The instructional materials reviewed for Grade 2 do not meet expectations for assessment. For this indicator, the review team examined all written assessments. The instructional materials for Grade 2 assess several topics that are beyond the expectations for Grade 2 repeatedly in their assessments. Some of the assessments could have items modified or omitted so as to align to Grade 2 expectations, and in other cases, the inclusion of the above, grade-level expectations is mathematically reasonable. Overall, though, the number of modifications or omissions needed significantly impacts the underlying structure of the instructional materials. Following is a list of the topics that align to expectations beyond Grade 2, the standards or clusters to which they actually align, and the assessments in which the topics appear.

• Continuing patterns aligns to 3.OA.D.9, “Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends,” and 4.OA.C, “Generate and analyze patterns,” and it appears in Written Assessment 1 after lesson 10-2 and Written Assessment 3 after lesson 20-2. The teaching of this topic is found in 5 lessons.
• Fractions with denominators of 8 and mixed numbers are topics that align to 3.NF.A, “Develop understanding of fractions as numbers,” and 4.NF.B, “Build fractions from unit fractions”, and these topics appear in the following Written Assessments: 8 after lesson 45-2, 11 after lesson 60-2, 14 after lesson 75-2, 15 after lesson 80-2, 21 after lesson 110-2, 22 after lesson 115-2, 24 after lesson 125-2, and 25 after lesson 130-2. The teaching of these topics is found in 12 lessons.
• The topic of line segments aligns to 4.G.A, “Draw and identify lines and angles, and classify shapes by properties of their lines and angles,” and this topic appears in the following Written Assessments: 9 after lesson 50-2, 22 after lesson 115-2, and 25 after lesson 130-2. The teaching of this topic is found in 5 lessons.
• The topic of lines of symmetry aligns to 4.G.A.3, “Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry”, and this topic appears in Written Assessment 12 after lesson 65-2. The teaching of this topic is found in 1 lesson.
• The topic of multiplication aligns to 3.OA.A, “Represent and solve problems involving multiplication and division”, and 3.OA.C, “Multiply and divide within 100,” and this topic appears in the following Written Assessments: 20 after lesson 105-2, 21 after lesson 110-2, 23 after lesson 120-2, 25 after lesson 130-2, and 26 after lesson 135-2. The teaching of this topic is found in 29 lessons.
• The topic of adding and subtracting with only the standard algorithm aligns to 4.NBT.B.4, “Fluently add and subtract multi-digit whole numbers using the standard algorithm,” and these topics appear in the following Written Assessments: 13 after lesson 70-2, 14 after lesson 75-2, 15 after lesson 80-2, 16 after lesson 85-2, 17 after lesson 90-2, 18 after lesson 95-2, 19 after lesson 100-2, 20 after lesson 105-2, 21 after lesson 110-2, 22 after lesson 115-2, 23 after lesson 120-2, 24 after lesson 125-2, 25 after lesson 130-2, and 26 after lesson 135-2. The teaching of these topics is found in 21 lessons.
• Drawing and interpreting graphs whose scale is greater than 1 aligns to 3.MD.B.3, “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.For example, draw a bar graph in which each square in the bar graph might represent 5 pets,” and these topics appear in the following Written Assessments: 18 after lesson 95-2, 19 after lesson 100-2, 23 after lesson 120-2, 24 after lesson 125-2, and 26 after lesson 135-2. The teaching of these topics is found in 12 lessons.
• Telling time to the nearest minute aligns to 3.MD.A.1, “Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram,” and this topic appears in Written Assessment 22 after lesson 115-2. The teaching of this topic is found in 2 lessons.
• Measuring objects to the nearest half inch aligns to 3.MD.B.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, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters,” and this topic appears in Written Assessment 15 after lesson 80-2 and Written Assessment 17 after lesson 90-2. Perimeter aligns to 3.MD.D, “Geometric measurement: recognize perimeter,” and this topic appears in Written Assessment 23 after lesson 120-2. The teaching of these topics is found in 10 lessons.
• Probability is a topic that aligns to 7.SP.C, “Investigate chance processes and develop, use, and evaluate probability models,” and this topic appears in Written Assessment 25 after lesson 130-2. The teaching of this topic is found in 3 lessons.
• Graphing on a coordinate grid aligns to 5.G.A, “Graph points on the coordinate plane to solve real-world and mathematical problems,” and this topic appears in Written Assessment 26 after lesson 135-2. The teaching of this topic is found in 1 lesson.

*Evidence updated 10/27/15

The instructional materials reviewed for Grade 2 do not meet expectations for focus. In reviewing the table of contents and individual lessons for the year, the review team found 63 of the 138 lessons, or 46%, to reflect the major work of the grade level. Of the major work, a large percentage of the lessons deal with addition and subtraction facts and many lessons review concepts from Grade 1. Beginning with Lesson 53, all future addition and subtraction lessons (18 total) involve fluency instead of understanding. This is outside the scope of the major work in Grade 2. In Grade 2, strategies should be emphasized. So even though computation within 1000 is part of the major work, the fact that it is presented using a procedure causes a misalignment. Eighteen of the 63 previously identified major work lessons feature procedures; if those are removed, the percentage of major work drops to roughly 33%. Notable examples include:

• Beginning with lesson 101, multiplication and division is taught-neither being part of the major work of the grade level.
• From lesson 111 through 135, not a single lesson is aligned to the major work of Grade 2.
• Section 9: Only seven of the 12 lessons claim to be aligned to the major work of the grade.
  • Lesson 81: Calendar, clock, temperature, fact family and pattern routines are not consistent with major work. Fact practice is partially aligned; some facts reflect fluency at lower grades.
  • Lesson 84: Calendar, clock, temperature, problem of day and pattern routine are not aligned to grade level standards. Money and graph routines do not reflect the major work of the grade level.
  • Lesson 85-1: Calendar, graph clock, temperature, problem of day and patterns are not reflective of major work.
  • Lesson 87: Calendar, graph, clock, money, temperature, problem of the day and pattern routines don't reflect major work of the grade. New concept of subtracting dimes and pennies reflects major work. Independent practice partially reflects major work.

Additionally the review team was unable to find any evidence of two-step word problems in any of the lessons, which is major work at the grade. The absence of this work is another contributing factor to the dull focus of the instructional materials.

The instructional materials reviewed for Grade 2 do not meet the expectations for this indicator. The pacing described in the program overview indicates that four lessons should be completed in a week, with either an assessment or review on the fifth day. Once these eight review days are added in, the actual number of days needed to complete the curriculum is 146. Although this is a manageable number of days for a school year, only 39 of the 146 lessons are aligned to the major work of the grade level, 14 of the 146 lessons are aligned to the supporting work and 14 of the 146 are aligned to additional work of the grade level. The remaining 71 lessons (approximately 51% of the lessons) are either aligned to the MP, since they don't align to any Grade 2 content standards, or they contain above grade-level content. For these reasons and the evidence cited in 1b, this grade does not cover the major work with enough depth for students to be ready for the work of the next grade level. Additionally, as the evidence in 1a, 1b and 1c show, even when alignment is documented the work with the cluster occurs for only a small portion of the lesson.

The instructional materials reviewed for Grade 2 do not meet expectations for consistency with the progressions in the standards. This is evidenced through examples below which were based on materials based on the progression of grade-by-grade content, the access in materials to grade level problems and the connections to concepts from prior grades. The materials address a great deal of off-grade level content that is not clearly identified as such, other than identifying the CCSSM focus of the lesson as a MP rather than a Content Standard. Examples of work that are not consistent with the progressions are:

• Lesson worksheet 112 has content that asks to write mixed numbers and to create a model of a mixed number which is a Grade 4 standard. This displaces grade level content.
• Lesson worksheet 82 has a pictograph with a scale of 2 and includes future material that is not identified.
• Five out of seven questions in homework 128B are future standards (questions 2-6).
• 2.NBT.B: Lessons involving 2-digit addition and subtraction involve procedural skill and not strategies as prescribed by the standards progression.
• An inordinate amount of time in lessons 61-68 and 87-91 is spent on non-grade level work.
• No grade level work is evident in lessons 111-135.
• Lesson 22 is labeled as aligned to 2.OA.1 but solving one- and two-step word problems is barely addressed in the materials as a whole. Within this lesson the numbers are too small and procedural fluency is expected.

Materials do not relate grade level concepts explicitly to prior knowledge mainly because of the small amount of correctly aligned content/standards throughout the grade. Connections between concepts are not articulated and are always taught independently.

• Starting at lesson 111, 40 multiplication fact questions are practiced regularly through lesson 135, a future standard.
• Homework 106B has five questions and one question is on grade level. Question 2 uses prior knowledge of telling time to the nearest 5 minutes to answer.
• Guided class practice 114A has six questions and two questions are on grade level. Only question 1 uses prior knowledge of subtraction to answer a two-digit subtraction problem.
• In lesson 38, a Grade 1 level lesson is included prior to introducing Grade 2 level materials and is not identified as it relates to Grade 2 work.

In no instances did the review team find evidence of explicit connections to prior knowledge. Additionally, due to the structure of the curriculum, the amount of time spent in new concept lessons on these concepts is only a small fraction of the entire lesson time, thus preventing work from being extensive.

The materials reviewed for Grade 2 do not meet expectations for coherence through connections at the grade level. This was evidenced through the absence of CCSSM-aligned learning objectives.

Materials do not include learning objectives shaped by CCSSM. Each individual lesson contains the meeting, the lesson, guided class practice and a homework worksheet. All lessons and daily components do not state the CCSSM, MP and learning objectives. Lessons 89, 64 and 21 are examples of this.

In looking at lessons aligned to 2.NBT.B, no learning objectives stated were found. It seems that the lesson title serves as the objective. Most lessons are not representative of the cluster heading. For example:

• The objectives of lessons 36 and 44 are aligned to the cluster level heading, but the lessons are limited to adding 10, and not multiples of 10 or 100.
• Lessons 53, 54 and 61 -64 and all subsequent lessons are not aligned to the cluster heading.
• In looking at lessons aligned to 2.MD.A, no learning objectives stated were found. The lesson title serves as the objective. Lessons 43, 55-2, 72 and 102 deal only with the actual measurement aspect, but not estimation and decision making concerning the tools as directed by the cluster heading.
• Lesson 104 does not fit into the cluster heading at all since it deals with perimeter.
• Identified goals in section 8 lesson 75-2 are to identify gallon, half gallon, quart and liter containers and estimate and find the capacity of containers.

• Identified goals in section 9 lesson 83 are to write a fraction to show a part of a set and picture a fractional part of a set.

Additionally, a lack of connections in math problems made between and among clusters in a domain and domains in a grade informed the evaluation of instructional materials for this criteria. The connections between 2.OA.A.1, 2.OA.B.2 and 2.NBT.B are limited because many of the lessons only involve single-digit computation. For example:

• Lessons 8, 11 and 22 in lesson extension activity 1 involve only single-digit numbers in the stories, not multi-digit.
• Lesson extension activity 7 does involve multi-digit numbers, so it would further work with computation.