Indicator 1g

grade that are entirely absent

from the materials?

Note: A missed connection between supporting and major work standards/clusters is defined as a connection

that is entirely absent from the materials. For example:

● In Grade K, if the materials do not connect classifying shapes into categories (K.MD.3) with counting the

number of shapes in the categories (K.CC.5) anywhere in the materials, then this would be a missed

connection.

● In Grade 7, if the materials do not connect scale drawings (7.G.1) with ratios and proportional relationships

(7.RP.A) anywhere in the materials, then this would be a missed connection.

Cluster Meeting

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

● What connections between supporting and major standards/clusters of the grade were identified?

● Where were connections of supporting and major standards/clusters of the grade found?

● How were the connections made in the materials?

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Gateway 1: Focus & Coherence

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

Indicator 1g 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

major work to major work

throughout the grade-level

materials, when appropriate.

1 point

● Multiple appropriate

connections from major work to

major work are entirely absent

from the grade-level materials.

0 points

● There are no connections from

major work to major work

throu

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te.

1 point

● Multiple appropriate

connections from major work to

major work are entirely absent

from the grade-level materials.

0 points

● There are no connections 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 1e, 1f, and 1h, determines the shift of Coherence. In order to maintain

Coherence, materials should connect mathematics within the grade level. Materials should indicate how learning

progresses from previous learning and toward future learning. This indicator addresses connections within the

grade level.

Indicator 1g supports coherence by identifying where materials connect across clusters and/or domains within a

grade. ALL standards in the CCSSM should be considered throughout evidence collection for Gateway 1

indicators 1a, 1b, 1c, 1d, 1e, 1f, 1g, and 1h.

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

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Indicator 1g Guiding Question:

Are there connections between major domains and/or clusters?

Evidence Collection

Note: Evi

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Indicator 1g Guiding Question:

Are there connections between major domains and/or clusters?

Evidence Collection

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

standards.

For connections between major clusters/domains, please answer the following questions:

● What connections are made?

● Where are the connections made?

● Are the connections purposeful and supportive of student learning?

When major to major 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, do the connections

enhance the mathematics/support student learning. Not all clusters/domains address content that should be

connected to other clusters/domains.

Are there connections between major to major clusters/domains that are entirely absent from the materials as

indicated by the Coherence Map?

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

● 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.