2nd Grade - Gateway 1
Back to 2nd Grade Overview
Note on review tool versions
See the series overview page to confirm the review tool version used to create this report.
- Our current review tool version is 2.0. Learn more
- Reports conducted using earlier review tools (v1.0 and v1.5) contain valuable insights but may not fully align with our current instructional priorities. Read our guide to using earlier reports and review tools
Loading navigation...
Focus & Coherence
Gateway 1 - Meets Expectations | 85% |
|---|---|
Criterion 1.1: Focus | 4 / 6 |
Criterion 1.2: Coherence | 8 / 8 |
The materials reviewed for Reveal Math Grade 2 meet expectations for focus and coherence. For focus, the materials assess grade-level content and partially provide all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, the materials are coherent and consistent with the CCSSM.
Criterion 1.1: Focus
Materials assess grade-level content and give all students extensive work with grade-level problems to meet the full intent of grade-level standards.
The materials reviewed for Reveal Math Grade 2 partially meet expectations for focus as they assess grade-level content and partially provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.
Indicator 1a
Materials assess the grade-level content and, if applicable, content from earlier grades.
The materials reviewed for Reveal Math Grade 2 meet expectations for assessing grade-level content, and if applicable, content from earlier grades. Summative Assessments include Unit Assessments (Forms A and B), Unit Performance Tasks, Benchmark Assessments, and an End of the Year Summative Assessment. Also included in the digital Teacher Center are editable, auto- scored assessments. Unit 1 does not include a Unit Assessment or Performance Task.
Examples of grade-level assessment items include:
In Unit 2, Place Value to 1,000, Digital Unit Assessment, Form B, Item 15, “Artem uses base-ten blocks to make a number. He uses 3 hundreds, 4 ones, and 1 ten. Is the number Artem makes greater than, less than, or equal to 304? Explain your answer.” (2.NBT.4)
In Unit 3, Patterns within Numbers, Performance Task, Part C, “Beth buys 6 green balloons and 7 pink balloons. Explain how you know Beth has an odd number of balloons. How could Beth get to an even number of balloons?” (2.OA.3)
In Unit 9, Strategies to Add 3-Digit Numbers, Unit Assessment, Form A, Item 4, “Colleen read 361 pages in a book. She reads 10 more pages. How many pages has Colleen read in all? A. 362 pages, B. 371 pages. C. 461 pages, D. 471 pages.” [371 books] (2.NBT.7)
Benchmark Assessment 2, Item 2, “Look at the equation. ? - 23 = 52. Which is the unknown number? A. 29, B. 31, C. 72, D. 75.” [75] (2.NBT.5)
Summative Assessment, Item 9, “What time is shown on the clock? A. 2:10, B. 1:50, C. 2:50, D. 10:10.” [1:50] (2.MD.7)
Indicator 1b
Materials give all students extensive work with grade-level problems to meet the full intent of grade-level standards.
The materials reviewed for Reveal Math Grade 2 partially meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards. Within the materials all standards are represented and most meet the full intent of the grade-level standard. However, the materials provide limited opportunities for all students to engage in extensive work with grade-level problems in standards 2.NBT.6, 2.MD.7, and 2.G.2. Additionally, the materials do not provide opportunities for students to meet the full intent of standard 2.NBT.4.
Examples where the materials engage all students in extensive work with grade-level problems to meet the full intent of the standard include:
In Lesson 5-2, More Strategies to Add Fluently Within 20, Launch, Notice & Wonder, students are shown a visual representing a case of six noodle boxes with 2 rows of 3 in each row and one box out to the side. “Teaching Tip: Have students think about how they could lift the boxes of noodles out of the container two at a time. This can help them visualize the doubles. Understanding that the contained boxes of noodles can be represented as doubles will help the students realize the total number of boxes of noodles can be represented as near doubles.” This exercise provides the opportunity to fully engage with the standard 2.OA.2, fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two one-digit numbers.
In Lesson 6-10, Solve Two-Step Problems Using Subtraction, Practice & Reflect, On My Own, Exercise 1, “Edwin has 36 t-shirts. 15 of his t-shirts are white, 7 are blue, and the rest are green. How many green t-shirts does Edwin have?” Students can use any strategy to represent and solve this two-step word problem. This exercise engages the students with the full intent of 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
In Lesson 7-11, Solve More Problems Involving Length, Explore & Develop, Develop the Math, Digital Guided Exploration: Solve More Problems Involving Length, “Diane draws a line 26 centimeters long. Oliver draws a line 15 centimeters long. How much longer is Diane’s line than Oliver’s line?” In Activity-Based Exploration, Activity Debrief, “Have students explain the equations and strategies they used to solve the problem. Invite students to share how they used a number line to solve the equation.” Practice & Reflect, On My Own, Exercises 3 and 4, “How can you make a drawing and write an equation to represent the problem? Use the number line to solve.” This meets the full intent of both 2.MD.5, use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem, and 2.MD.6, represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
In Lesson 9-7, Explain Addition Strategies, Practice and Reflect, On My Own, Exercise 5, Stem Connection, “Deven mixed 427 minutes of music and 508 minutes of nature sounds. How many minutes of audio did he mix? Explain what strategy you used and why.” Exercise 6, Extend your thinking, states, “Use two different addition strategies to find the sum of 129 + 287. Which strategy do you think is more useful for these numbers? Why?” In Lesson 10-8, Explain Subtraction Strategies, Practice and Reflect, On My Own, “Fill in the correct answer to complete the sentence.” Exercise 1, “To count on to find the difference of 493 - 217, start at ____.” [217] Exercise 2, “To count back to find the difference of 872 - 549, start at ____.” [872] Exercises 6 and 7, “Use a subtraction strategy to solve. Then explain the subtraction strategy you used.” Exercise 6, “867- 189 = _____.” Exercise 7, “Hallie has 500 blocks. She used 268 blocks to build a house. How many blocks does Hallie have left?” These exercises provide extensive work with grade-level problems and address the full intent of the standard 2.NBT.9, explain why addition and subtraction strategies work, using place value and the properties of operations.
In Lesson 10-9, Solve Problems Involving Addition and Subtraction, Explore & Develop, Develop the Math, Activity-Based Exploration, “Instruct students to work with partners to write a two-step word problem with 3-digit numbers on a piece of paper. Then have students trade word problems with another group to solve. Have students record addition and subtraction equations to represent their word problem. They may also use drawings or base-ten blocks to represent the problem. Then, invite students to choose a strategy to solve each equation. Have pairs trade and solve word problems as the time allows.” In Differentiate, Reinforce Understanding, Differentiation Resource Book, Exercise 2, “Molly has 395 marbles. Isabela has 122 more marbles than Molly. Collin has 147 fewer marbles than Isabela. How many marbles does Collin have?” [370 marbles] These exercises address the full intent of standard 2.NBT.7, add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
The materials provide limited opportunities for all students to engage in extensive work with grade-level problems for standards 2.NBT.6, 2.MD.7, and 2.G.2. Additionally, the materials do not provide opportunities for students to meet the full intent of standard 2.NBT.4. Examples include:
In Lesson 2-5, Compare 3-Digit Numbers, Differentiate, Build Proficiency, Digital Additional Practice Book: Compare 3-Digit Numbers, Exercise 1, “How can you compare the numbers? Use >, <, or =.” Two numbers, 880 and 808, are written in a place value chart. Students compare the values of the hundreds place and then the values of the tens place. Students write the symbol ”>” in the circle between the numbers 880 and 808. While this lesson provides students with opportunities to use the symbols >, =, and <, to compare numbers, outside of this lesson students are provided with limited opportunities to engage with the full intent of 2.NBT.4, compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. In Lesson 4-9, Solve two-Step Problems with Comparison, Differentiate, Digital Building Proficiency, Digital Station: Apples & Oranges (Compare Numbers to 100), Directions: “Fill the cart. Choose the bag with more fruit.” Example: “64, 67”. In Lesson 8-2, Launch, Digital Number Routine, Greater Than or Less Than, Directions: “Is the value of the expression greater than or less than 50? How do you know? 25 + 22, 18 + 43”. While students are provided with extensive practice, they do not use the symbols to compare the numbers thus not meeting the full intent of the standard.
In Lesson 5-9, Add More Than Two Numbers, Practice & Reflect, On My Own, Exercise 3, “What is the sum? Use any addition strategy to solve. 51 + 29 + 14 = ___.” [94] Exercise 5, “20 + 33 + 25 + 12 = ___.” [90] While this lesson provides students with opportunities to add three and four addends, outside of this lesson students are provided with limited opportunities to engage with the full intent of 2.NBT.6, add up to four two digit numbers using strategies based on place value and properties of operations.
In Lesson 8-4, Tell Time to the Nearest Five Minutes, Practice & Reflect, On My Own, Exercises 2-5, “What time is shown on the analog clock? Write the time.” In Lesson 8-5, Be Precise When Telling Time, Practice and Reflect, On My Own, Exercises 1-6, “What time of the day does the event take place? Write a.m. or p.m.” Lesson 8-5 focuses only on determining if an event takes place in the a.m or p.m. and does not ask students to tell time on a clock as exercises have times given. Students are provided with limited opportunities to engage with 2.MD.7, tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
In Lesson 12-6, Partition a Rectangle into Rows and Columns, Differentiate, Digital Additional Practice Book: Partition a Rectangle into Rows and Columns, Exercises 1 (shows a rectangle partitioned into 2 rows of 4), and 2 (shows a rectangle partitioned into 3 rows of 5), “How many rows, columns, and squares is the rectangle partitioned into? Write an equation to find the total number of squares.” Exercises 3 (shows a rectangle that can be partitioned into 3 rows of 4), and 4 (shows a rectangle that can be partitioned into 4 rows of 6), “How can you partition the rectangle using equal-sized squares? Draw to show your work.” Exercise 5, “A rectangular board game is divided into 5 rows and 6 columns of squares. How many squares are on the board? Explain your reasoning.” This lesson meets the full intent of 2.G.2, partition a rectangle into rows and columns of same-size squares and count to find the total number of them. While mathematically reasonable since this is the last lesson in Reveal Math Grade 2, this demonstrates the representation of partitioning a whole into equal parts (3.NF.1),as well as, setting up area models by finding the area of a rectangle with whole-number side lengths by tiling it (3.MD.7). This will limit the experiences of partitioning for students leaving grade 2 entering grade 3 and provides limited opportunities for students to engage in extensive work with grade-level problems.
Criterion 1.2: Coherence
Each grade’s materials are coherent and consistent with the Standards.
The materials reviewed for Reveal Math Grade 2 meet expectations for coherence. The materials: address the major clusters of the grade, have supporting content connected to major work, make connections between clusters and domains, and have content from prior and future grades connected to grade-level work.
Indicator 1c
When implemented as designed, the majority of the materials address the major clusters of each grade.
The materials reviewed for Reveal Math Grade 2 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.
Within the materials, at least 65% of instructional time addresses the major work of the grade, including supporting work connected to major work. For example:
There are 12 Units, of which 11 address major work, or supporting work connected to major work of the grade, approximately 92%.
There are 92 lessons, of which 85 address major work, or supporting work connected to major work, approximately 92%.
There are 153 days of instruction, 137 of which address major work, or supporting work connected to major work, approximately 90%.
The materials contained discrepancies regarding the number of days per unit, and guidance was not given as to how those days were accounted for, therefore, a lesson level analysis is most representative of the materials. As a result, approximately 92% of the instructional materials focus on major work of the grade.
Indicator 1d
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The materials reviewed for Reveal Math Grade 2 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Examples of supporting work engaging simultaneously with major work of the grade, when appropriate include:
In Lesson 3-5, Addition Patterns, Practice and Reflect, On My Own, Exercise 8, Extend Your Thinking, the supporting work of 2.OA.3, determine whether a group of objects (up to 20) has an odd or even number of members, connects to the major work of 2.OA.2, fluently add and subtract within 20 using mental strategies, as students find doubles that add to an even or odd sum. “The red team scored 9 points. The blue team scored 6 points. Is the total number of points an even or odd number? Explain how you know.”
In Lesson 3-6, Patterns with Arrays, Practice and Reflect, On My Own, Exercise 5, the supporting work of 2.OA.4, use addition to find the total number of objects arranged in rectangular arrays, connects to the major work of 2.NBT.2, count within 1000; skip-count by 5s, 10s, and 100s, as students use skip counting to find the total number of objects. “How can you skip count to find the number of counters in the array? Choose the correct answer.” Students are shown an array with two rows of four and given the answer choices, “A. 2, 4, B. 4, 8, C. 4, 8, 12, D. 2, 4, 6, 8, 10.” [B]
In Lesson 8-3, Solve Money Problems Involving Dollar Bills and Coins, Explore & Develop, Develop the Math, the supporting work of 2.MD.8, solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately, connects with the major work of 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems, as students solve different types of problems involving money up to $100/100 cents. In the Activity-Based Exploration, the teacher gives students index cards to create denominations of bills (3-$20 bills, 5-$10 bills, 2-$5 bills, and 10-$1 bills). “Have partners take turns choosing a number between 50 and 100 to represent an amount of dollars. The other partner is to model that amount of money with as many combinations of index cards as possible. Repeat with other numbers.”
In Lesson 8-4, Tell Time to the Nearest Five Minutes, Explore & Develop, Develop the Math, Activity-Based Exploration, the supporting standard of 2.MD.7, tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m., connects to 2.NBT.2, count within 1000; skip-count by 5s, 10s, and 100s, as students skip count by 5s telling time. Directions, “Have partners write a number from 1-12 and choose a card from the Time Cards pile. Tell them the number written down represents the hour and the card represents the minutes. Instruct groups to show their time on an analog clock and on a digital clock. Have students repeat the activity with a new number and a new card.”
In Lesson 11-3, Solve Problems Using Bar Graphs, Differentiate, Build Proficiency, Digital Additional Practice Book: Solve Problems Using Bar Graphs, Exercises 3-6, connect the supporting work of 2.MD.10, draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories, to the major work of 2.NBT.5, fluently add and subtract within 100, as students answer questions about data represented in a bar graph about birds. “Use the bar graph to answer the questions. Exercise 3, What bird was seen the most? Exercise 4, How many more yellow finches were seen than blue jays? Exercise 5, How many fewer cardinals were seen than robins? Exercise 6, How many birds were seen in all? Explain.”
In Lesson 11-6, Show Data on a Line Plot, Practice and Reflect, On My Own, Exercises 4 and 5, connect the supporting work of 2.MD.9, generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units, to the major work of 2.MD.1, measure the length of an object by selecting and using appropriate tools, as students record length measurements of crayons and make a line plot to represent the data. “How can you use your own data to make a line plot? Measure the length of 10 crayons. Exercise 4, Record the measurements. Exercise 5, Make a line plot of the data.”
Indicator 1e
Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.
The materials reviewed for Reveal Math Grade 2 meet expectations for including problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade. The materials contain connections from supporting work to supporting work and connections from major work to major work throughout the grade-level materials when appropriate. The supporting standards 2.MD.C, work with time and money, and 2.MD.D, represent and interpret data did not have connections to other supporting standards, but the separation is mathematically reasonable as they connect to major work of the grade.
Connections between major clusters or domains include:
In Lesson 6-2, More Strategies to Subtract Fluently within 20, Practice & Reflect, On My Own, Exercise 6, connects the major work of 2.OA.A, represent and solve problems involving addition and subtraction, to the major work of 2.OA.B, add and subtract within 20, as students use addition to solve a subtraction problem. “Jack is finishing his homework. There are 17 math problems. He finishes 8 problems. How many problems does he have left to finish? Show your work using addition to subtract.”
In Lesson 6-9, Solve One-Step Problems Using Subtraction, Differentiate, Build Proficiency, Digital Additional Practice Book: Solve One-Step Problems Using Subtraction, Exercise 2, connects the major work of 2.OA.A, represent and solve problems involving addition and subtraction, to the major work of 2.NBT.B, use place value understanding and properties of operations to add and subtract, as students use subtraction strategies to solve one-step word problems. “How can you represent and solve the word problem? Fill in the equation and use any strategy to solve. Jamal has 48 crayons. He gives his brother 23 crayons. How many crayons does Jamal have left? ____ - ____ = ____.”
In Lesson 7-10, Solve Problems Using Length, Explore & Develop, Work Together, connects the major work of 2.MD.B, relate addition and subtraction to length, to the major work of 2.NBT.B, use place value understanding and properties of operations to add and subtract, as students solve subtraction word problems involving length using strategies based on the relationship between addition and subtraction. “Adele has 33 yards of ribbon. She uses some ribbon. Now she has 16 yards of ribbon. How much ribbon does Adele use? Make a drawing and write an equation to help you solve the problem.”
Connections between supporting clusters or domains include:
In Lesson 12-6, Partition a Rectangle into Rows and Columns, Practice & Reflect, On My Own, Exercise 3, connects the supporting work of 2.G.A, reason with shapes and their attributes, to the supporting work of 2.OA.C, work with equal groups of objects to gain foundations for multiplication, as students count to find the total number of squares, identify how many in each row and column, and write a repeated addition equation. “How many rows, columns, and squares is the rectangle partitioned into? Write an equation to find the total number of squares.” Students are shown a rectangle that is partitioned into 4 rows and 5 columns.
Indicator 1f
Content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.
The materials reviewed for Reveal Math Grade 2 meet expectations that content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.
Content from future grades is identified within the chapters, units, and lessons; and is connected to grade-level work. Examples include:
In Lesson 3-7, Use Arrays to Add, Coherence, Now, includes 2.OA.4, use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. “Students use arrays to find the sum of equal addends.” In Next, “Students use patterns to solve addition problems (Unit 5). Students will represent multiplication with arrays (Grade 3).” 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, and 3.OA.1, interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
In Lesson 5-5, Decompose Two Addends to Add, Coherence, Now, includes 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. “Students decompose addends by place value to find partial sums to help them add 2-digit numbers.” In Next, “Students decompose one added to add (Unit 5). Students solve two-step word problems with four operations (Grade 3).” 3.OA.8, solve two-step word problems using the four operations.
In Unit 7, Measure and Compare Lengths, Coherence, What Students Are Learning, includes 2.MD.3, estimate lengths using units of inches, feet, centimeters, and meters. “Students estimate length in customary and metric units.” In What Students Will Learn, “Students measure and estimate liquid volumes and masses of objects using standard units. (Grade 3).” 3.MD.2, measure and estimate liquid volumes and masses of objects using standard units of grams(g), kilograms(kg), and liters(l).
In Lesson 11-5, Understand Line Plots, Coherence, Now, includes 2.MD.9, generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot. “Students use a line plot to interpret measurement data.” In Next, “Students generate measurement data to halves and fourths of an inch and show the data on line plots (Grade 3).” 3.MD.4, generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot.
Examples where the instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades include:
In Lesson 4-1, Represent and Solve Add To Problems, Coherence, Now, includes 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems. “Students apply their understanding of representing word problems with drawings and equations by solving addition word problems.” In Previous, “Students used arrays to find the sum of equal addends (Unit 3). Students added and subtracted within 20 to solve word problems (Grade 1).” 1.OA.1, use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
In Unit 6, Strategies to Fluently Subtract within 100, Coherence, What Students Are Learning includes 2.OA.1, use addition and subtraction within 100 to solve one-and two-step word problems. “Students solve one-and two-step word problems involving subtraction.” In What Students Have Learned, “Students added fluently within 20. (Grade 2, Unit 5). Students subtracted within 20 to solve world problems. (Grade 1).” 2.NBT.5, fluently add and subtract within 100 and 1.OA.1, use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
In Lesson 9-4, Decompose Addends to Add 3-Digit Numbers, Coherence, Now includes 2.NBT.7, add and subtract within 1000. “Students decompose addends by place value to add 3-digit numbers.” In Previous, “Students regrouped ones and tens to add 3-digit numbers (Unit 9). Students added tens and ones (Grade 1).” 1.NBT.4, add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10.
In Lesson 11-2, Understand Bar Graphs, Coherence, Now, includes 2.MD.10, draw a picture graph and a bar graph to represent a data set with up to four categories. “Students learn the parts and purpose of a bar graph. Students compare a bar graph and a picture graph.” In Previous, “Students organized, represented, and interpreted data with up to three categories (Grade 1). Students used tally charts to draw picture graphs (Unit 11).” 1.MD.4, organize, represent, and interpret data with up to three categories.
Indicator 1g
In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification.