Indicator 1d

Indicator 1d Supporting content enhances focus and coherence simultaneously by

engaging students in the major work of the grade.

Scoring

2 points

● Connections between

supporting and major work

enhance focus on major work.

1 point

● Multiple connections between

supporting and major work are

entirely absent from the

grade-level materials.

0 points

● Supporting work is treated

separately and does not include

connections to major work.

About this indicator:

What is the purpose of this Indicator?

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

connections within the grade level.

In order to maintain Coherence, materials should connect mathematics within and across grade levels. Materials

should indicate how learning progresses from previous learning and toward future learning.

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

● Focus Component 2: Major Clusters of the Grade

Indicator 1d Guiding Questions:

Is supporting work connected to the major work of the grade?

Is supporting work addressed independently?

Evidence Collection

For connections between supporting standards/clusters and major standards/clusters, please answer the

following questions:

● What connections are made?

● Where are the connections made?

● How are those connections made?

When supporting standards/clusters are not connected to the major standards/clusters of the grade, is the

separation mathematically reasonable?

Mathematically Reasonable:

For this indicator, mathematically reasonable refers to the content of the standards. Not all supporting

standards address content that should be connected to major work of the grade. For example, in Kindergarten,

K.G.5 may not be connected to major work of the grade, and that would be mathematically reasonable.

Are there connections between supporting and major standards/clusters of the 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?

Gateway 1: Focus & Coherence

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