The instructional materials reviewed for Reveal Math Integrated meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. The digital materials have exploration activities and applets to aid in the development of conceptual understanding, and they provide opportunities for students to demonstrate that understanding throughout the series.

Examples of where the materials develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding include, but are not limited to:

• In Integrated Math II, Module 12: Quadratic Functions, Lesson 4, students relate the factors of an equation to the solutions of a quadratic equation (A-APR.B), and in Integrated Math III, Module 3: Polynomial Equations, Lesson 5, “Explore,” students determine how the value of the discriminant impacts the type and number of zeros of a quadratic function. In “Learn,” students examine examples of the relationship between zeros, roots, and factors and demonstrate their conceptual understanding of the concept introduced in “Explore.” 
• In Integrated Math I, Module 2: Equations in One Variable, Lessons 2-4, students solve equations using the algebraic properties of equality (A-REI.1). Students use algebra tiles to develop their conceptual understanding and provide algebraic justifications for their steps in solving equations. In “Learn,” students provide the steps and properties justifying the steps when solving equations to demonstrate their understanding of solving equations. 
• In Integrated Math I, Module 4: Linear and Nonlinear functions, Lesson 1, students determine what it means for a point to be a solution to an algebraic equation (A-REI.10). “Math Background” states, “The coordinates of the points on the line are the solutions of the related linear equation.” The materials assess this idea within the “Inquiry” question, “How is the graph of a linear equation related to its solution?” In Integrated Math III, Module 6: Logarithmic Functions, Lesson 1, students solve logarithmic equations and make the connection between the solutions of logarithmic functions and the points of intersection on the graphs of the function.
• InIntegrated Math I, Module 3: Relations and Functions, Lesson 2, students determine whether relations are functions (F-IF.A). In “Launch the Lesson,” students examine a website of 6.3 million selfies to determine if the relationship between the independent and dependent variables represents a function. Students demonstrate their understanding of what a function is and determine whether relations are functions in mappings, tables, graphs, etc. 
• In Integrated Math II, Module 4: Right Triangle and Trigonometry, Lesson 1, students use similarity in right triangles to develop proportional relationships within right triangles (G-SRT.6). In Integrated Math II, Module 4: Right Triangles and Trigonometry, Lesson 5, students complete an interactive activity which establishes the ratios between pairs of side lengths based on given angle measures.
• In Integrated Math I, Module 5: Creating Linear Equations, Lesson 1, students make a generalization about how changing coordinates of points changes the slope of an equation. Within the lesson, students interpret the slope and y-intercept of an equation (S-ID.7), and in Integrated Math I, Module 4: Linear and Nonlinear functions, students interpret rates of change in real-world relationships.

An example of the materials not developing conceptual understanding and providing opportunities for students to independently demonstrate conceptual understanding is:

• In Integrated Math II, Module 10, Lesson 4, the materials include steps for writing equivalent expressions with rational exponents using the exponent of ½ as an example (N-RN.1). The materials do not develop a connection between integer and rational exponents, and in “Explore”, practice problems, students do not independently demonstrate their understanding of this standard.

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing intentional opportunities for students to develop procedural skills, especially when called for in specific content standards or clusters. Often, these procedural skills occur across multiple modules with varied practice. 

Examples of how the materials develop procedural skills across the series include, but are not limited to:

• A-SSE.2: In Integrated Math I, Module 1: Expressions, Lesson 4, students rewrite expressions using the distributive property and by factoring the greatest common factor out of an expression. In Integrated Math II, Module 11: Polynomials, Lessons 4-7, students multiply and factor special products, and in Integrated Math III, Module 3: Polynomial Equations, Lessons 2 and 3, students learn more factoring techniques and use polynomial identities to rewrite expressions that are not easily factorable otherwise.
• A-APR.1: In Integrated Math II, Module 11: Polynomials, Lessons 1-3, students practice the operations of addition, subtraction, and multiplication with polynomials. These skills are also developed in Integrated Math III, Module 2: Polynomials and Polynomial Functions, Lesson 3, along with showing closure under these operations. Through these lessons, students have multiple opportunities to practice operations with polynomials.
• F-BF.3: In Integrated Math I, Module 4: Linear and Nonlinear Functions, Lessons 4 and 7, students examine transformations of linear and absolute value functions respectively. Transformations of functions are also developed in Integrated Math III, Module 4: Inverse and Radical Functions; Integrated Math III, Module 5: Exponential Functions; and Integrated Math III, Module 7: Rational Functions. In all cases, students use embedded technology to explore how the parameters change the graph of a function and identify and justify the effects of changing certain parameters.

Examples of how the instructional materials provide opportunities for students to independently demonstrate procedural skills include, but are not limited to:

• A-APR.6: In Integrated Math III, Module 2: Polynomials and Polynomial Functions, Lesson 4, students use long division and synthetic division to rewrite rational expressions, and there are many examples for students to practice each type of division.
• G-SRT.5: Within the Geometry course, there are many opportunities for students to justify congruence and similarity criteria for triangles. In Integrated Math I, Module 14: Triangles and Congruence, Lessons 3 and 4, students use triangle congruence to solve problems. In Integrated Math II, Module 3: Similarity, Lessons 3 and 4, students demonstrate skill with triangle similarity by solving problems and demonstrate that two triangles are similar using the similarity criteria.
• G-GPE.5: In Integrated Math I, Module 5: Creating Linear Equations, Lesson 2, students write equations of parallel and perpendicular lines through a given point. In Integrated Math I, Module 12: Logical Arguments and Line Relationships, Lesson 8, students justify the slope criteria for parallel and perpendicular lines and demonstrate finding parallel or perpendicular lines through a given point.

The instructional materials reviewed for Reveal Math Integrated meet expectations for supporting the intentional development of students’ ability to utilize mathematical concepts and skills in engaging applications, especially where called for in specific content standards or clusters. The materials utilize different contexts across the series, such as population modeling, maximum profit, expenditures for a party, zip-lining, and numerous sports applications. Throughout the series, students apply conceptual understandings and procedural skills that have been developed.

Examples of applications across the series include, but are not limited to:

• A-REI.11: In Integrated Math I, Module 7: Systems of Linear Equations and Inequalities, Lesson 1, students predict the approximate year when the populations of China and India will be the same by approximating the average rate of change of both populations, writing a system of equations to represent the situation, and graphing the system to determine their solution. Students work in teams or small groups to contextualize and make sense of the problem.
• G-SRT.8: In Integrated Math II, Module 4: Right Triangle and Trigonometry, Lessons 2 and 6, students use angles of elevation and trigonometry to solve problems in different outdoor settings. In Lesson 2, students find the length of a zipline given different measurements of length and angle measure, and in Lesson 6, students use trigonometric ratios to determine how far a drone is from a given location. 
• S-IC.1: In Integrated Math III, Module 8: Inferential Statistics, Lesson 2, Examples 3 and 4, students determine if a raffle is fair or unfair. Students create and run a model or simulation of the raffle to determine fairness.

The instructional materials reviewed for Reveal Math Integrated meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. Throughout the materials, students engage in each of the aspects of rigor. All three aspects of rigor are present independently throughout the materials, and there are instances where multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding.

Examples of where the instructional materials attend to conceptual understanding, procedural skills, and application independently throughout the grade level include, but are not limited to:

• Conceptual understanding is developed in the digital materials through “Launch the Lesson” in which students consider how the content relates to real-life scenarios. For example, in Integrated Math III, Module 9: Trigonometric Functions, Lesson 2, students find the heights of clouds using trigonometry and using a clinometer as a mathematical tool.
• In Integrated Math III, Module 1: Quadratic Functions, Lesson 4, students apply factoring quadratic functions. Students “find how long it takes a car to accelerate given the distance and rate travelled” by factoring a quadratic equation, determining the zeros of the quadratic function, and interpreting when the car will be at the maximum acceleration. 
• In some “Learn” sections, students develop procedural skills. For example, in Integrated Math I, Module 7: Systems of Linear Equations and Inequalities, Lesson 2, students find intersection points on a graph to find a solution. The materials demonstrate how substitution relates to finding intersection points, and students complete multiple practice problems to develop the procedural skill for themselves.

Examples of where two or more of the aspects of rigor are engaged simultaneously to develop students’ mathematical understanding include, but are not limited to:

• In Integrated Math I, Module 5: Creating Linear Equations, Lesson 1, students use the web sketchpad to explore how changing points on a line impacts the slope of the line. Students practice procedural skills by writing equations in slope-intercept form given a slope and a point or two points. Students apply their understanding to create a linear equation that models the number of students enrolled in high schools in the U.S. since 2010. Students also interpret the y-intercept and slope in the context of the problem once they have created the equation.
• In Integrated Math II, Module 2: Quadrilaterals, Lesson 4, students write equations of four lines in the coordinate plane to form a rectangle. Students demonstrate their understanding of the definition of a rectangle. Students also determine how two lines can be perpendicular or parallel, find the distance of line segments, and find points of intersection for the equations of lines.
• In Integrated Math III, Module 2: Polynomials and Polynomial Functions, “Ignite,” students solve a problem involving a bridge by answering the questions, “What do you notice?” and “What can you ask?” Students create a question about the scenario and develop a strategy to solve the question about the bridge. There are extensions in the materials for students to compare different spans for the bridge that would allow more practice with the procedure.

The instructional materials reviewed for Reveal Math Integrated meet expectations for supporting the intentional development of overarching, mathematical practices (MPs 1 and 6), in connection to the high school content standards.

Examples of MP1 include, but are not limited to:

• In Integrated Math I, Module 10: Tools of Geometry, Lesson 4, “Think About It,” students answer, “Why do you think the Distance Formula uses absolute value?” Students make sense of the idea that line segments cannot have negative values for their lengths.
• In Integrated Math I, Module 14: Triangles and Congruence, Lesson 1, “Teaching the Mathematical Practices” states, “In Example 1, guide students through the use of the 4-step plan to identify the meaning of the problem and look for entry points to its solution.” The materials provide explicit instructions for how to make sense of a mathematical problem.
• In Integrated II, Module 1: Relationships in Triangles, Lesson 3, “Apply,” the materials take students through a four step process to analyze the task. In each step, students ask themselves the following questions, “What is the task?”; “How will you approach the task? What have you learned that you can use to help you complete the task?”, “What is your solution?”; and “How can you know that your solution is reasonable?”
• In Integrated Math III, Module 7: Rational Functions, Lesson 2, teachers encourage students to transform expressions in both the numerator and the denominator to help them make sense of the expression. 

Examples of MP6 include, but are not limited to:

• In Integrated Math I, Module 5: Creating Linear Equations, Lesson 5, the materials define the linear regression correlation coefficient and explain its meaning. Students attend to precision when explaining the graph, paying specific attention to labels and units in the problem.
• In Integrated Math II, Module 7: Probability, Lesson 4, “Communicate Precisely” states, “Encourage students to routinely write or explain their solution methods. Point out that they should use clear definitions when they discuss their solutions with others.” This occurs in multiple modules and lessons throughout the series.
• In Integrated Math III, Module 9: Trigonometric Functions, Lesson 2, students calculate with precision to determine the trigonometric ratios for an angle whose terminal side passes through a given point.

The instructional materials reviewed for Reveal Math Integrated meet expectations for supporting the intentional development of reasoning and explaining (MPs 2 and 3), in connection to the high school content standards.

Examples of MP2 include, but are not limited to:

• In Integrated Math I, Module 6: Linear Inequalities, Lesson 2, students model multi-step inequalities with algebra tiles and consider their representation of the inequality algebraically. Students answer the question, “How can you model and solve a multi-step inequality?” to reason abstractly about the process.
• In Integrated Math I, Module 12: Logical Arguments and Line Relationships, Lesson 9, using the relationships between pairs of angles formed when two parallel lines are cut by a transversal, students write an equation that abstractly represents the relationship between the angle measures for a pair of angles and solves the equation to find the missing angle measures.
• In Integrated Math II, Module 2: Quadrilaterals, Lesson 4, students recognize the basketball court as a parallelogram and use the fact that a parallelogram has bisecting diagonals to solve the problem. The “Think About It” question brings the student back to the intersection of the diagonals and asks them to discuss what it represents. 
• In Integrated Math III, Module 5: Exponential Functions, Lesson 2, “Teaching the Mathematical Practices” states, “Encourage students to consider how they could write a system of equations to represent the relationships among the number of visitors that visited the three parks.” Throughout the lesson, students write systems of equations that represent relationships between quantities in real-world scenarios, and in Problem 26, students explain how to recognize a system with infinitely many solutions.

Examples of MP3 include, but are not limited to:

• In Integrated Math I, Module 3: Relations and Functions, Lesson 3, “Think About It,” students construct an argument about if it is possible for a function to be discrete and continuous at the same time.
• In Integrated Math I, Module 11: Angles and Geometric Figures, Lesson 2, students construct arguments and communicate them to others. In Example 1, students answer the following question, “Adrian claims that if two complementary angles are both acute, then a pair of supplementary angles must both be obtuse. Do you agree? Explain why or why not.”
• In Integrated Math I, Module 14: Triangles and Congruence, Lesson 1, students use dynamic geometry software to make conjectures about the interior angles of triangles. Through their exploration, students construct an argument for the triangle angle sum theorem.
• In Integrated Math II, Module 5: Circles, Lesson 2, Example 3, students use stated assumptions, definitions, and previously stated results to construct an argument to determine the measurement of an arc from a circle graph. 
• In Integrated Math III, Module 4: Inverse and Radical Functions, Lesson 6, students solve an equation that includes an extraneous solution. Students critique their own reasoning by answering the question, “In the example above, could you tell that four was an extraneous solution before checking the result? Explain your reasoning.”

The instructional materials reviewed for Reveal Math Integrated meet expectations for supporting the intentional development of seeing structure and generalizing (MP7 and MP8), in connection to the high school content standards. In the materials, students find and use patterns and generalize findings from regularity in repeated reasoning. Within the print materials, there are Higher Order Thinking problems that provide students with opportunities to describe patterns and make connections from their repeated reasoning.

Examples of MP 7 include, but are not limited to:

• In Integrated Math I, Module 8: Exponential Functions, Lesson 6, “Explore and Develop,” students use the structure of a geometric sequence to write a recursive formula for the sequence. In Integrated Math III, Module 5: Exponential Functions, Lesson 4, students use the structure of geometric sequences to convert between recursive and explicit forms of the sequences.
• In Integrated Math II, Module 4: Right Triangles and Trigonometry, Lesson 5, students explore the structure of right triangles to discover trigonometric ratios. Students complete an inquiry process that ends with the question, “If two right triangles have the same angle measure, what do you know about the trigonometric ratios of the angle?”
• In Integrated Math III, Module 1: Quadratic Functions, Lesson 6, students use the discriminant to make connections between different values of the discriminant and the number and types of roots of the quadratic equation.

Examples of MP 8 include, but are not limited to:

• In Integrated Math I, Module 7: Systems of Linear Equations and Inequalities, Lesson 1, students examine the slopes and y-intercepts of equations in a system for patterns to determine the number of solutions of the system.
• In Integrated Math II, Module 10: Equations and Roots, Lesson 1, students explore provided examples to look for a pattern to determine the product of two expressions with exponents. In “Explore,” students express regularity in repeated reasoning to write the general product of two expressions with exponents.
• In Integrated Math III, Module 3: Polynomial Functions, Lesson 3, students find patterns in expanding and simplifying polynomial expressions to provide justification for polynomial identities.

The instructional materials reviewed for Reveal Math Integrated meet expectations in that there is a clear distinction between problems and exercises in the materials.

In the instructional sections of each lesson, students complete examples and problems to learn new concepts through strategies such as guided instruction, step-by-step procedures, interactive slideshows, and problem solving.

Each lesson ends with Reflect and Practice, which includes exercises that allow students to independently apply what they have learned. Practice exercises are found in the exit ticket, practice, spiral review, and activities.

The instructional materials reviewed for Reveal Math Integrated meet expectations that the design of assignments is intentional and not haphazard.

Modules include a Launch, which provides students an overview of the topics found in the module. A Vertical Alignment tab provides teachers information on Vertical Alignment between and within courses. Lessons are presented in a logical order that builds coherence throughout the course. 

Each Lesson follows a consistent format that develops learning through building conceptual understanding, providing opportunity for practice of procedural skills, and providing application in real-world situations. Exercises intentionally encourage a progression of understanding and skills, and the format includes three main sections, each including multiple parts: 

• Launch: Warm Up (addresses prerequisite skills); Launch the Lesson (includes class discussions and short videos; Today’s Standards; and What Vocabulary will you Learn?
• Explore and Develop: Explore (provides Inquiry questions for the students to explore); Learn (guided instruction); Examples (scaffolded problems for students to work through); Apply (guided application problems); and Check (one problem follows each example to assess student understanding)
• Reflect and Practice: Exit Ticket; Practice Problems; Spiral Review Lesson; and Assessments (when applicable)

The instructional materials reviewed for Reveal Math Integrated meet expectations for prompting students to show their mathematical thinking in a variety of ways. Examples include:

• In Integrated Math I, Module 2: Expressions, Introduction, students create a foldable to organize their notes.
• In Integrated Math I, Module 13: Transformations and Symmetry, Lesson 1, students use dynamic geometric software to explore reflections by manipulating coordinates. 
• In Integrated Math II, Module 10: Equations and Roots, Lesson 2, students fill in the blanks to answer missing steps of problems and construct responses to answer Think About It! Questions. 
• In Integrated Math II, Module 4: Right Triangles and Trigonometry, Lesson 5, students match trigonometric ratios to trigonometric expressions. 
• In Integrated Math III, Module 1: Quadratic Functions, Lesson 1, students use an interactive sketch to explore quadratic functions in the coordinate plane. 
• In Integrated Math III, Module 8: Inferential Statistics, Lesson 4, students construct a relative frequency table and graph the probability distribution.

The instructional materials reviewed for Reveal Math Integrated meet expectations for having manipulatives that are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

The series includes a variety of virtual manipulatives, although the materials rarely include physical manipulatives.

• Manipulatives and other mathematical representations are consistently aligned to the mathematical content in the standards.
• Virtual manipulatives, such as number lines, double number lines, bar diagrams, pie charts, algebra tiles, x-y tables, coordinate planes, and flashcards, are used for developing conceptual understanding.
• There are embedded links to programs such as LearnSmart, Desmos, Web Sketchpad, ALEKS, and eTools.

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing strategies for gathering information about students’ prior knowledge within and across grade levels. There are multiple opportunities to gather information about prior knowledge and prepare for the content addressed in the module. 

In the beginning of the school year, Diagnostic and Placement Tests can be assigned to determine whether a student has mastered prerequisite concepts for the current course. 

The Module Pretest can be used to diagnose student readiness for the module, and Are You Ready? has a few exercises over necessary prerequisite concepts. The Teacher Edition contains an extensive list of prerequisite concepts.

At the beginning of each lesson, warm-up exercises address prerequisite skills for the lesson.

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

• Formative Assessment Math Probes by Cheryl Tobey provide an analysis of targeted misconceptions. “This formative assessment asset helps the teacher to target common misconceptions students may have about the mathematics covered in this module. The Teacher’s Guide provides a key as well as a description of common misconceptions, and how they might be addressed.” There is one per module which can be completed more than once to ensure that misconceptions have been addressed. 
• Each lesson notes anticipated misconceptions, and teachers are provided ideas to help students address them. 
• Within Independent Practice, there are common misconception pointers titled “Watch Out!” related to specific problems such as, “When determining the quantity to multiply by when rationalizing the denominator, make sure you raise the entire term under the radical to the power of n-x.” (Integrated Math III, Module 4: Inverse and Radical Functions, Lesson 5)

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

• Check questions accompany one or more examples to assess student understanding. These are done online so teachers can access performance reports. If students do not “pass,” teachers can assign relevant practice.
• Exit Tickets are provided in every lesson.
• Put It All Together, mid-module, formative assessments provide opportunities to assess student understanding of multiple lessons. 
• Classroom discourse has students discuss their thinking and provides another formative assessment opportunity for teachers to identify what students have learned and respond with appropriate prompts and clarifications. 
• Test Practice pages are provided at the end of each module to help students review module content and prepare for online assessments. Many of the exercises mirror the questions students will see on the online assessments.
• Each lesson contains additional digital practice allowing students to complete several problems, getting immediate feedback about what is correct.
• Some lessons include a digital Spiral Review containing content from multiple lessons. The resource notes specify the exact concepts on the Spiral Review.

The instructional materials reviewed for Reveal Math Integrated meet expectations for assessments clearly denoting which standards are being emphasized. 

Teachers can access metadata reports that indicate the standards that each assessment item addresses. These reports are found by accessing the Assessments menu, selecting the desired module Test Bank, and right clicking on the three dots to the right of the desired test and selecting Export Metadata. The metadata report will be located under My Downloads.The online materials do not have the standards linked to the questions.  However, the Teacher Edition does have a list of standards associated with the tests provided.

The instructional materials reviewed for Reveal Math Integrated meet expectations that assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

• In the Checks, completed after each example in the lessons, teachers can reference the performance results and are guided to assign differentiated practice as needed for remediation. 
• A chart is provided for teachers on the End of Module Review pages. Related standards and lessons for each question are referenced and can be used to determine areas of strength/weakness.
• Each module contains a Performance Task, which includes a scoring rubric. The rubric provides the expectations for student responses to the task and a suggested scoring guide based on student responses. The Performance Task and Rubric are located on each module’s landing page under Review and Assess.
• The online Printable Module Tests contain answer keys and are located on each module’s landing page under Review and Assess: On-Level Assessments (Form A) and Differentiated Assessments (Forms B and C).

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

• Each module introductory page includes Be Sure to Cover which identifies prerequisite skills students need for the module content.
• Each module and lesson include tabs for pacing and vertical alignment. Vertical Alignment makes connections to both prior and future knowledge and skills to assist with sequencing instruction.
• The Warm Up at the beginning of each lesson “helps the teacher determine whether students are proficient in the prerequisite skills needed for this lesson.” 
• Each Module includes a Pretest that can be used to “diagnose students' understanding of the prerequisite skills required for this module.”
• Teachers Notes are embedded alongside the lessons and student tasks that provide prompts that scaffold instruction.
• Discussion questions are embedded in the Examples and Apply tasks.

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

• The opening page to each lesson contains Differentiate that lists learning resources available for use. These are identified and color-coded in the Teacher Edition as Approaching Level (AL), On Level (OL), and Beyond Level (BL). They include collaboration strategies, and Remediation and Extension Tasks.
• Questions for Mathematical Discourse in the Teacher Edition margin are also identified and color-coded as AL, OL, or BL. 
• After each problem during the instruction portion of the lesson, there is a computer-based Check to gauge student understanding. The Teacher’s Guide provides direction on using the data to assign practice problems and other exercises.
• Each lesson has Additional Examples that help students reinforce their understanding of the concept. It includes an extra problem for the teacher to use, as well as questions to help elicit meaningful responses.
• Supporting All Learners, an online resource, includes a Language Development Handbook which provides graphic organizers, note taking using sentence frames, and vocabulary worksheets. 
• Digital Differentiate activities include auto-scored Lesson Practice problems, Collaboration Strategy activities related to the math concepts/vocabulary, prerequisite skill Review activities, and a Personal Tutor.

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

• Talk About It! And Write About It! prompts often encourage students to describe their approaches to problems and to think about other possible approaches. 
• Each lesson presents an Inquiry question for students to explore, often with a digital resource such as Web Sketchpad. 
• Apply tasks include a variety of entry-points and a variety of solution strategies. 
• Common prompts for Apply problems involve different approaches to the tasks or strategies that students could use.

The instructional materials reviewed for Reveal Math Integrated meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations.

In the Teacher Edition, ELL icons introduce various supports specifically related to students’ native languages such as a Spanish Interactive Student Edition, Digital Spanish Personal Tutors, or a Multilingual eGlossary. Additional supports for ELLs and other special populations include:

• Math-Language Building Activities
• Language Scaffolds
• Think About It! and Talk About It! prompts that assist in deepening understanding 
• Audio options
• Graphic organizers
• Web Sketchpad, Desmos, eTools
• A Language Development handbook found online in Program Resources. 
• Language Objectives for almost every lesson
• What Vocabulary Will You Learn? at the beginning of each lesson. The Teacher Edition provides a prompt for ELL students: “As you proceed through the chapter, introduce each vocabulary term using the following routine. Ask the students to say each term aloud after you say it. Define...Example….Ask….” 
• Each module has a Foldable Study Organizer containing key concepts/vocabulary which students create.

The instructional materials reviewed for Reveal Math Integrated meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth. There are multiple opportunities to address the needs of advanced learners. Extensions are included that present students with opportunities for problem solving, and examples include:

• In Integrated Math I, Module 2: Equations in One Variable, Lesson 5, Extension, students work with absolute value equations with variables on both sides of the equal sign, whereas during the preceding lesson, students worked with absolute value equations with variables on only one side of the equal side. 
• In Integrated Math II, Module 1: Relationships in Triangles, Lesson 2, Extension, students extend their learning of angle bisectors from the lesson to create an inscribed circle within a triangle. 
• In Integrated Math III, Module 1: Quadratic Functions, Lesson 7, Extension, students extend their learning of graphing a quadratic inequality from the lesson to graphing a set of quadratic inequalities.