Indicator 2d

NS.3

7.EE.3

Grade 8 8.EE.8c

8.F.B

8.G.7

Cluster Meeting

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

● How do the materials include multiple routine and non-routine applications throughout each grade?

● How do the materials provide opportunities for students to independently demonstrate multiple routine

and non-routine applications throughout each grade?

● Do the materials have a consistent lesson structure for including multiple routine and non-routine

applications?

● Based on the student-facing materials, how do students independently demonstrate multiple routine and

non-routine applications?

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Gateway 2: Rigor & Mathematical Practices

Criterion 2.1 Materials reflect the balances in the Standards and help students meet the

Standards’ rigorous expectations by giving appropriate attention to:

developing students’ conceptual understanding; procedural skill and fluency;

and engaging applications.

Indicator 2d The three aspects of rigor are not always treated together and are not always

treated separately.

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dents’ conceptual understanding; procedural skill and fluency;

and engaging applications.

Indicator 2d The three aspects of rigor are not always treated together and are not always

treated separately. There is a balance of the three aspects of rigor within the

grade as reflected by the standards.

Scoring

2 points

● All three aspects of rigor are

present independently and

multiple aspects of rigor are

engaged simultaneously to

develop students’ mathematics

understanding of a single

topic/unit of study throughout

each grade level.

0 points

● Multiple aspects of rigor are not

engaged simultaneously to

develop students’ mathematical

understanding of a single

topic/unit of study throughout

each grade level.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with 2a, 2b, and 2c, determines the shift of Rigor. In order to be considered rigorous,

program materials must include a balance of conceptual understanding, procedural skills and fluencies, and

application as reflected in the standards.

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hift of Rigor. In order to be considered rigorous,

program materials must include a balance of conceptual understanding, procedural skills and fluencies, and

application as reflected in the standards. This balance should be evident in all aspects of the grade level to

support students as they develop mathematical understanding.

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

● Achieve Framework to Evaluate Cognitive Complexity in Mathematics Assessments

Resources:

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

● Reading: “Principles To Actions”, (NCTM) p. 42-48

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

● Video: “Mathematics Fluency: A Balanced Approach” (The Hunt Institute)

● Video: “Building Conceptual Understanding in Mathematics” (NCTM)

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● Video: “Conceptual Understanding Excerpt” (The Hunt Institute)

● Concrete Representational Abstract: Instructional Sequence for Mathematics

● Achieve the Core: Situation Types for Operations in Word Problems

Indicator 2d Guiding Question:

Do the instructional materials balance the three aspects of rigor?

Evidence Collection

Review lessons, chapter/unit assessments, and homework assignments.

Look for individual lessons/topics, as well as complete units, that