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Focus & Coherence

1f

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.

Kendall Hunt's Illustrative Mathematics 6-8 Math·6-8·judged by anthropic/claude-opus-4-7
Thin evidence

AI proposed

2/2Meetsconf 0.85

Both required components are structurally supported. Grade-level, unit, lesson, and activity narratives explicitly describe connections to prior and upcoming grade-level work, including whether scope decisions are standards-required ([E1]), and the materials use a three-part alignment system—'building on,' 'addressing,' and 'building towards'—that explicitly identifies future content and relates grade-level work to prior grades with content-level explanation ([E5]). Prior knowledge is explicitly activated and related to grade-level concepts via initial unit lessons, pre-assessments of prerequisite/upcoming skills ([E11]), supporting centers reviewing prior-grade work ([E8]), and a progressions-document mapping that traces topics across grade levels ([E4]); future-facing extensions appear in 'Are You Ready for More?' tasks ([E3]).

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Evidence Guide· what the rubric asks for · click to expand

Indicator 1f Content from future grades is identified and related to grade-level work, and

materials relate grade-level concepts explicitly to prior knowledge from earlier

grades.

Scoring

2 points

● Content from future grades is

identified and related to

grade-level work.

AND

● Materials relate grade-level

concepts explicitly to prior

knowledge from earlier grades.

1 point

● Content from future grades is

not identified and related to

grade-level work.

OR

● Materials do not relate

grade-level concepts explicitly

to prior knowledge from earlier

grades.

0 points

● Content from future grades is

not identified and related to

grade-level work.

AND

● Materials do not relate

grade-level concepts explicitly

to prior knowledge from earlier

grades.

About this indicator:

What is the purpose of this Indicator?

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

vertical coherence through identifications of future content related to grade-level work and relations of grade-level

concepts explicitly to prior knowledge from earlier grades.

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

Indicator 1f Guiding Question:

Is content from future grades identified and related to grade-level work?

Do the materials relate grade-level concepts explicitly to prior knowledge from earlier grades?

Evidence Collection

Identify evidence at the chapter/unit level and/or lesson level where grade-level content is related to future

learning.

Identify evidence at the chapter/unit level and/or lesson level where prior learning is explicitly related to

grade-level content.

Note: The explicit relationship of grade-level concepts to prior knowledge should include the content of the

standards. If the materials include a standard code(s) with no explanation on the relationship to grade-level

content, that is not sufficient to meet the expectations for this indicator.

Cluster Meeting

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

● Is future learning identified and related to grade-level content? Where? How?

● Is prior learning explicitly identified and related to grade-level learning? Where? How?

Gateway 1: Focus & Coherence

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

Retrieved evidence (12 chunks)

  • E1 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/design-principles.htmlrel 0.62
  • E2 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/index.htmlrel 0.52
  • E3 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/how_to.htmlrel 0.51
  • E4 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/about-these-materials.htmlrel 0.51
  • E5 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/design_principles.htmlrel 0.49
  • E6 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/resources.htmlrel 0.48
  • E7 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/about-these-materials.htmlrel 0.47
  • E8 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/how-to-use-the-materials.htmlrel 0.47
  • E9 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/how_to.htmlrel 0.46
  • E10 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/assessments.htmlrel 0.46
  • E11 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/design_principles.htmlrel 0.46
  • E12 · grade-6 — im.kendallhunt.com/MS/teachers/1/6/18/preparation.htmlrel 0.46

Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.