2nd Grade - Gateway 3

The materials reviewed for Reveal Math Grade 2 meet expectations for providing guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

Materials provide comprehensive guidance that will assist teachers in presenting the student and ancillary materials. Examples include:

• The Implementation Guide provides a program guide, which includes a program overview, the program components, unit features, instructional model, lesson walk-through, and a brief description of the different unit components, such as Math is…, focus, coherence, rigor, and language of math.  

• The Implementation Guide provides pacing for each unit; mapping out the lessons in each unit and how many days the unit will take.

• The Unit Planner contains an overview of the Lessons within the unit, Math Objective, Language Objective, Key Vocabulary, Materials to Gather, Rigor Focus, and Standard.

• The Unit Overview provides a description for teachers as to how the unit connects to Focus, Coherence, and Rigor. 

• Within each lesson, the Language of Math section, provides teachers with specific information about the vocabulary used in lessons and how to utilize vocabulary cards to enhance learning experiences. 

• Unit 7, Measure and Compare Lengths, Unit Overview, Effective Teaching Practices, Facilitate Meaningful Discourse, “One of the Grade 2 standards is to measure the length of an object twice, using objects of different lengths for the two measurements, then to describe how the two measurements relate. Throughout this unit, students are introduced to a number of different measurement units and tools, using both standard and non-standard measurements. Students should be given the opportunity to measure objects in a number of ways, then share and discuss their different problem-solving methods. As students see how different tools and units relate, they will become more comfortable using these measurements. As these representations are encountered in the lessons, spend time having students discuss each one. 

  • Pose questions to help them make connections between the different tools and units. 

  • Connect each measurement back to the object being measured.  

  • Encourage students to discuss why they feel their tool and unit are appropriate for the object that is being measured.  

  • Have students measure the same object using as many different units as they can to compare how the measurements are the same and different.”  

• Unit 5, Strategies to Fluently Add within 100, Unit Overview, Effective Teaching Practices, Implement Tasks that Promote, “The main goal of this unit is for students to be able to use and explain how to use addition strategies to add 2-digit numbers within 100. Teaching addition strategies is most effective when students are tasked with solving problems that require a variety of ways for them to reason and apply different strategies.” 

Materials include sufficient and useful annotations and suggestions that are presented within the context of the specific learning objectives. The materials provide information about planning instruction, and give suggestions for presenting instructional strategies as well as content and mathematical practices. Examples include:

• In Lesson 5-5, Decompose Two Addends to Add, Launch, Notice & Wonder, Pose Purposeful Questions, “The questions that follow are not intended to be asked in the sequence presented. They are meant to help advance students’ understanding of breaking apart a 2-digit number into tens and ones and are based on possible comments and questions students may make during the share out. What is different about the two groups of base-ten blocks? What do you notice about the addition expressions?” 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.

• Lesson 6-10, Solve Two-Step Problems Using Subtraction, Explore & Develop, Bring It Together, Language of Math, “Because the subtraction strategies of adjusting and decomposing are both presented in the unit, ask students to summarize in their own words the differences between these two strategies. Encourage them to write a sample of each strategy being used in their math notebooks.” 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 10-2, Represent Subtraction with 3-Digit Numbers, Launch, Notice & Wonder, Teaching Tip, “Consider having a student start a story about the image then have subsequent students add on to the story using something they observe from the image.  Create several different stories that can be supported by the image.” Students are shown a picture of a container of 345 bricks and a house that was built using those blocks. 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 hundred, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds.

The materials reviewed for Reveal Math Grade 2 meet expectations for including standards correlation information that explains the role of the standards in the context of the overall series.

Correlation information is present for the mathematics standards addressed throughout the grade level. Examples of how individual units, lessons, or activities throughout the series are correlated to the CCSSM include:

• In the Digital Teacher Center, Program Overview: Learning & Support Resources, Implementation Guide, Correlations, identifies the standards included in each lesson. This guide also indicates whether the standards are considered major, supporting, or additional standards. 

• Each Unit Planner includes a pacing guide identifying the standards that will be addressed in each lesson.

• In Lesson 4-2, Represent and Solve Take From Problems, the materials identify the standard 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. The lesson also identifies MP2, reason abstractly and quantitatively and MP4, model with mathematics. 

• In Lesson 7-5, Estimate Length Using Customary Units, the materials identify standard 2.MD.3, estimate lengths using units of inches, feet, centimeters, and meters. The lesson also identifies MP6, attend to precision and MP4, model with mathematics. 

The teacher materials contain explanations of the role of the specific grade-level mathematics, including prior and future content connections. Examples include

• The Unit Overview includes the section, Coherence, identifying What Students Have Learned, What Students Are Learning, What Students Will Learn. In Unit 3, Patterns within Numbers, What Students Have Learned, “Counting  Students counted by 1s within 120. (Grade 1) Look for Patterns  Students looked for patterns in numbers within 120. (Grade 1) Determine Equal Groups Students analyzed whether two sides of an equation were equal. (Grade 1)” What Students Are Learning, “Pattern Recognition Students describe and use patterns when counting by 1s and skip counting by 5s, 10s, and 100s within 1,000. Determine Even and Odd Numbers Students determine whether a number is even or odd. Determine Equal Groups Students write an equation to express an even number as a sum of two equal addends. Use Arrays to Add Students use arrays to find the sum of equal addends.”  What Students Will Learn, “Pattern Recognition  Students identify patterns with doubles, products of 5, and products of 10 in the multiplication table. (Grade 3) Use Arrays to Multiply Students will represent multiplication with arrays. (Grade 3)”

• Each lesson begins by listing the standards covered within the lesson, indicates whether the standard is a major, supporting or additional standard, and identifies the Standards for Mathematical Practice. Each lesson overview contains a Coherence section that provides connections to prior and future work. In Lesson 6-1, Strategies to Subtract Fluently within 20, Coherence, Previous, “Students used strategies to subtract within 20 (Grade 1). Students added fluently within 20 (Unit 5).” Now, “Students use the count on strategy to find a difference within 20. Students use the count back strategy to find a difference within 20.” Next, “Students learn more strategies to fluently subtract within 20 (Unit 6). Students solve two-step word problems with four operations (Grade 3).”

The materials reviewed for Reveal Math Grade 2 meet expectations for providing explanations of the instructional approaches of the program and identification of the research-based strategies.

The materials explain the instructional approaches of the program. Examples include:

• Digital Teacher Center, Program Overview: Learning & Support Resources, Teacher Welcome Letter Template specifies “Reveal Math, a balanced elementary math program, develops the problem solvers of tomorrow by incorporating both inquiry-focused and teacher-guided instructional strategies within each lesson.” 

• Teacher Guide, Volume 1, Welcome to Reveal Math, the overall organization of the math curriculum has five goals:

  • “The lesson model offers two instructional options for each lesson: a guided exploration that is teacher-guided and an activity-based exploration that has students exploring concepts through small group activities and drawing generalizations and understanding from the activities.

  • The lesson model incorporates an initial sense-making activity that builds students’ proficiency with problem solving. By focusing systematically on sense-making, students develop and refine not just their observation and questioning skills, but the foundation for mathematical modeling.

  • Both instructional options focus on fostering mathematical language and rich mathematical discourse by including probing questions and prompts.

  • The unit builds student agency for mathematics. Students consider their strengths in mathematics, the thinking habits of proficient “doers of mathematics,” and the classroom norms that are important to a productive learning environment.

  • The scope and sequence reflects the learning progressions recommended by leading mathematicians and mathematics educators. It emphasizes developing deep understanding of the grade-level concepts and fluency with skills, while also providing rich opportunities to apply concepts to solve problems.”

The Implementation Guide, located in the Digital Teacher Center, further explains the instructional approaches of specific components of the program. Examples include:

• Unit Features, Unit Planner, “Provides at-a-glance information to help teachers prepare for the unit. Includes pacing: content, language, and SEL objectives; key vocabulary including math and academic terms; materials to gather; rigor focus; and standard(s).”

• Unit Features, Spark Student Curiosity Through Ignite! Activities, “Each unit opens with an Ignite! Activity, an interesting problem or puzzle that:

  • Sparks students’ interest and curiosity,

  • Provides only enough information to open up students’ thinking, and

  • Motivates them to persevere through challenges involved in problem solving.”

• Instructional Model, “Reveal Math’s lesson model keeps sense-making and exploration at the heart of learning. Every lesson provides two instructional options to develop the math content and tailor the lesson to the needs and structures of the classroom.” Each lesson follows the same structure of a “Launch, Explore & Develop, Practice & Reflect, Assess and Differentiate.” 

• Number Routines, in each lesson there is a highlighted number routine for teachers to engage students with. These routines “are designed to build students’ proficiency with number and number sense. They promote an efficient and flexible application of strategies to solve unknown problems…”

The Implementation Guide, located in the Digital Teacher Center, discusses some of the researched based features of the program. Examples include:

• Implementation Guide, Effective Mathematical Teaching Practices, “Reveal Math’s instructional design integrates the Effective Mathematics Teaching Practices from the National Council of Teachers of Mathematics (NCTM). These research-based teaching practices were first presented and described in NCTM’s 2014 work Principles to Action: Ensuring Mathematical Success for All.”

• Implementation Guide, Social and Emotional Learning, “In addition to academic skills, schools are also a primary place for students to build social skills. When students learn to manage their emotions and behaviors and to interact productively with classmates, they are more likely to achieve academic success Research has shown that a focus on helping students develop social and emotional skills improves not just academic achievement, but students’ attitudes toward school and prosocial behaviors (Durlak et al., 2011)...”

• Implementation Guide, Support for English Learners, Lesson-level support, English Learner Scaffolds, each lesson has an “English Learner Scaffolds” section to support teachers with “scaffolded instruction to help students make meaning of math vocabulary, ideas, and concepts in context. The three levels of scaffolding within each lesson - Entering/Emerging, Developing/Expanding, and Bridging/Reaching are based on the 5 proficiency levels of the WIDA English Language Development Standards.”

• Implementation Guide, Math Language Routines, throughout the materials certain language routines are highlighted for teachers to encourage during a lesson, these routines were developed by a team of authors at Center for Assessment, Learning and Equity at Standard University and are “based on principles for the design of mathematics curricula that promote both content and language.” In the implementation guide, the material lists all eight Math Language routines and their purposes, “MLR1: Stronger and Clearer Each Time - Students revise and refine their ideas as well as their verbal or written outputs.”

• Implementation Guide, Math Probe - Formative Assessment, each unit contains a Math Probe written by Cheryl Tobey. Math Probes take time to discover what misconceptions might still exist for students. Designed to ACT, “The teacher support materials that accompany the Math Probes are designed around an ACT cycle - Analyze the Probe, Collect and Assess Student Work, and Take Action. The ACT cycle was originally developed during the creation of a set of math probes and teacher resources for a Mathematics and science Partnership Project.”

The materials reviewed for Reveal Math Grade 2 meet expectations for providing a comprehensive list of supplies needed to support instructional activities.

The Digital Teacher Center, Program Resources: Course Materials, Planning Resources, Materials List: Grade 2, specifies the comprehensive materials list for the grade. The document specifies classroom materials (e.g., classroom objects to measure, index cards, straightedge, etc.), materials from a manipulative kit (e.g., color tiles, pennies, nickels, dimes and quarters, base-ten blocks, etc.), non-consumable teaching resources (e.g., place value chart, blank open number lines, meter measuring tape, etc.), and consumable teaching resources (coin value cards, time cards, line plot, etc).

In the Teacher Edition, each Unit Planner page lists materials needed for each lesson in the unit, for example, Unit 3, Patterns within Numbers, Materials to Gather, each Lesson’s materials are given:

• Lesson 3-1 - counters, Number Cards 0-10 Teaching Resource, Number Chart 201-300 Teaching Resource, Number Chart 401-500 Teaching Resource

• Lesson 3-2 - Number Chart 1-100 Teaching Resource

• Lesson 3-3 - Number Chart 1-100 Teaching Resource, number cubes

• Lesson 3-4 - counters, Number Cards 0-10 Teaching Resource

• Lesson 3-5 - connecting cubes

• Lesson 3-6 - counters, paper clips

• Lesson 3-7 - connecting cubes, counters.

At the beginning of each lesson, in the “Materials” section, a list of materials needed for each part of the lesson is provided:

• Lesson 4-7, Meanings of Addition and Subtraction, Materials, “The materials may be for any part of the lesson, Bar Diagram Teaching Resource, number cubes 0-5 and 5-10, Word Problem Cards Teaching Resource.” In Explore & Develop, Activity-Based Exploration, “Materials: Bar Diagram Teaching Resource (1 per group), number cubes 0-5 (1 per group), Word Problem Cards Teaching Resource (1 per group).”

• Lesson 11-4, Collect Measurement Data, Materials, “The materials may be for any part of the lesson, base-ten rods, connecting cubes, inch rulers, measuring tape, Tally Chart Teaching Resource.” In Explore & Develop, Activity-Based Exploration, “Materials: inch ruler (4 per group), Tally Chart Teaching Resource (1 per group).”

The materials reviewed for Reveal Math Grade 2 meet expectations for including an assessment system that provides multiple opportunities throughout the grade to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Each unit, beginning with Unit 2, offers a Readiness Diagnostic, that assesses the content of the unit and gives teachers a snapshot of the prerequisite skills the students already possess. Each Unit also includes a Unit Assessment that evaluates students’ understanding of and fluency with concepts and skills from the unit. In the Teacher Edition, an Item Analysis lists each item’s DOK level, skill focus, content standard, and a Guided Support Intervention Lesson that teachers can assign or use for small groups or remediation. For example:

• In Unit 4, Meanings of Addition and Subtraction, Unit Assessment (Form A), Item 1 lists “Result Unknown within 50 (Take From)” as the Guided Support Intervention Lesson. This resource can be located in the Digital Teacher Center in the Targeted Intervention section of the Unit.

The Unit Performance Task, only available in print, includes a scoring rubric that evaluates student work for each section on a 2, 1, or 0 point scale. For example:

• In Unit 3, Patterns Within Numbers, Performance Task, Party Planning, “Students draw on their understanding of counting and addition patterns. Use the rubric show to evaluate students’ work.”  Rubric, Part A,  “2 Points Student's work shows proficiency in skip counting by 100s. Student completes the counting patterns and identifies the correct number of marbles. 1 Point Student’s work shows developing proficiency in skip counting by 100s. Student identifies the correct number of marbles but does not accurately complete the counting pattern. 0 Points Student’s work reflects a poor understanding of skip counting by 100s. Student fails to complete the counting pattern and does not identify the correct number of marbles.” 

Math Probes analyze students’ misconceptions, and are provided at least one time per Unit, beginning with Unit 2. In the Teacher Edition, “Authentic Student Work” samples are provided with correct student work and explanations. An “IF incorrect…, THEN the student likely…Sample Misconceptions” chart is provided to help teachers analyze student responses. A Take Action section gives teachers suggestions and resources to use to remediate. There is a “Revisit the Probe” with discussion questions for students to review their initial answers after they are provided  additional instruction, along with a Metacognitive Check for students to reflect on their own learning. For example:

• In Unit 5, Strategies to Fluently Add within 100, Math Probe, Analyze The Probe, students are asked to, “Determine if the strategy shown is a correct way to do this addition.” Students use the strategies of making friendly numbers and decomposing addends to make 2-digit addition easier. Students determine if the strategy shown works and explain why or why not. Guidance is provided in an “If incorrect...Then” chart as to common misconceptions students have leading to an incorrect answer. Students are shown “27 + 56”. Exercise 1 shows “30 + 53” and asks, “Does this strategy work? Circle Yes or No.” “IF incorrect (student answers No) THEN the student likely does not recognize that you obtain the same result if you adjust the first addend and then perform the opposite operation on the second addend by the same amount.” Sample Misconceptions, student answers, “those nombrs are not upthar (those numbers are not up there).” Take Action, “Revisit activities that build understanding of using partial sums to add in Lessons 5-5 and 5-7, and adjusting to add compatible numbers in Lesson 5-8. Use concrete models such as base-ten blocks to build understanding of the decomposition of a two-digit number and to reinforce the ideas of conservation  and compensation when adjusting numbers.” Revisit the Probe, “Are there any answers you would like to change? Explain why you might want to change them. Are there any questions that you still have about any of the items on this probe?” Reflect on Your Learning provides students with a “thumbs up, thumbs sideways, thumbs down” to circle to show their understanding.

Exit Tickets are provided at the end of each lesson and evaluates students’ understanding of the lesson concepts and provides data to inform differentiation. Each includes a Metacognitive Check allowing students to reflect on their understanding of lesson concepts on a scale of 1 to 3, with 3 being the highest confidence, and beginning in Unit 2, include an Exit Skill Tracker that lists each item’s DOK, skill, and standard. The Exit Ticket Recommendations chart provides information regarding which differentiation activity to assign based on the student’s score. For example, “If students score…Then have students do” which provides teachers information on what Differentiation activities to use such as Reinforce Understanding, Build Proficiency or Extend Thinking. For example:

• In Lesson 5-8, Exit Ticket, “If students score 3 out of 3, Then have students do Additional Practice or any of the B or E activities.” The Build Proficiency (B) activities include Practice It! Game Station, Adjusting Addends Task Cards, Own It! Digital Station games, and Interactive Additional Practice. The Extend Thinking (E) activities include Use It! Application Station, Picture Collage, and STEM Adventure.

The materials reviewed for Reveal Math Grade 2 meet expectations that assessments include opportunities for students to demonstrate the full intent of grade-level standards and practices across the series. 

Reveal Math offers a variety of opportunities for students to demonstrate the full intent of grade-level standards and mathematical practices. While content standards and DOK levels are consistently identified for teachers in the Teacher Edition, and content standards are labeled for students in digital assessments, the standards for mathematical practice are not identified for teachers or students. It was noted that although assessment items do not clearly label the MPs, students are provided opportunities to engage with the mathematical practices.

Unit Readiness Diagnostics are given at the beginning of each unit, beginning with Unit 2. Formative assessments include; Work Together, Exit Tickets, and Math Probes. Summative assessments include; Unit Assessment Forms A and B, and Unit Performance Tasks at the end of a unit. Benchmark Assessments are administered after multiple units, and an End of the Year (Summative) Assessment is given at the end of the school year. Examples include:

•  In Lesson 5-5, Decompose Two Addends to Add, Assess, Exit Ticket, supports the full intent of 2.NBT.5 (Fluently add and subtract within 100) and MP7 (Look for and make use of structure) as students decompose addends into tens and ones. Exercise 2, “Decompose both addends by place value. 56 + 23 = ?” In this exercise, students are given the equation 56 + 23 = ? with blanks under each addend to indicate that each addend can be split into two numbers ___ + ___ . 

• Unit 5, Strategies to Add Fluently to 100, Unit Assessment, Form A, supports the full intent  of 2.OA.2 (Fluently add and subtract within 20 using mental strategies) and MP1 (Make sense of problems and persevere in solving them) as students use their knowledge of doubles facts to help them solve a word problem. Item 16, “Henry has 5 apple slices and 7 orange slices. Use a doubles fact to help you find the total number of fruit slices Henry has. Show your work and explain your answer.” 

• Benchmark Assessment 3, supports the full intent  of and 2.OA.1 (Use addition and subtraction within 100 to solve one- and two-step word problems) and MP2 (Reason abstractly and quantitatively) as students solve a comparison problem and represent it with equations. Item 18, “Arnold has 8 more stickers than Hector. Arnold has 27 stickers. How many stickers does Hector have?” Students see a bar diagram with Arnold having 27 stickers and Hector showing 8 stickers and a blank bar for the rest of Hector’s stickers. “Which equations match the word problem? Choose all the correct answers. A. 35 - 27 = 8, B. 19 + 8 = 27, C. 27 - 8 = 19, D. 27 + 8 = 25”. [B, C]

• In Lesson 11-6, Show Data on a Line Plot, Assess, Exit Ticket, is aligned to DOK 2 and supports the full intent  of 2.MD.9 (Show the measurements by making a line plot) and MP 4 (Model with mathematics) as students create a line plot to represent data. Exercise 1, “How can you represent the data using a line plot? Use the data to make a line plot. Mila measured the lengths of the bracelets she made.” Students are shown a list of eight measurements ranging from 14 to 18 centimeters.

The materials reviewed for Reveal Math Grade 2 meet expectations for providing strategies and supports for students in special populations to support their regular and active participation in learning grade-level mathematics.

There are multiple locations of supports for students in special populations at the unit and lesson level. These supports are specifically aligned to lessons and standards, and therefore are engaging in a variety of ways. They also scaffold up to the learning instead of simplifying or lowering expectations. 

The Implementation Guide-Support for English Learners, identifies three features at the Unit level:

• “The Math Language Development feature offers insights into one of the four areas of language competence - reading, writing, listening, and speaking - strategies to build students’ proficiency with language.”

• The English Language Learner feature provides an overview of the lesson-level support.”  

• The Math Language Routines feature consists of a listing of the Math Language Routines found in each lesson of the unit.” 

The Implementation Guide-Support for English Learners, also identifies three features at the Lesson level:

• Language Objectives: “In addition to a content objective, each lesson has a language objective that identifies a linguistic focus for the lesson for English Learners. The language objective also identifies the Math Language Routines for the Lesson.”

• English Learner Scaffolds: “English Learner Scaffolds provide teachers with scaffolded instruction to help students make meaning of math vocabulary, ideas, and concepts in context. The three levels of scaffolding within each lesson - Entering/Emerging, Developing/Expanding, and Bridging/Reaching are based on the 5 proficiency levels of the WIDA English Language Development Standards. With these three levels, teachers can scaffold instruction to the appropriate level of language proficiency for their students.”  

• Math Language Routines: “Each lesson has at least one Math Language Routine specifically designed to engage English Learners in math and language.”  

The Implementation Guide-Differentiation Resources, provides a variety of small group activities and resources to support differentiation to sufficiently engage students in grade level mathematics. Examples include: 

• Reinforce Understanding: “These teacher-facilitated small group activities are designed to revisit lesson concepts for students who may need additional instruction.”  

• Build Proficiency: “Students can work in pairs or small groups on the print-based Game Station activities, written by Dr. Nicki Newton, or they can opt to play a game in the Digital Station that helps build fluency.”  

• Extend Thinking: “The Application Station tasks offer non-routine problems for students to work on in pairs or small groups.”   

The Implementation Guide-Differentiation Resources, provides a variety of independent activities and resources to support differentiation to sufficiently engage students in grade level mathematics. Examples include:

• Reinforce Understanding: “Students in need of additional instruction on the lesson concepts can complete either the Take Another Look mini-lessons, which are digital activities, or the print-based Reinforce Understanding activity master.”

• Build Proficiency: “Additional Practice and Spiral Review assignments can be completed in either print or digital environment. The digital assignments include learning aids that students can access as they work through the assignment. The digital assignments are also auto-scored to give students immediate feedback on their work.”  

• Extend Thinking: “The STEM Adventures and Websketch activities powered by Geometer’s Sketchpad offer students opportunities to solve non-routine problems in a digital environment. The print-based Extend Thinking activity master offers an enrichment or extension activity.”  

The Teacher Edition and Implementation Guide provide overarching guidance for teachers on how to use the supports provided within the program. Examples include:

• Teacher Edition, Volume 1, Lesson Model: Differentiate, for every lesson, there are multiple options for teachers to choose to support student learning. Based on data from Exit Tickets, students can reinforce lesson skills with “Reinforce Understanding” opportunities, practice their learning with “Build Proficiency” opportunities, or extend and apply their learning with “Extend Thinking” opportunities. Within each of these opportunities, there are options of workstations, online activities and independent practice for teachers to elect to use. 

• Implementation Guide, Targeted Intervention, “Targeted intervention resources are available to assign students based on their performance on all Unit Readiness Diagnostics and Unit Assessments. The Item Analysis table lists the appropriate resources for the identified concept or skill gaps. Intervention resources can be found in the Teacher Center in both the Unit Overview and Unit Review and Assess sections.”  The Item Analysis can be found in the Teacher Edition. Intervention resources include Guided Support, “Guided Support provides a teacher-facilitated small group mini-lesson that uses concrete modeling and discussion to build conceptual understanding” and Skills Support, “Skills Support are skills-based practice sheets that offer targeted practice of previously taught items.”  Both of these can be located in the Digital Teacher Center.

The materials reviewed for Reveal Math Grade 2 meet expectations for providing extensions and/or opportunities for students to engage with grade-level mathematics at higher levels of complexity.

Each unit opens with an “Ignite!” activity that poses an interesting problem or puzzle to activate prior knowledge and spark students’ curiosity around the mathematics for the unit. In the Digital Teacher Center, “What are Ignite! Activities?” video, contributing author Raj Shah, Ph.D., explains, “An Ignite! Activity is an opportunity to build the culture of your classroom around problem-solving, exploration, discovery and curiosity.” The activity gives teachers, “the opportunity to see what the students can do on their own, without having to pre-teach them anything.” This provides an opportunity for advanced students to bring prior knowledge and their own abilities to make insightful observations. 

The Teacher Edition, Unit Resources At-A-Glance page includes a Workstations table which, “offers rich and varied resources that teachers can use to differentiate and enrich students’ instructional experiences with the unit content. The table presents an overview of the resources available for the unit with recommendations for when to use.” This table includes Games Station, Digital Station, and Application Station. 

Within each lesson, there are opportunities for students to engage in extension activities and questions of a higher level of complexity. The Practice & Reflect, On My Own section of the lesson provides an Item Analysis table showing the aspect of rigor and DOK level of each item. The Exit Ticket at the end of each lesson provides differentiation that includes extension through a variety of activities.

Additionally, there are no instances of advanced students doing more assignments than their classmates.

The materials reviewed for Reveal Math Grade 2 meet expectations for providing strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

The materials provide strategies for all students to foster their regular and active participation in learning mathematics, as well as specific supports for English Learners. 

In the Implementation Guide, Support for English Learners, Unit-level support, “At the unit level are three features that provide support for teachers as they prepare to teach English Learners. The Math Language Development feature offers insights into one of the four areas of language competence - reading, writing, listening, and speaking - and strategies to build students’ proficiency with language. The English Language Learner feature provides an overview of lesson-level support. The Math Language Routines feature consists of a listing of the Math Language Routines found in each lesson of the unit.” The Unit Overview also includes a Language of Math section highlighting key vocabulary from the unit. These sections provide an overview of the strategies present within the unit and give guidance as to possible misconceptions or challenges that EL students may face with language demands. Included within the Unit Review is a Vocabulary Review that includes an Item Analysis for each item as well as what lesson/s the term was found in.  

At the lesson level, there are supports to engage ELs in grade-level content and develop knowledge of the subject matter. These involve oral language development and reading and writing activities. The Teacher Edition and Implementation Guide outline these features. Examples include:

• Language Objective, “In addition to a content objective, each lesson has a language objective that identifies a linguistic focus of the lesson for English Learners. The language objective also identifies the Math Language Routine of the lesson.”

• Math Language Routine, “Each lesson has at least one Math Language Routine specifically designed to engage English Learners in math and language.” Math Language Routines (MLR), listed and described in the Implementation Guide include: Stronger and Clearer Each Time, Collect and Display, Critique, Correct, and Clarify, Information Gap, Co-Craft Questions and Problems, Three Reads, Compare and Connect, Discussion Supports.

• English Learner Scaffolds, “English Learner Scaffolds provide teachers with scaffolded instruction to help students make meaning of math vocabulary, ideas, and concepts in context. The three levels of scaffolding within each lesson - Entering/Emerging, developing/Expanding, and Bridging/Reaching are based on the 5 proficiency levels of the WIDA English Language development Standards. With these three levels, teachers can scaffold instruction to the appropriate level of language proficiency of their students.”

• Language of Math, ”The Language of Math feature promotes the development of key vocabulary terms that support how we talk about and think about math in the context of the lesson content.”

• Number Routines such as “Would You Rather?” or “Math Pictures” and Sense-Making Routines such as “Notice and Wonder” or “Which Doesn’t Belong?” provide opportunities to develop and strengthen number sense and problem solving through discussion or written responses.

Most materials are available in Spanish such as the Student Edition, Student Practice Book (print), Student eBook, Math Replay Videos, eGlossary, and Family Letter (digital).

The materials reviewed for Reveal Math Grade 2 meet expectations for providing manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent, and when appropriate, are connected to written methods.

Physical manipulatives needed for each unit and lesson can be found in the Teacher Edition, Unit Planner, at the beginning of each unit under “Materials to Gather”. Each lesson also identifies needed materials in the “Materials” section on the first page of each lesson.

Virtual manipulatives can be found online under “e-Toolkit”. Manipulatives are used throughout the program to help students develop a concept or explain their thinking. They are used to develop conceptual understanding and connect concrete representations to a written method.