Indicator 1e

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.

Scoring

2 points

● There are connections from

supporting work to supporting

work and/or from major work to

major work throughout the

grade-level materials, when

appropriate.

1 point

● Multiple connections from

supporting work to supporting

work and/or from major work to

major work are entirely absent

from the grade-level materials.

0 points

● There are no connections from

supporting work to supporting

work and from major work to

major work throughout the

grade-level materials.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with indicators 1c, 1d, 1f, and 1g, determines the shift of Coherence. This indicator addresses

connections within the grade level.

In order to maintain Coherence, materials should connect mathematics within and across grade levels. Materials

should indicate how learning progresses from previous learning and toward future learning.

Indicator 1e supports coherence by identifying where materials connect across clusters and/or domains. ALL

standards in the CCSSM should be considered throughout evidence collection for Gateway 1 indicators 1b, 1c, 1d,

1e, 1f, and 1g.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

● K-8 Publishers' Criteria for the CCSSM (Summer 2012)

● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for K-8 Mathematics

● Achieve EQuIP Rubric for Lessons & Units

Resources:

● Video: "The Balance Between Skills and Understanding" (The Hunt Institute)

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

● Focus Component 2: Major Clusters of the Grade

Indicator 1e Guiding Question:

Are there connections between major domains and/or clusters?

Are there connections between supporting domains and/or clusters?

Evidence Collection

Note: Evidence collection should address connections between clusters and/or domains and not individual

standards.

For connections between supporting clusters/domains or major clusters/domains, please answer the following

questions:

● What connections are made?

● Where are the connections made?

● How are those connections made?

When major to major clusters/domains or supporting to supporting clusters/domains are not connected, is the

separation mathematically reasonable?

Mathematically Reasonable:

For this indicator, mathematically reasonable refers to the content of the clusters/domains. Not all

clusters/domains address content that should be connected to other clusters/domains. For example, in Grade 1,

1.MD.B may not be connected to other clusters/domains of the grade, and that would be mathematically

reasonable.

Are there connections between major to major clusters/domains or supporting to supporting clusters/domains

that are entirely absent from the materials?

Note: A missed connection is defined as a connection that is entirely absent from the materials. For example:

● In Grade 3, if the materials do not connect using place value understanding and properties of operations

to perform multi-digit arithmetic (3.NBT.A) with understanding properties of multiplication and the

relationship between multiplication and division (3.OA.B) anywhere in the materials, then this would be a

missed connection.

● In Grade 8, if the materials do not connect understanding and applying the Pythagorean Theorem (8.G.B)

with working with radicals and integer exponents (8.EE.A) anywhere in the materials, then this would be a

missed connection.

Note: Evidence should not include connections from supporting work to major work. Those connections are

addressed in Indicator 1d.

Cluster Meeting

Consider the following question(s) as evidence is synthesized:

● What connections from major clusters/domains to major clusters/domains of the grade were identified, and

where are those connections located?

● What connections from supporting clusters/domains to supporting clusters/domains of the grade were

identified, and where are those connections located?

● How were the connections made in the materials?

● If connections are entirely absent from the materials, explain/provide an example of what and where that

connection might have occurred.

Gateway 1: Focus & Coherence

Criterion 1.2 Each grade’s materials are coherent and consistent with the Standards.