Teacher and Student Supports
Indicator 3q
Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.
AI proposed
The materials use a wide range of accurate physical and virtual manipulatives that faithfully represent mathematical objects—connecting cubes, pattern blocks, two-color counters, 5- and 10-frames, base-ten blocks, geoblocks, and counting mats ([E5], [E11], [E12])—and the teacher guide explicitly sequences these from concrete to abstract to build the base-ten system ([E1], [E2]). Crucially, the manipulatives are connected to written methods: kindergarten students move objects then represent them in 5-/10-frames leading to place-value diagrams and equations ([E1]), and grade 4 students use connecting cubes and discrete diagrams alongside equations to represent multiplicative comparison ([E4], [E7]). Both required components—accurate representation AND connection to written methods—are supported.
Your decision
The AI’s score is preserved — your decision is recorded alongside it. Accept / Skip advance to the next flagged indicator.
Evidence Guide· what the rubric asks for · click to expand
Evidence Collection
Review teacher and student materials across the series.
Look for and record evidence to:
● Identify strategies to engage students in reading and accessing grade-level mathematics. Note: strategies
and supports for engaging students in MP1, Make sense and persevere in solving problems and MP6,
Attending to precision in language can also be noted here.
● Identify multiple entry points that present a variety of representations to help struggling readers to access
and engage in grade-level mathematics.
EdReports Evidence Guide Mathematics K-8 v2.0 Updated: 07/2025 96
-- 96 of 111 --
Cluster Meeting
Discuss and answer the following questions to support consensus scoring conversations:
● How and where do the materials include specific supports or strategies to support students who read
below grade level to engage with grade-level mathematics?
● How and where do the materials scaffold vocabulary or concepts to support readers below grade level?
● How and where do the materials use a variety of representations to engage students with grade-level
content?
● Do materials include “just-right” pre-reading activities that offer visuals and other types of support and
scaffolds for building essential and pertinent background knowledge on new or unfamiliar themes/ topics?
EdReports Evidence Guide Mathematics K-8 v2.0 Updated: 07/2025 97
-- 97 of 111 --
Gateway 3: Teacher and Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3q Manipulatives, both virtual and phys
---
nd Student Supports
Criterion 3.2 Materials are designed for each student’s regular and active participation in
grade-level/grade-band/series content.
Indicator 3q Manipulatives, both virtual and physical, are accurate representations of the
mathematical objects they represent and, when appropriate, are connected
to written methods.
Scoring
2 points
● Manipulatives are accurate
representations of mathematical
objects and are connected to
written methods.
1 point
● Manipulatives are accurate
representations of mathematical
objects.
OR
● Manipulatives are connected to
written methods.
0 points
● Manipulatives are not accurate
representations of mathematical
objects and are not connected
to written methods.
About this indicator:
What is the purpose of this Indicator?
This indicator determines how materials include manipulatives to support and represent mathematical objects,
and connect to grade-level written methods.
Indicator 3q Guiding Question:
Are manipulatives, both virtual and physical, accurate representations of the mathematical objects they
represent and, when appropriate, are connected to written methods?
Evidence Collection
Review teacher and student materials across the series.
Look for and record evidence to:
● Identify the use of physical and/or virtual manipulatives.
Retrieved evidence (12 chunks)
- E1 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/design-principles.htmlrel 0.64
- E2 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/access_for_students_with_disabilities.htmlrel 0.52
- E3 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/access-for-students-with-disabilties.htmlrel 0.52
- E4 · grade-4 — im.kendallhunt.com/k5/teachers/grade-4/unit-5/lesson-1/preparation.htmlrel 0.49
- E5 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/how-to-use-the-materials.htmlrel 0.48
- E6 · kindergarten — im.kendallhunt.com/k5/teachers/kindergarten/unit-4/lesson-7/preparation.htmlrel 0.48
- E7 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/design-principles.htmlrel 0.47
- E8 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/access-for-students-with-disabilties.htmlrel 0.47
- E9 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/design_principles.htmlrel 0.45
- E10 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/access_for_students_with_disabilities.htmlrel 0.44
- E11 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/about-these-materials.htmlrel 0.44
- E12 · kindergarten — im.kendallhunt.com/k5/teachers/kindergarten/unit-1/lessons.htmlrel 0.43
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.