they write. Finally, students work with a partner to find the pairs of addends to make 4.
• In Unit 4 Lesson 16 Understand Subtraction students use counters to physically take a counter away when subtracting 5-1. Students also model number sentences with counters.

Cluster K.NBT.A addresses conceptual understanding of working with numbers 11-19 to gain foundations for place value.

• In Unit 5 Lesson 21 Understand Teen Numbers students first show how to count to 11 using their fingers and then use a partner to show an additional finger. Next they use ten blue counters and then add on 1 more red counter to show 11 and come to the understanding that 11 is 10 and 1 more. Students then use counters and 10-frames to add 10 and 1 more to conclude that they can count on from 10 instead of starting at 1. Finally, students fill a 10-frame with counters and add 1.

The instructional materials reviewed for Ready Kindergarten meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the course, including fluency to add and subtract within 5 (K.OA.5).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contain fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• In Unit 4 Lesson 15 students are provided opportunities to practice finding the sum of related facts (K.OA.5).
• In Unit 2 Lesson 8 students show combinations within 5 (K.OA.5) and practice rote counting to 30 on day 1 and day 3.
• In Unit 7 Lesson 29 Problem-Solving Connections includes three problems:
  • 1. “A dog has 3 spots on his ear and 5 spots on his body. How many spots does he have in all?
  • 2. There are 6 people. Some wear orange coats and the rest wear blue coats. How many people can wear blue coats and how many can wear orange coats?
  • 3. There are 8 leaves on the ground. 3 leaves are under a cone and the rest are not. How many leaves are not under a cone?”

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available in the Apple platform. The game does include the fluencies for Kindergarten.

The instructional materials reviewed for Ready Kindergarten meet the expectation for being 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.

Each lesson includes guided practice Practice Together and independent practice Practice by Myself where students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students are exposed to situations to apply addition and subtraction (K.OA.2). The following problems are examples of the application problems included in the instructional materials:

• Unit 2 Lesson 8: “How can you tell how many counters you need to draw to finish each picture so that it shows 6?”
• Unit 2 Lesson 10: “There are 5 jars of jam on a shelf. 3 more are put on the shelf. How many jars of jam are on the shelf now?”
• Unit 4 Lesson 15: Students think of an addition story problem they could tell using given numbers.
• Unit 4 Lesson 17: “There are 5 balloons. Some pop. Now there are 4 balloons left. How many balloons popped?”
• Unit 5 Lesson 21: “Bob has 8 blocks. He gets 2 more blocks. How many blocks does he have now?”

The instructional materials reviewed for Ready Kindergarten meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 1 Lesson 5 students use what they know (conceptual understanding) about whether a friend has more, the same, or fewer number of snacks. Students then use counters to identify the values. During Guided Practice students exhibit procedural skill and fluency as they count, identify sets, and compare sets to written numbers. Students then apply their knowledge during Independent Practice by counting a set, writing the number, and modeling a set that is either less than or more than.

In Unit 4 Lesson 14 students develop an understanding of the addition sign (conceptual understanding), see ‘plus’ in place of ‘and,” and use the plus sign under the word plus (procedural skill).

The instructional materials reviewed for Ready Kindergarten meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 3 Lesson 11: MPs 1, 2, 3, 4, 6, 7, and 8 are identified in the Lesson Overview. The SMP TIP in the lesson for MP1 states, “Allowing children sufficient time to think through the problem on their own encourages them to try different approaches if their first or second attempt does not work. This builds confidence in finding ways to use what they learned from those attempts to revise their thinking on subsequent attempts.” The SMP TIP in the lesson for MP6 states, “In counting the groups on this page to identify those showing 10, children must attend to precision, being sure to count each object only once to maintain the relationship between sequential number names and counted objects.” The SMP TIP in the lesson for MP7 states, “The Hands-On Activity requires children to use structure to determine where the count sequence breaks down as a means to identify the missing number. Alternate regular counting activities with ones like this to help reinforce structure.”
• Unit 4 Lesson 20: MPs 1, 2, 4, 6, 7, and 8 are identified in the Lesson Overview. The SMP TIP for MP2 states, “Using number sentences to describe story problems shows that children can reason quantitatively. They see that 2 and 3 is 5 when adding windows and that 4 and 1 is 5 when adding children. Encourage children to tell addition and subtraction story problems throughout the day to show that they can make sense of quantities and their relationships.” The SMP TIP for MP7 states, “Seeing the relationship between addition and subtraction facts helps children to look for and make use of structure. Encouraging children to use this relationship between addition and subtraction will help them to add and subtract more fluently.”
• Unit 5 Lesson 25: MPs 1, 6, 7, and 8 are identified in the Lesson Overview. The SMP TIP in the lesson for MP8 states, “Asking children to explain how they decided which numbers were wrong encourages them to express regularity in repeated reasoning. Continuing to have children count aloud and then identify mistakes in counting will help them look for and recognize repetitive actions in counting.”

The instructional materials reviewed for Ready Kindergarten meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

• MP1: In Unit 1 Lesson 1 students complete several word problems. The SMP TIP for MP1 in the lesson states, “Allowing children sufficient time to think through the problem on their own encourages them to try different approaches if their first or second attempt does not work. This builds confidence in finding ways to use what they learned from those attempts to revise their thinking on subsequent attempts.”
• MP2: In Unit 1 Lesson 3 students match a group of 4 counters to 4 apples helping them make sense of the abstract idea of 4 as a quantity. In Unit 3 Lesson 12 students develop an understanding that 10 is greater than 8 no matter the objects being counted or how they are arranged by comparing a quantity of 10 items to a quantity of 8 items.
• MP4: In Unit 4 Lesson 16 students model a subtraction problem by drawing a set of items and showing that some items are being taken away by circling those items or putting an X through them. Teachers are prompted to have students share their models and consider which models might be more useful than others.
• MP5: In Unit 4 Lesson 15 students complete addition problems and are able to use two-sided counters or 5-frames as tools for helping them complete the problems.
• MP7: In Unit 1 Lesson 6 students are asked to make observations about train cars colored yellow and blue. The SMP TIP in the lesson for MP7 states, “Asking children to make observations about how the cars are the same helps them to see single objects as being composed of smaller units in different ways. Encourage children to make similar observations about the different number pairs throughout the lesson.”
• MP8: In Unit 5 Lesson 24 students are developing skill in counting numbers up to 100. The SMP TIP in the lesson for MP8 states, “The Talk About It question encourages children to look for patterns in numbers. If time allows, ask children to describe other patterns they see in the hundreds chart.”

The instructional materials reviewed for Ready Kindergarten meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

• In Unit 1 Lesson 1 students look at the counting depicted on the student practice page and think about whether the objects on the page were counted correctly. The students discuss, “What is the mistake in counting the soccer balls? What is the mistake in counting the children?”
• In Unit 1 Lesson 5 students listen to the work of their peers’ and analyze their peers’ work by determining how their own explanations are similar and different.
• In Unit 3 Lesson 12 students listen to their peers and then ask questions or make comments about the explanations given for drawing an appropriate picture based on the number given.

The instructional materials reviewed for Ready Kindergarten meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

• In Unit 4 Lesson 19 the teacher is provided with the following prompt to help children develop a deeper understanding of problems completed involving subtraction within 10, “How are all the problems the same? How are they different? Why are the answers all the same?”
• In Unit 7 Lesson 32 Talk About It notes for the teacher include, “When children have completed the page, say: 'Work with a partner. How are your pictures alike? How are your pictures different?' Pictures will be alike in that they both show triangles and squares, but how those triangles and squares are combined can produce a variety of differences.”

The instructional materials reviewed for Ready Kindergarten meet the expectation for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers provide multiple ways for students to engage with the vocabulary of Mathematics.

• The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined.
• The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions.
• Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 4 Lesson 14 Step By Step states, “Introduce the term 'add' as a word for joining or putting together numbers.”
• Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students.
• Lessons contain language objectives. For example, Unit 4 Lesson 15 states: “Tell put-together and add-to addition problems to match a given picture. Count pictures to find the total for an addition sentence.”

The instructional materials reviewed for Ready Kindergarten meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose.

Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know and Explore Together sections. At the conclusion of lesson instruction, students complete exercises in the Practice Together and Practice by Myself that engage them in exercises to practice skills and in problems to apply learning.

The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Unit 3 Lesson 12 students compare two written numbers from 1 to 10. In the Lesson 12 Introduction the teacher is instructed to give one student six crayons and another seven. The teacher asks: “Who has more crayons? How do you know?” Students then work in pairs to compare six and seven counters to find out which has more. During Practice Together students use 10-frames to compare which number is less in a given pair of numbers. During the Practice by Myself Independent Practice Hands-On Activity “Make sets with more, less, and the same,” students are given thirty counters, 10-frame cards, and cards with six, seven, eight, or nine dots. Students engage with problems requiring them to choose a card and use counters to show more than that number. They continue using counters to show less than the number and the same as the number represented on their cards. In the Practice and Problem Solving Books, teachers are guided to have students complete more practice with ten frames and counters to compare different numbers within 10.

The instructional materials reviewed for Ready Kindergarten meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences.

Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing how what students learn in Kindergarten will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what students are learning in Kindergarten and what will happen in the next grade.

Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, Unit 1 Counting and Cardinality Numbers 1-5 is followed by Unit 2 Counting and Cardinality, Numbers 6 - 9. The Unit 2 sequence of lessons is as follows: Lesson 7 Count 6 and 7; Lesson 8 Make 6 and 7; Lesson 9 Count 8 and 9; Lesson 10 Make 8 and 9. In Unit 3 Counting and Cardinality, Numbers to 10 the sequence of lessons continues from Unit 2. Lesson 11 Count 10 is followed by Lesson 12 Compare Within 10. Lesson 13 Make 10 completes this sequence of lessons.

The instructional materials reviewed for Ready Kindergarten meet expectations that there is a variety in what students are asked to produce.

Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning.

Lessons are designed with a consistent routine that includes whole group, partner, and independent work. Problem, Talk About It, Hands-On Activity, Practice, and Problem Solving portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. Question types vary and include draw a model, short answer, solve, explain, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Lesson 11 students explain orally how to count sets of ten objects in different arrangements, represent a set of ten objects using counters in different arrangements, use numerals for 10 to show the total number of objects represented, and finally shade ten objects.

The instructional materials reviewed for Ready Kindergarten meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson students use a variety of manipulatives including two-color counters, bear counters, cubes, attribute blocks, geometric solids, ten-frame representations, and number bonds. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 15 students use red and yellow counters and a five frame to create an addition equation.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 30 students sort two-dimensional and three-dimensional shape cards onto a mat. During the Hands-on Activity, pairs of students are given either a geometric solid (i.e. sphere, cube, cylinder, or cone), or a an attribute block (i.e. circle, rectangle, square, triangle, or hexagon). Students search for similar shapes in the classroom and share their shape name and the classroom object that has the same shape.

The instructional materials reviewed for Ready Kindergarten meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

• Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 11 teachers are prompted to: “Discuss other size groups as well and note number pairs for 10...Ask: 'How many blue fish are there? (9) How many more will make 10? (1) Do you see one object you could add to the group to make 10?' (the seahorse or the snail)”
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 5 Mathematical Discourse Talk About It states: “When children have completed this page, say: 'Work with a partner. Was it easier for you to compare the plates and cups or to compare the dots? Why?'” There are also examples of possible responses for the teacher.

The instructional materials reviewed for Ready Kindergarten meet expectations that they 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.

The instructional materials provide resources to support teacher planning.

• The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
• The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson.
• Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
• The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

• At a Glance explains what students will be doing during each component of the lesson.
• Step by Step organizes the lesson into chunks and provides guiding questions.
• SMP Tips highlight specific Standards for Mathematical Practice.
• Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
• Try It Solutions provide complete explanations and multiple solutions.
• Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
• Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
• Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach.
• Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

• Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
• i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction.

i-Ready (available for additional purchase and used by most Ready users) is an Online Diagnostic and Instruction component.

The instructional materials reviewed for Ready Kindergarten meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts.

• In Unit 4 Lesson 14 the SMP TIP for MP2 states: “Telling a story with numbers allows children to make sense of quantities and understand how these quantities relate to real-world situations.”
• In Unit 4 Lesson 15 Independent Practice Talk About It teachers receive the following information: “Responses should accurately reflect the addends and total in each problem. Discuss both add-to and put-together problems.” This guidance helps teachers to understand the types of operation problems within the lesson and to make connections to CCSSM Table 1 Common Addition and Subtraction Situations.

Throughout Ready Kindergarten there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

The instructional materials reviewed for Ready Kindergarten meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart lists lessons that students are preparing for in future grades. For example, Unit 1 Lesson 5 is preparing students for Grade 1 Lesson 22 and Grade 2 Lesson 12.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from previous lessons in Kindergarten. The Learning Progression explains the lesson's overall connection to Kindergarten and the mathematical content of the lesson. This section also explains connections to Grade 1 and, if appropriate, to other future grades.

The instructional materials reviewed for Ready Kindergarten meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• Each lesson follows a gradual release model in which carefully scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice.
• Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations.
• The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities and real-world connections.
• Each Lesson contains a Differentiated Instruction page which contains an Quick Check and Remediation Activity, Hands-On Activity, and a Challenge Activity.
• Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation.

The instruction materials reviewed for Ready Kindergarten meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

• Each lesson includes a section called Small Group Differentiation that consists of two subsections: Teacher-led Activities and Student-Led Activities. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
• The margin notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities.
• The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations.

The instructional materials reviewed for Ready Kindergarten meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies.

• Unit 2 Lesson 7 Problem Solving Connection Problem 3, “There are 7 people wearing hats. How many people can wear blue hats, and how many people can wear red hats?” Students work on the problem independently and share their answers with the class.
• Unit 6 Lesson 26 Problem Solving Connection Problem 2, “There are 6 flowers. Some are tall. The rest are short. How many can be tall, and how many can be short?” Teachers are encouraged through the Step by Step instructions to read the problem and give students time to work independently to solve the problem. Students are also asked to share answers and discuss as a class. “Encourage children to explain how their answers are alike and how they are different. Ask if anyone got a different answer, to assess understanding and help children avoid common errors.”
• Unit 1 Lesson 4 the Explore Together section notes: “Encourage children to describe the groups of objects they see in the picture.” The focus of the lesson is counting 5. The students have an opportunity to notice, count, and share with the class. Because students may notice different aspects of the image, the work is more open ended.
• Unit 3 Lesson 11 the Mathematical Discourse section notes: “Erica was absent when her class learned about the number 10. What should her friends tell her to help her catch up on what she missed?” This section allows students to approach problems in multiple ways and to discuss their approach to the questions. The materials offer multiple examples of how students may describe 10.

The instructional materials reviewed for Ready Kindergarten meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

The Teacher Resource Book and online Teacher Toolbox contain the following support:

• ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example, Unit 3 Lesson 13 includes an English Language Learners Tip: “Guide children to look at the bats at the bottom of the page. Ask children to tell the numbers that describe the two groups that make the 10 bats.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 7 Lesson 31 Compare Shapes includes an Quick Check and Remediation, Hands-On Activity, and a Challenge Activity.
• Math Center Activities are provided On Level, Below Level, and Above Level.

The instructional materials reviewed for Ready Kindergarten meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• A Differentiated Instruction page that provides Challenge Activities is included in many lessons of the Teacher Resource Book. For example, in Unit 5 Lesson 22 students extend the concepts in the lesson by building numbers 11-15 using 2 groups of dots. For an additional challenge, teachers are instructed to remove the dot card for 10 from children’s sets.
• Some lessons include a Concept Extension. For example, in Unit 4 Lesson 16: “Connect subtraction and addition. Write '2+1=3' on the board. Describe a real-world situation and have 3 children act it out. Say: 'There are 2 boys at a table. One girl joins them, and now there are 3 children at the table. Then have the girl walk away.' Ask: 'How many children are left after the girl leaves the table? (2) What number sentence shows how many children are left?' Write '3-1=2' on the board and say: 'Three take away 1 is 2.'”

The instructional materials reviewed for Ready Kindergarten meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• Student edition pictures include students from a variety of cultures.
• The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
• Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.