Indicator 2e

Indicator 2e Materials support the intentional development of MP1: Make sense of

problems and persevere in solving them; and MP2: Reason abstractly and

quantitatively, 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 MP1 to meet its

full intent in connection to

grade-level content.

AND

● There is intentional

development of MP2 to meet its

full intent in connection to

grade-level content.

1 point

● There is intentional

development of MP1 to meet its

full intent in connection to

grade-level content.

OR

● There is intentional

development of MP2 to meet its

full intent in connection to

grade-level content.

0 points

● There is no intentional

development of MP1 to meet its

full intent in connection to

grade-level content.

AND

● There is no intentional

development of MP2 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 2f, 2g, 2h, and 2i, determines the adherence to the Standards for Mathematical Practice.

This indicator specifically examines MPs 1 and 2 by examining whether the provided opportunities for student

engagement with the MPs 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

● MP1: Make sense of problems and persevere in solving them

● MP2: Reason abstractly and quantitatively

● Mathematical Practices Compilation

Indicator 2e Guiding Questions:

Across the grade level, are MP1 and MP2 identified and connected to mathematical content?

Across the grade level, is there intentional development of MP1 and MP2 that reaches the full intent of the

MPs?

Evidence Collection

Look through all teacher and student materials to ensure that MP1 and MP2 are 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 MP1 and MP2 are 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 MP1 and MP2 are connected to grade-level content and are developed to their full intent, look at

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

MP1 MP2

Analyze and make sense of problems: actively

engage in solving problems by working to

understand the information in the problems and the

questions asked.

Consider units involved in a problem and attend to

the meaning of quantities.

Use a variety of strategies that make sense to solve

the problem.

Represent situations symbolically.

Monitor and evaluate their progress in solving

problems.

Explain/discuss what the numbers or symbols in an

expression/equation represent.

Determine if their answers make sense. Understand the relationships between problem

scenarios and mathematical representations.

Reflect on and revise their problem solving strategy.

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:

● pose rich problems (MP1),

● provide time for students to make sense of problems (MP1),

● provide opportunities for students to engage in problem solving (MP1),

● ask clarifying and probing questions (MP1, MP2), and

● ensure students make connections between mathematical representations and scenarios (MP2).

Check to see if any of the materials address only the Standards for Mathematical Practice (meaning they are

not connected to grade-level mathematical content). Record any instances where the Standards for

Mathematical Practice are not connected to the grade-level mathematics content.

Across the grade level, verify that students use the MPs to their full intent within the materials.

If MPs are 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 MPs are

intentionally connected to the content. Look where the MPs are identified, but also look at places where they

are not identified.

Cluster Meeting

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

● When are the MPs identified and connected to grade-level mathematical content?

● In what ways do the students use the MPs to their full intent across the grade level?

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

Gateway 2: Rigor & Mathematical Practices

Criterion 2.2 Materials meaningfully connect the Standards for Mathematical Content and

the Standards for Mathematical Practice.