Indicator 2d

Across grades 1–5 the teacher guide explicitly directs teachers to maintain 'a balance of calculations, various word problem types, and work at both the pictorial and abstract levels' when selecting Must Do problems [E1][E3][E4][E5][E9], mapping directly onto the three aspects of rigor: procedural skill/fluency (calculations), application (word problem types), and conceptual understanding (pictorial-to-abstract work). The materials also show attention to progressions that move from concrete/pictorial to abstract and single- to multi-step problems [E6][E7][E8], and provide adjustments to shift emphasis toward concrete, pictorial, or abstract work per student needs [E10][E11][E12]. This structural design evidence demonstrates the three aspects are intentionally balanced within each grade, sometimes integrated and sometimes addressed separately.