Indicator 2f

Indicator 2f Materials support the intentional development of MP3: Construct viable

arguments and critique the reasoning of others, for students, in connection to

the grade-level content standards, as expected by the mathematical practice

standards.

Scoring

2 points

● There is intentional

development of MP3 to meet its

full intent in connection to

grade-level content.

1 point

● There is intentional

development of students

constructing viable arguments

in connection to grade-level

content.

OR

● There is intentional

development of students

critiquing the reasoning of

others in connection to

grade-level content.

0 points

● There is no intentional

development of MP3 to meet its

full intent in connection to

grade-level content.

About this indicator:

What is the purpose of this Indicator?

This indicator, along with 2e, 2g, 2h, and 2i, determines the adherence to the Standards for Mathematical

Practice. This indicator specifically examines MP3 by examining whether the provided opportunities for student

engagement with the MP are a) connected to the mathematical content of the grade level and b) fully developed

across the grade level.

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:

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

● MP3: Construct viable arguments and critique the reasoning of others

● Mathematical Practices Compilation

Indicator 2f Guiding Questions:

Across the grade level, is MP3 identified and connected to mathematical content?

Across the grade level, is there intentional development of MP3 that reaches the full intent of the MP?

Evidence Collection

Look through all teacher and student materials to ensure that MP3 is occurring throughout the grade level.

This includes, but is not limited to: lessons, unit overviews, scope and sequence charts, and/or other

instructional guides.

Record any instances where MP3 is misleading in the curricular materials (e.g. a lesson is marked as aligned to

an MP when only a small part of the lesson addresses the MP).

To check that MP3 is connected to grade-level content and is developed to it full intent, look at lessons,

assessments, and any examples/descriptions of anticipated student work that require students to:

Construct Viable Arguments Critique the Reasoning of Others

Construct mathematical arguments. Perform error analysis of provided student

work/solutions/arguments.

Explain/justify their strategies and thinking orally or in

writing using concrete models, drawings, actions, or

numbers.

Listen to or read the arguments of others, decide

whether they make sense, and ask useful questions

to clarify or improve the arguments.

Create their own conjectures.

Look at teacher directions and how teachers are guided to carry out the lessons so that students are engaged

in the MPs. In particular, look for places where teachers are expected to:

● provide opportunities for students to engage in discourse to construct and/or critique mathematical

arguments,

● ask clarifying and probing questions, and

● help students compare methods and strategies.

Check to see if any of the materials address only the Standard for Mathematical Practice (meaning it is not

connected to grade-level mathematical content). Record any instances where the Standard for Mathematical

Practice is not connected to the grade-level mathematics content.

Across the grade level, verify that students use the MP to its full intent within the materials.

If the MP is only located in a specific part of the teacher manuals (e.g. the teacher-led portion of the lesson),

you will need to look at other sections (e.g. independent work, homework, assessments) to ensure that the MP

is intentionally connected to the content. Look where the MP is identified, but also look at places where it is

not identified.

Cluster Meeting

During the cluster meeting:

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

● When is MP3 identified and connected to grade-level mathematical content?

● In what ways do the students use MP3 to its full intent across the grade level?

● In what ways, if any, do the supports provided for teachers enable students to engage with MP3?

Gateway 2: Rigor & Mathematical Practices

Criterion 2.2 Materials meaningfully connect the Standards for Mathematical Content and

the Standards for Mathematical Practice.