EdReports math K-5

Indicator 2h Materials support the intentional development of MP6: Attend to precision;
and attend to the specialized language of mathematics, 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 MP6 to meet its
full intent in connection to
grade-level content.
AND
● Materials attend to the
specialized language of
mathematics.
1 point
● There is intentional development
of MP6 to meet its full intent in
connection to grade-level
content.
OR
● Materials attend to the
specialized language of
mathematics.
0 points
● There is no intentional
development of MP6 to meet its
full intent in connection to
grade-level content.
AND
● Materials do not attend to the
specialized language of
mathematics.
About this indicator:
What is the purpose of this Indicator?
This indicator, along with 2e, 2f, 2g, and 2i, determines the adherence to the Standards for Mathematical Practice.
This indicator specifically examines MP6, including the specialized language of mathematics, 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
● MP6: Attend to precision
● Mathematical Practices Compilation

Indicator 2h Guiding Questions:
Across the grade level, is MP6 identified and connected to mathematical content?
Across the grade level, is there intentional development of MP6 that reaches the full intent of the MP?
Across the grade level, is the specialized language of mathematics intentionally developed?
Evidence Collection
Look through all teacher and student materials to ensure that MP6 and the specialized language of
mathematics 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 MP6 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).
Record any instances where the specialized language of mathematics is misleading and/or erroneous in the
curricular materials (e.g. the materials use made up words versus mathematical terminology, the use of
symbols is incorrect or confusing, etc.).
To check that MP6 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:
● communicate using grade-level appropriate vocabulary and conventions,
● formulate clear explanations,
● state the meaning of symbols,
● calculate accurately and efficiently,
● specify units of measure,
● use and label tables, graphs, etc. appropriately, and
● introduce and use definitions accurately.
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:
● ensure students know and use clear definitions,
● model accurate, precise mathematical language (vocabulary and conventions), and
● provide feedback to students on the accurate use of mathematical language.
Ensure that mathematical definitions and terminology are precise and accurate (e.g. “commutative property”
versus “flip-flop”; using rate/ratio/fraction/proportion precisely; using accurate geometric terminology, even at
young ages). Provide specific examples of vocabulary, symbols, numbers, etc. that are not used accurately and
precisely.
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
Consider the following question(s) as evidence is synthesized:
● When is MP6 identified and connected to grade-level mathematical content?
● In what ways do the students use MP6 to its full intent across the grade level?
● In what ways is the specialized language of mathematics intentionally developed?
● In what ways, if any, do the supports provided for teachers enable students to engage with MP6?

Gateway 2: Rigor & Mathematical Practices
Criterion 2.2 Materials meaningfully connect the Standards for Mathematical Content and
the Standards for Mathematical Practice.

Indicator 2i Materials support the intentional development of MP7: Look for and make use
of structure; and MP8: Look for and express regularity in repeated reasoning,
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 MP7 to meet its
full intent in connection to
grade-level content.
AND
● There is intentional
development of MP8 to meet its
full intent in connection to
grade-level content.
1 point
● There is intentional
development of MP7 to meet its
full intent in connection to
grade-level content.
OR
● There is intentional
development of MP8 to meet its
full intent in connection to
grade-level content.
0 points
● There is no intentional
development of MP7 to meet its
full intent in connection to
grade-level content.
AND
● There is no intentional
development of MP8 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, 2f, 2g, and 2h, determines the adherence to the Standards for Mathematical Practice.
This indicator specifically examines MPs 7 and 8 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
● MP7: Look for and make use of structure
● MP8: Look for and express regularity in repeated reasoning
● Mathematical Practices Compilation

Indicator 2i Guiding Questions:
Across the grade level, are MP7 and MP8 identified and connected to mathematical content?
Across the grade level, is there intentional development of MP7 and MP8 that reaches the full intent of the MPs?
Evidence Collection
Look through all teacher and student materials to ensure that MP7 and MP8 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 MP7 and MP8 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 MP7 and MP8 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:
MP7 	MP8
Look for patterns or structures to make
generalizations and solve problems.
Notice repeated calculations to understand
algorithms and make generalizations or create
shortcuts.
Look for and explain the structure within
mathematical representations.
Create, describe, explain a general formula, process,
method, algorithm, model, etc.
Analyze a problem and look for more than one
approach.
Evaluate the reasonableness of their answers and
thinking.
Look at and decompose “complicated” into “simpler”
things.
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 tasks/problems with patterns (MP7),
● prompt students to look for and describe structure and/or patterns (MP7),
● provide situations in which students can use a strategy to develop understanding of a concept (MP7, MP8),
● provide a variety of examples that explicitly focus on patterns and repeated reasoning (MP7, MP8), and
● prompt students to make generalizations (MP8).
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 3: Usability
Criterion 3.1
Teacher Supports
The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to
further develop their own understanding of the content.
What is the purpose of this Criterion?
This criterion examines how the materials support teachers:
● in delivering the student and ancillary materials, especially as it relates to students’ mathematical
development.
● in understanding the instructional approaches of the program and research-based strategies.
● in improving their own knowledge of the subject beyond the grade level.
● in understanding the role of the standards in the context of the overall series.
● in planning for effective instruction that includes appropriate materials and how caregivers can support
student progress and achievement.
Scoring:
Meets Expectations
● 8-9 points
Partially Meets Expectations
● 5-7 points
Does Not Meet Expectations
● <5 points

Gateway 3: Usability
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.