The instructional materials reviewed for Ready Grade 3 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 2 provides guidance to teachers on how to discuss the Commutative Property of Multiplication with students (3.OA.5).
• Unit 4 Lesson 14 provides guidance to teachers on how to have students fold paper to show equal parts (3.NF.1).
• Unit 5 Lesson 28 provides guidance to teachers on how to explore square numbers with students (3.MD.7).

Cluster 3.NF.A focuses on understanding fractions as numbers and fraction equivalence.

• In Unit 4 Lesson 15 Understand Fractions on a Number Line (3.NF.2) students divide number lines into whole numbers and then whole numbers into fractional parts.
• In Unit 4 Lesson 18 Understand Comparing Fractions (3.NF.3) students use shapes to model fractions and compare them.

Standards 3.OA.1 and 3.OA.2 focus on understanding the meaning of multiplication and division.

• In Unit 1 Lesson 1 Understand the Meaning of Multiplication (3.OA.1) students use counters to build groups and solve for multiplication. Students draw arrays to show equal groups.
• In Unit 1 Lesson 4 Understand the Meaning of Division (3.OA.2) students use counters to divide into equal shares. Students draw pictures to show items being divided into equal shares.

The instructional materials reviewed for Ready Grade 3 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 in solving single-digit products and quotients (3.OA.7) and adding and subtracting within 1,000 (3.NBT.2).

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.

• Unit 1 Lesson 6 addresses multiplication and division facts (3.OA.7).
• Unit 2 Lesson 9 specifically addresses adding and subtracting within 1000 (3.NBT.2).
• In Unit 2 Tic-Tac-Times-Ten students multiply a 1-digit number by a multiple of 10 (3.OA.7).
• In Unit 4 Lesson 17 students identify equivalent fractions (3.NF.3).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available on the Apple platform. The game does include the fluencies for Grade 3.

The instructional materials reviewed for Ready Grade 3 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

Opportunities to work with engaging applications are provided throughout the instructional materials. Each unit contains a Math in Action where students are exposed to non-routine problems that contain many points of entry, have more than one possible solution, integrate multiple standards, and include a Persevere on Your Own section. During guided practice Try It and independent practice Practice by Myself, 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 use multiplication and division to solve word problems (3.OA.3) and solve two-step word problems using the four operations (3.OA.8). The following are examples of the applications included in the instructional materials:

• In Unit 1 Math in Action: Use Multiplication and Division students decide how to use pie plates to build robot props, using multiplication and division as well as working with constraints including the maximum number of plates. (3.OA.3)
• In Unit 3 Lesson 13 Practice & Problem Solving Book students use the four operations to solve two-step word problems in the contexts of determining the number of babysitters needed, the amount of money needed to buy song books, and the amount of change received after purchasing puzzles. (3.OA.8)
• In Unit 3 Math in Action: Use the Four Operations students solve several two-step word problems that arise from situations where students are presented with how much different items cost, the number of items needed, and how much money is available to buy the needed items. (3.OA.3 and 3.OA.8)

The instructional materials reviewed for Ready Grade 3 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 6 Lesson 31 Understand Properties of Shapes students explore how sides and angles inform them about the properties of a shape. In Guided Practice students look at various polygons and group them into categories, for example, rectangles and triangles. They identify characteristics that help define the shapes within each category, i.e. rectangles have square corners; triangles have three sides. Students then choose their own categories and group shapes as those that represent the category and those that do not. They describe the differences between the two and identify and explain if there is one shape that fits into two categories. In the Lesson 31 Quiz students fluently use classifying shapes to determine if shapes meet or don’t meet stated criteria, analyze using a Venn diagram with attributes of shapes to determine if a shape is placed correctly, and write an explanation to a student to support their analysis.

Math in Action lessons occur at the end of most units. These lessons focus on application problems where students apply procedural fluency and conceptual understanding to solve problems in a non-routine, real-world context.

The instructional materials reviewed for Ready Grade 3 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 1 Lesson 6: MPs 1, 2, 6, 7, and 8 are identified in the Lesson Overview. The first SMP TIP in the lesson for MP7 states, “Students are asked to look at the structure of multiplication and division equations to make sense of the relationship between the two operations.” The SMP TIP in the lesson for MP6 states, “Discussing strategies and patterns gives students the opportunity to practice using precise mathematical terms to communicate their ideas to others.”
• Unit 3 Lesson 12: MPs 1, 2, 4, and 5 are identified in the Lesson Overview. The SMP TIP for MP1 states, “You may wish to have students present their interpretations of the models and describe the relationships between them. Students make sense of problems in different ways and benefit from hearing how others think.” The SMP TIP for MP5 states, “As students learn to use appropriate tools, it is helpful for them to evaluate tools for their usefulness in a given situation. Help them do this for this two-step problem by asking questions such as: Why is it helpful to use words and numbers to model the problem? What can using a drawing show us that words and numbers may not?”
• Unit 4 Math In Action: MPs 1, 3, and 4 are identified in the Lesson Overview. The SMP TIP in the lesson for MP4 states, “Guides students to focus on the models in this problem. Engage students in discussions about how the models relate to the actual flower gardens. Note that they function somewhat like a map of the gardens.”

The instructional materials reviewed for Ready Grade 3 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 5 Lesson 23 students use estimation to help determine if their answer makes sense; they persevere in solving the problem by revisiting their process, if the initial solution does not make sense.
• MP2: In Unit 1 Lesson 2 students explain why an expression matches a situation. In the Unit 2 Math in Action students explain how the context relates to the numbers and operations in a problem.
• MP4: In Unit 4 Lesson 16 students model with mathematics as they use “fraction models and number lines to reason about how the parts of a fraction relate to the whole and to other fractions.” By using the different models, students get to interpret their previous work in different ways and validate that the interpretations agree.
• MP5: In Unit 5 Lesson 26 students choose from inch-rulers or yardsticks as they measure earthworms in some problems and the length of their stride in other problems.
• MP7: In the Unit 3 Math in Action students use the structure of language to understand the structure of the mathematics. The SMP TIP for MP7 states, “Help students recognize that the structure of the information about the parts indicates multiplication. For example, 1 deck costs $8, 2 decks cost twice as much, 3 decks cost three times as much, and so forth.”
• MP8: In Unit 2 Lesson 10 students express regularity in repeated reasoning as they use place value to multiply numbers. The SMP TIP in the lesson for MP8 states, “Multiplying by multiples of 10 is an example of a repeated calculation. Encourage students to look for shortcuts for finding the products. Provide several multiplication equations, for example 4 x 40 = 160, 3 x 60 = 180, 7 x 30 = 210, and 8 x 30 = 240. Have students work with a partner to discuss the patterns they find.”

The instructional materials reviewed for Ready Grade 3 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:

• Unit 1 Lesson 2 Question 9 students explain what is the same and what is different about the two multiplication equations they wrote.
• Unit 3 Lesson 11 Question 25 students choose the correct answer out of four to solve a word problem. After the students answer the question they are asked, “Harry chose A as the correct answer. How did he get the answer? How did you figure out how Harry got his answer?”
• Unit 6 Lesson 32 Students construct arguments to answer each of the following questions, “Is every square a rectangle?” and “Is every rectangle a square?”

The instructional materials reviewed for Ready Grade 3 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:

• Unit 3 Math In Action SMP TIP states, “As you discuss Sweet T’s solution, prompt students to explain Sweet T’s reasoning. Ask questions such as: How did Sweet T know that he only had $4 left over? or Why did he add $81, $54, and $50?”
• Unit 5 Lesson 21 Mathematical Discourse prompts the teacher to ask: “The hour on the digital clock changed from 4 to 5. Why isn’t the answer more than 1 hour?”

The instructional materials reviewed for Ready Grade 3 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have 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 1 Lesson 1 At A Glance states, “Students focus on the meaning of each number and symbol in a multiplication equation using the terms ‘factor’ and ‘product’.”
• 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 16 states, “Orally define and use the key mathematical equivalent fraction when reasoning about equivalent fractions with a partner.”

The instructional materials reviewed for Ready Grade 3 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, Find Out More, Reflect, Picture It, and Model It sections. At the conclusion of lesson instruction, students complete exercises in the Guided Practice and Independent Practice 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 1 Lesson 1 Understand the Meaning of Multiplication students use pictures to think about equal groups and how these can help solve multiplication problems. As the lesson develops, students use rectangular models to represent multiplication, completing exercises to Explain, Create and Analyze. During Independent Practice students write a multiplication equation for an array explaining what each factor and the product mean, and then create equal groups to model their equation.

The instructional materials reviewed for Ready Grade 3 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 what students have learned in previous grades connected to what they will learn in Grade 3 and how this 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 was learned in the previous grade, what students are learning in Grade 3 and how it relates the current lesson, and what will happen in the next grades.

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, in Unit 4 lessons are sequenced, as denoted by their titles, to build an understanding of fractions: Lesson 14, Understand What a Fraction Is; Lesson 15, Understand Fractions on a Number Line; Lesson 16, Understand Equivalent Fractions; Lesson 17, Find Equivalent Fractions; Lesson 18, Understand Comparing Fractions; and Lesson 19, Use Symbols to Compare Fractions.

The instructional materials reviewed for Ready Grade 3 meets 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. The Picture It, Model It, Connect It, and Try It portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. The Pair/Share portion of each lesson asks students to discuss their approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, 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 24 students complete short-answer questions based on a scaled picture graph, discuss the meaning of fractional pictures in a picture graph, answer true-false and multiple choice items, and show their work on more open-ended questions.

The instructional materials reviewed for Ready Grade 3 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 number cubes, unit cubes, fact triangles, hundreds charts, base-ten blocks, clocks, stopwatches, volume containers, and pattern blocks. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 18 students use fraction strips and circles to construct and compare fractions.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 10 students use base-ten blocks to model and solve multiplication problems. Then students discuss and make sense of the models, connecting them to the written expression and product.

The instructional materials reviewed for Ready Grade 3 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 15 students explore fractions on a number line. The teacher prompt states: “Are fractions less than 0? How do you know?” An explanation is provided for the teacher: “It’s important to stress that fractions are not less than 0 and that they are parts of whole numbers.”
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 11 Mathematical Discourse 1 states: “How are multiplication and division alike?” The teacher is directed to “listen for responses that talk about a number of equal groups, the number in each group, and the total.” The second prompt, “How are multiplication and division different?” guides teachers that “Student responses should indicate that multiplication involves finding the total amount in two or more equal groups, and the division involves knowing the total and finding either the number of groups or the numbers in each group.”

The instructional materials reviewed for Ready Grade 3 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 is an Online Diagnostic and Instruction component available for an additional cost.

The instructional materials reviewed for Ready Grade 3 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 16 the Learning Progression states, “In this lesson students use fraction models and number lines to develop a conceptual understanding of equivalent fractions. They learn that two fractions are equivalent when they name the same amount of the whole. Underlying this understanding is the important idea that the wholes must be the same size.”
• In Unit 5 Lesson 27 teachers are provided with the following possible errors for the Lesson 27 Quiz, “Students find the length of of a side instead of the area of a shape, find the number of sides instead of the area, use unequal size squares, or rectangles, to measure area, and miscount the number of square units in a shape.”

Throughout Ready Grade 3 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 Grade 3 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 begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 3. For example, Unit 3 Lesson 11 builds upon Grade 2 Lesson 2 and Grade 3 Lessons 4 and 5. The chart also lists lessons that students are preparing for. For example, Unit 5 Lesson 22 is preparing students for Grade 4 Lesson 25.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 2. The Learning Progression explains the lesson's overall connection to Grade 3 and the mathematical content of the lesson. This section also explains connections to Grade 4 and, if appropriate, to other future grades.

The instructional materials reviewed for Ready Grade 3 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 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 Intervention Activity, On-Level 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 Grade 3 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 three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Specific lessons from earlier in the material, as well as the previous grade-level material in the series, are identified and can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
• The marginal 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 Math In Action section for each unit has a Differentiated Instruction page that includes an Intervention and a Challenge Activity.
• 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 Grade 3 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.

• In Unit 3 Lesson 12 students are guided through a 2-step word problem using a drawing, diagram, and equation.
• In Unit 1 Lesson 6 Hands-On Activities students use a hundreds chart to color the multiples of nine and explore patterns.
• In Unit 2 Math in Action Visual Model students use a bar model to solve a word problem.
• The Math in Action for each unit features open-ended problems with many entry points and more than one possible solution. For example, Unit 4 Math in Action “Name a fraction that is greater than ⅛ but less than ½.”

The instructional materials reviewed for Ready Grade 3 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 4 Lesson 16 includes an English Language Learners Tip: “Discuss the two different-size rectangles. Emphasize the first step in finding equivalent fractions is making sure the wholes of the fractions are the same size.”
• Prerequisite lessons include specific ELL support as needed. For example, in Unit 3 Lesson 12 there are two prerequisite lessons. Prerequisite Lesson 2 (Grade 2) includes an English Language Learners support that states: “Some students may struggle to comprehend the language used in a word problem. You may want to type or write the problem on a piece of paper so that each sentence is on a separate line. Cut out each sentence and have students match the sentence to the appropriate part of the model, then fill in the blanks: __ are on the team; ___ are girls: ___ are boys.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 18 Understanding Comparing Fractions includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Math Center Activities are provided On Level, Below Level, and Above Level.

The instructional materials reviewed for Ready Grade 3 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book provides a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, in Unit 3 Lesson 13 Hands-On Activity students solve two-step word problems with play money by working backward from $200 to find out how much is left after purchasing two paint brushes for $14. The Challenge Activity allows students to use any tool or strategy to find the cost of each soft drink purchased if Cassie had $30 upon arriving at the movies, purchased a $9 ticket, a $7 popcorn, two soft drinks, and had $4 leftover. One of the possible solutions is listed for the teacher.
• The Math In Action section for each unit of the Teacher Resource Book has a Differentiated Instruction page that includes a Challenge Activity. For example, in Unit 1 Math in Action: Use Multiplication and Division Differentiated Instruction Challenge Activity Space Creatures students are planning a play and must have space creatures march out of a spaceship in equal groups or rows. Students describe a way to have a total of between 20 and 30 creatures march out in the specified way. The Challenge Activity provides an extension that requires students to have the space creatures perform a routine in which the creatures march in equal formations as close to but no more than ten in each group. They write equations to show the number of space creatures in the routine did not change from their original exit from the spacecraft.
• A Differentiated Instruction page that provides Challenge activities is included in some lessons of the Teacher Resource Book. For example, Unit 4 Lesson 14 Understand What a Fraction Is includes a Challenge Activity to find fractions at home.

The instructional materials reviewed for Ready Grade 3 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 Let’s Talk About It section in each lesson includes four faces of various demographics and represents both genders.
• 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.