CCSoC ReviewersGuide 04.2

Common Core

Reviewer’sGuide

System of Courses for Mathematics

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Pearson Common Core System of Courses Reviewer’s Guide

Contents

Part 1: Suggested Review Process 3

A. View the Demonstration Materials 3

B. Review the Course Content 5

Part 2: Materials for Review 7

A. Student Screens and Associated Digital Assets 7

Grades 2-8 7

Kindergarten and Grade 1 User Experience 13

B. Teacher Guides 15

C. Exercises, Quizzes, Galleries, and End-of-Unit Assessments 16

D. Glossaries 26

E. Course Overview; Scope and Sequence Documents 26

Part 3: Evaluation Criteria Highlights 26

A. Category 1: Mathematics Content—Alignment With the Standards 26

B. Category 2: Program Organization 31

C. Category 3: Assessment 32

D. Category 4: Universal Access 34

E. Category 5: Instructional Planning 37

F. Category 6: Teacher Support 38

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Reviewer’s Guide Pearson Common Core System of Courses

Part 1: Suggested Review Process

The materials included on the iPad4 and in your kit are designed to convey the big picture of this vision in the absence of a fully operational classroom network and back-end system (which cannot be provided for purposes of this content review).

IMPORTANT: Do not sync the iPad with iTunes. Doing so loses key aspects of the program on the tablet.

This review kit includes:

Overview movies that demonstrate some of the networked functionality (such as sharing among peers and the teacher). You can launch these movies by clicking: http://www.commoncoresystemofcourses.com/ca-adoption

Demonstration lessons—one unit per grade level—that present the content in a non-networked environment, in which all of the content is cached locally. In this way, you can experience what both students and teachers will see when using the tablet.

NOTE: This demo does not include certain features that require a connection to a network. For example, sharing, accessing roster data or reports, and sending emails or notes are disabled.

A. View the Demonstration Materials

➤ To get started:

1. Click to start the demonstration.

2. Select the grade level you want to review from the menu. One demonstration unit from that course is displayed.

The application launches in student view. To review the student experience, use the navigation tools. For more information, refer to the Quick Start Guide.

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➤ To see teacher view:

• Click the user picture (“Ramona Sanchez”) at the top right.

The teacher pane appears.

TIPS:

• To expand or contract the teacher pane, click or .

• To close the teacher pane, click .

NOTE: The content you see in the teacher pane has been provided in PDF form for your convenience. See the relevant unit folder on the fl ash drive. For more information about how the content is organized, see Section C, “Reading the Teacher Guides,” later in this guide.

• To expand or contract the teacher pane, click or .

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B. Review the Course Content

You can navigate unit by unit through any particular grade-level course by browsing the contents of the flash drive. To do so, start with the PDF that contains the student screens you want to review.

NOTES:

• Do not use the Apple iPad 4. It contains the sample units only.

• Use the flash drive, which contains all the content that will be delivered dynamically through the mobile application. For more information about the drive’s contents, refer to the Quick Start Guide.

➤ To view any unit:

1. Using your laptop or desktop computer, insert the flash drive that was provided.

2. Locate the files on the flash drive using My Computer (PC) or Finder (Mac).

3. Navigate to the unit you want, then select a PDF to open it in Adobe Reader and view the student screens.

NOTE: To ensure that links work correctly, view the PDFs directly from the flash drive. Do not move the files or copy them onto your hard drive or the links may break.

When you open a PDF of student screens, you can click the various links to explore the contents similar to the way a student would within the mobile app. You can:

• Play videos and launch scripts.

• View descriptions of digital manipulatives.

• See gallery problems.

• Gain access to exercises, quizzes, and end-of-unit assessments.

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Figure 1 shows a suggested review process. You can start by viewing student screens, continue with a teacher guide, and then review exercises, quizzes, and end-of-unit assessments.

Figure 1. Suggested Review Process for Each Unit

View student screens.• From the flash drive, choose a PDF of the student screens for a particular unit. Note: Select the file directly from the flash drive to ensure the links work.

• Use the Up and Down arrows on the tool bar to scroll through the student content.

Launch asset descriptions.• Click on icons and thumbnails of video links and digital manipulatives to view details about the asset.

• Launch the Gallery PDF when you get to those lessons (clearly marked).

Review the teacher guide.• Open the corresponding unit teacher guide. Review the lesson guides, ELL and SWD scaffolds, and hints for each student screen.

Review the assessments.• Launch the PDFs of exercises, quizzes, and end-of-unit assessments within the folder.

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Part 2: Materials for Review

A. Student Screens and Associated Digital Assets

The student content includes:

• Screen shots of each “page” in the student application.

• Videos: fully produced and alternate format.

• Digital manipulatives (alternate format).

Essentially a digital textbook, the student content is organized into units. Each mathematics course—Grades K–8—includes three main types of units:

• Concept units focus on the development of concepts. This type of unit comprises about 85 percent of the total work that students do in the course.

• Putting Mathematics to Work units apply and integrate concepts already learned. The assignments in these units draw from concept units previously studied and require students to apply more than one concept to the same assignment.

• Project units give students 4 to 5 days to work on a project of their choice, or to continue a project already started within a concept unit.

Each unit comprises a discrete set of components: a sequenced set of lessons, mathematics tools, Concept Corner resources (concept videos and descriptions, unit glossary, and worked problems), digital proficiency games, interactive resources, simulations, social networking environments, and dashboards for students, teachers, and parents.

Lessons within each unit are built from a set of research-based instructional routines that teachers and students quickly find familiar and that help efficiently organize the work for each day.

Grades 2–8

The flash drive contains the student content, organized by grade-level course, in discrete folders by unit.

➤ To access this content:

1. Select the particular grade-level course from the flash drive

2. Select the unit you want to review

3. Open a student file.

Each unit PDF includes all lessons for that unit. When you open a PDF, you see a sequence of screens that show the student experience in Grades 2 through 8. Screens vary depending on the type of unit but resemble the following sequence.

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1. Units

The Pearson Common Core System of Courses organizes the K–8 standards of the Common Core State Standards for Mathematics with California Additions into units of instruction that make pedagogic sense, making optimal use of the coherence built into the standards, especially by the clustering organization. The resulting curriculum is a comprehensive series of units that span 145–150 days—enough time to allow teachers to extend areas of study in which their students are having difficulty or add additional topics for students.

For more information on structure and organization, refer to the Program Overview Guide in this kit.

2. Unit Standards

Each unit is organized around a chunk of the major work of the grade. The standards that are the target of the major work of the grade drive the logic and development of the unit. Related content is used to support the major work. This architecture provides depth in the focal mathematics with breadth and connections to supporting mathematics.

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3. Lesson Selection

Lessons have been carefully constructed to emphasize the following evidence-based design elements:

• Clarity of purpose

• Modeling of learning

• Independent work

• Focused teaching

• Personalization

• Academic discourse

• Collaboration

• Continual formative assessment

• Closure

For more information about the design principles, refer to the Program Overview Guide in this kit.

These design elements are instantiated through instructional routines and rituals that serve as the student’s GPS through the lesson:

• Opening (including Math Mission)

• Work Time

• Ways of Thinking

• Apply the Learning

• Summary of the Math

• Reflection

Information about these instructional routines and rituals is provided later in this guide.

4. Lessons

Access to standards is provided from the lesson overview screen.

To view the relevant standards, click the CCSS button in the lower right.

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5. Lesson Standards

Lessons support the CCSSM CA. In particular, within each concept unit, carefully sequenced sets of lessons fully address the standards, rather than discrete lessons. These lesson sets provide comprehensive support for mastery of a set of standards within a unit.

For more information about organization and structure, refer to the Program Overview Guide in this kit.

6. Opening Routine

Most lessons start with an Opening routine, which sets the stage. The Opening might pose a question or ask students to make a prediction about a task, present a definition or an explanation of a concept, or revisit a concept. The Opening is presented through video, exploratory tasks, digital manipulatives, tools, prompts that promote reflection or discussion, and teacher demonstrations.

NOTE: Videos set the context for a math task, visually demonstrate the math, or depict student behavior (math practices).

Complete videos, when available, have been provided for review. Not all videos have been fully produced. In these cases, the scripts and screenshots of characters are provided as an alternate format. Click the video thumbnail or icon to launch either the video or the script, or use the indicated file path to locate the appropriate file.

7. Math Mission

After the Opening, the Math Mission defines the students’ responsibility for their learning in the lesson. The Math Mission focuses students on the mathematics they need to understand by the end of the lesson.

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8. Work Time Routine

In the Work Time routine, students typically work individually, and then with a partner, on one or more mathematical tasks that support the Math Mission. Usually, the end product includes not only a solution but also an explanation of the solution that makes sense with respect to the task. Students construct and present their work using interactives, digital tools, photos, or text.

NOTE: Digital manipulatives, such as the Equal Groups interactive shown, enable students to engage visually and kinesthetically with the mathematics, which can help with conceptual understanding. These are also a specific help to students with disabilities.

In the review materials, although the digital manipulatives cannot be accessed or played outside of the system, a full description of the functions and mathematics are provided as an alternate format. Click the image to launch the description, or follow the noted file path to locate the appropriate PDF.

9. Challenge Problem

Most lessons include a challenge problem to accommodate gifted and talented students who understand the mathematics of the lesson. Challenge problems take these students deeper into the mathematics—providing more formalization and opportunities to generalize, look for precision and structure, and prove ideas—and do not introduce new topics. This way, the students can deepen their own understanding and share their ideas in Ways of Thinking, helping to extend the thinking of the whole class and to explore a formal proof of a concept as a class.

10. Ways of Thinking Routine

The Ways of Thinking discussion focuses on the mathematics of the lesson. The discussion and the connections that are drawn between different approaches should make the mathematics explicit and should enlighten students more than the traditional American custom of show-and-tell.

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11. Student Hints

Hints can help students frame questions to their peers that create more rigorous accountable talk (academic discourse) from the presenters.

12. Summary of the Math

The Summary of the Math helps students consolidate their learning by reflecting on it and pulling together the grade-level mathematical ideas from the lesson. During this time, students write a summary of the mathematics from the lesson. They can get help in the form of onscreen hints that ask them whether their summaries include particular points from the lesson, or from resources such as the Concept Corner or the Class Notebook. After students write their summaries, the class uses the individual summaries to write a class summary that can be put into the Class Notebook.

13. Reflection

At the end of most lessons, students write a brief reflection on the day’s learning. They can choose to write the reflection based on their own ideas or in response to a given prompt.

Reflections are a personal statement of what the student has learned from the lesson, of how the student feels he or she is doing, or of questions the student has. The teacher can use these reflections as an informal assessment of students’ levels of understanding and of their evaluations of themselves, and to get a sense of the types of questions students still have.

Additional Information About Lessons

Some lessons include additional tasks in Work Time. These follow the Ways of Thinking discussion and relate to the first Work Time task.

Some lessons may include an Apply the Learning routine that follows Ways of Thinking. Apply the Learning gives students a chance to apply what they learned during Ways of Thinking to problems that are similar to those they tackled in Work Time. Students may have approached the Work Time problems using prior knowledge, or had misconceptions about the mathematics that precluded their ability to approach the problems using grade-level mathematics. After Ways of Thinking, students should have a grasp of the mathematics and understand the grade-level approach to the problem.

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Kindergarten and Grade 1 User Experience

The environment in grades K and 1 is teacher-mediated, unlike the student environment for grades 2 through 8, in which students can navigate the content themselves using intuitive tools.

A clean, student-friendly design places all student tools, videos, and digital manipulatives for a unit in a library, which can also be distributed for each lesson via a Today screen.

For more information about this user interface design, see the section later in this guide.

NOTE: The primary diff erence between these student experiences is in the user interface. The same research-based instructional strategies as used in grades 2 and above, including additional skill practice, apply to grades K and 1.

➤ To get started:

1. Click to start the demonstration on the iPad.

2. Select Math

3. Select a grade.

One demonstration unit from that course is displayed.

1. K-1 Design

The K–1 units are designed to be visually attractive for young learners.

Organized by unit, the simple and intuitive visual display helps these youngest students to begin to organize their learning.

The size of the elements within the User Interface are adapted for young students who are not as precise in their manipulation (touch, drag and drop, drawing, writing) of screen elements.

Lessons support the CCSSM CA. These lesson sets provide comprehensive support for mastery of a set of standards within a unit.

2. Today Screen

The Today screen organizes the videos, problem sets, digital manipulatives, and math tools used in a particular lesson. The teacher mediates the lesson and directs students as to when and how to access or use a particular asset—all of which are available to students for exploration during the lesson.

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3. Library

The Library is a repository for all of the digital assets—videos, tools, and digital manipulatives—that students use throughout a unit.

Libraries are organized by unit and serve as both a reference and a resource for accomplishing work required throughout the unit.

Libraries from prior units can be accessed from the Home screen.

4. Backpack

The Backpack is a personalized workspace where students can save videos, tools, and digital manipulatives that they found helpful or simply appealing.

This feature helps build crucial organizational skills.

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B. Teacher Guides

➤ To view a teacher guide:

1. Select the particular grade-level course from the flash drive

2. Select the unit you want to review

3. Open a teacher guide file.

The flash drive contains teacher content organized by grade-level course in discrete folders by unit. For more information about the flash drive, refer to the Quick Start Guide.

Many tasks include specific strategies for supporting English language learners (ELLs) and students with disabilities (SWDs).

Each task includes invaluable teacher- specific guidance for planning daily lessons, meeting Common Core State Standards, offering interventions and differentiation in the classroom, and more.

Task names and numbers match the numbering at the bottom of each student screen.

Throughout the teacher materials, the teacher is given examples of how the Mathematical Practices relate to specific lessons and tasks. The teacher is alerted as to which practices to watch for as students work, and told how students might exhibit these practices based on the particular task that students are working on.

Instructional routines orient each task within the context of a lesson. Routine labels match those used in the student environment.

Student screens show you the text for each task that the students see on their tablets.

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Additional Information About Teacher Content

Rather than provide a separate set of intervention materials, the Pearson Common Core System of Courses for Mathematics provides expanded differentiation strategies that facilitate the acquisition of mathematical concepts and academic language in the teaching and learning of mathematics.

Supports are built directly within the routines that make up much of the classroom instruction, and the teacher guides and professional development for teachers are designed to help them fully understand the way the routines work and the ways in which the adaptations and accommodations can be used to enhance participation and achievement of students representing diverse populations.

Lessons contain specific hints regarding a task, the academic language needed for class discussion, and the components required for a full response to the problem. For more information, see “Evaluation Criteria Highlights” later in this guide, or refer to the Program Overview Guide.

C. Exercises, Quizzes, Galleries, and End-of-Unit Assessments

➤ To view exercises, quizzes, galleries, and end-of-unit assessments:

• Select the particular grade-level course from the flash drive, select the unit you want to review, and open the file you want: an exercise, quiz, Gallery, or end-of-unit assessment.

NOTE: K–2 units do not have quizzes or end-of-unit assessments. K-1 units do not have homework exercises.

The flash drive contains all of this assessment content organized by grade-level course in discrete folders by unit. For more information about the flash drive, refer to the Quick Start Guide.

Measures of Mastery: End-of-Unit Assessments and Projects

To measure mastery of standards, the Pearson Common Core System of Course in Mathematics includes an end-of-unit assessment for every unit in grades 3–8 that focuses on the standards and clusters taught in a given unit. Additionally, mastery is measured by projects, which also provide information about standards across clusters.

End-of-Unit Assessments in Grades 3–8

End-of-unit assessments in grades 3–8 include a combination of machine- scored questions and those that require human scoring, because they show student work and ask for a justification of a response. Some of the machine-scored questions will be technology-enhanced. The brief and more extended constructed response questions here will be similar to those proposed by both of the assessment consortia.

End-of-unit assessments (along with answer keys) can be found in a single PDF file in the corresponding unit folder on the flash drive included with the reviewer kit.

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Projects and Rubrics

Projects are primarily open-ended and require human scoring with a rubric. These are similar to the extended constructed response questions and performance tasks described in the blueprints and descriptions of the two assessment consortia: Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC).

To view project descriptions and rubrics, which are stored in one file, see the PDF in the corresponding unit folder on the flash drive included with the reviewer kit.

Project

Project Evaluation Rubric

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Diagnostic Measures: Quizzes and Exercises

Quizzes

After a cycle of instruction on a standard or cluster, each Putting It Together lesson in a concept unit is followed by a quiz to determine if the students can demonstrate an understanding of the concepts that were taught. These quizzes should take a student approximately 20 minutes to complete. Quizzes have a combination of machine- and human-scored questions. There should be approximately 7 to 10 questions, with at least 1 being human-scored. (A general rubric is needed for the open-ended questions.)

Scores from the exercises (see below) and the Putting It Together Quiz are used to determine a student’s placement in guided math groups for intervention as part of the Gallery work. The scores are used, according to the following grouping algorithm, to generate a placement for each student during the Gallery days by weighing his or her performance on three student activities:

• 25% based on student performance on exercises from the lessons in the first half of this concept development series of lessons.

• 50% based on student performance on the exercises from the lessons in the second half of this concept development series.

• 25% based on the results of the quiz given after the Putting It Together lesson.

To see a quiz and its answer key, which are stored together in a PDF file, see the corresponding unit folder on the flash drive included with the reviewer kit.

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Exercises

During every lesson within the concept unit cycle, students complete a set of exercises that they may begin in class and then finish at home. These include problems designed to help both teachers and students learn where a student stands in relation to the content of the lessons taught. Exercises of 7 to 10 questions each should take a student approximately 20 minutes to complete.

The content of these problems is taken directly from the scope and sequence map for each grade so that the lessons for each unit include exercises relevant to the content being taught. This structure holds across all grade levels.

Exercises consist of problems that may be machine scored, open-ended, or a combination of the two types. The proportion of machine scored and open-ended questions will vary from grade to grade. Open-ended questions are self-scored (using an answer key and rubric) by the student. A self-assessment is completed by the student to communicate his or her level of understanding.

To view a set of exercises and the answer keys, which are stored together in a PDF file, see the corresponding unit folder on the flash drive included with the reviewer kit.

Diagnostic Measures: Galleries

Following each cycle of the concept development lessons (including the Putting It Together lesson and quiz), the unit provides a series of robust assignments focusing on the concept. These assignments may require students to apply the concept or to dig deeper into the mathematics, or they might provide students with additional practice. The use of these lessons is flexible. The teacher may select one or more of the lessons to use with the whole class, or assign lessons to particular students based on the formative assessment. Students may also be given the option of selecting lessons they are interested in. The lessons also provide a series of exercises or skill practice problems that focus on the concept.

These lessons serve at least two prominent purposes:

• They ask students to apply the concept in different situations.

• They reinforce the conceptual development from earlier lessons.

During the Gallery time, four possible things happen:

• Most students choose a Gallery problem to work, work the problems, virtually share their work with the class, and then choose another problem to work.

• The teacher conducts individual student conferences during some portion of these days.

• The teacher may work with small groups on something that was revealed as challenging for the students in the formative assessment.

• Students may work on projects.

To view Gallery problems, which are stored as PDF files, see the corresponding unit folder on the flash drive included with the reviewer kit.

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D. Glossaries

Glossaries provide students with the grade-level, academic language of the mathematics. Students can use the definitions—supported by visual and other representations, including text-to-speech audio support—to help their understanding. Then they can use the appropriate academic language to further their ability to participate in discussions about mathematical concepts and reasoning.

Within glossaries, definitions are taken from the CCSSM CA (when such definitions exist).

To view glossaries, see the corresponding grade level course folder on the flash drive included with the reviewer kit.

E. Course Overview; Scope and Sequence Documents

The Pearson Common Core System of Courses for Mathematics provides a focused and coherent organization of the content in the CCSSM CA. For the full set of scope and sequence documents, refer to the Program Overview Guide with this reviewer’s kit.

One of the first tasks of the mathematics team that developed the Pearson Common Core System of Courses was to divide the K–8 standards into units of instruction. The resulting curriculum is a comprehensive series of units that span 145–150 days—enough time to allow teachers to extend areas of study in which their students are having difficulty or add specific units of local interest. The result of the math team’s efforts is a curriculum that is specifically designed to achieve the rigorous and singular goals set out by the CCSSM CA.

Within each grade level course, the Pearson Common Core System of Courses in Mathematics provides three main unit types:

• Concept units, which develop a deep understanding of mathematical concepts.

• Putting Mathematics to Work units, which give students opportunities to apply the concepts and skills they have learned by integrating previously learned concepts through problem solving and modeling.

• Project units, in which students apply the concepts they have learned by completing short projects of their own choosing.

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Part 3: Evaluation Criteria Highlights

A. Category 1: Mathematics Content—Alignment With the Standards

NOTE: In the following sections, numerals refer to numbering within the criteria.

1. The mathematics content is correct, factually accurate, and written with precision. Mathematical terms are defined and used appropriately. Where the standards provide a definition, materials use that as their primary definition to develop student understanding.

In preparing the Pearson Common Core System of Courses, the math team, which included authors of the CCSSM, has worked to ensure that the mathematics content is correct, factually accurate, and written with precision, and that mathematical terms are defined and used appropriately. Where the standards provide a definition, that definition is used as the primary definition in the materials.

2. The materials in basic instructional programs support comprehensive teaching of the CCSSM CA and include the standards for mathematical practice at each grade level or course.

In identifying units of study within the Pearson Common Core System of Courses, the math team, which included authors of the CCSSM:

• Focused on key concepts. The team focused on the important CCSSM concepts in each grade level. For example, the 20 days that are devoted to the concept of rate in Grade 6 are designed to lay the foundation for the study of functions in Grade 8 and high school.

• Considered the order of concepts. The team gave considerable thought to the order in which concepts should be presented. For example, in kindergarten the concepts of decomposing and composing are introduced before addition and subtraction.

• Examined progress. The team examined the progression of conceptual development across grades using the progression documents written by the authors of the CCSSM.

3. Focus on Major Work: In any single grade, students and teachers using the materials as designed spend approximately three-quarters of their time on the major work of each grade.

Refer to Table “The Pearson Common Core System of Courses Mathematics Scope and Sequence” for details pertaining to each course, grades K through 8.

Built directly from the CCSSM CA, the Pearson Common Core System of Courses takes an elegant and efficient path through mathematics. The curriculum focuses the time and effort of teachers and students on the important grade-level mathematics needed to progress from kindergarten to college-ready as specified in the CCSSM CA and the priority standards established by SBAC.

4. Focus: In aligned materials there are no chapter tests, unit tests, or other assessment components that make students or teachers responsible for any topics before the grade in which they are introduced in the standards. (One way to meet this criterion is for materials to omit these topics entirely prior to the indicated grades.) If the materials address topics outside of the CCSSM CA, the publisher will provide a mathematical and pedagogical justification.

The Pearson Common Core System of Courses Growth Measure (pre-test and post-test) blueprints for grades 3 through 8 specify that within each domain the tests include the standards for the current grade, as well as a percentage covering precursor skills. Mastery measures (end-of-unit assessments and projects) focus solely on the standards and clusters taught in a given unit.

The content is not assessed in the end-of-unit assessments until after instruction has occurred.

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5. Through Supporting Focus and Coherence Work: Supporting content does not distract from focus, but rather enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Each unit is organized around a chunk of the major work of the grade. The standards that are the target of the major work of the grade drive the logic and development of the unit. Related content is used to support the major work. This provides an architecture of depth in the focal mathematics with breadth and connections to supporting mathematics.

6. Rigor and Balance: Materials and tools reflect the balances in the standards and help students meet the standards’ rigorous expectations, by:

a. Developing students’ conceptual understanding of key mathematical concepts, where called for in specific content standards or cluster headings.

b. Giving attention throughout the year to individual standards that set an expectation of fluency.

c. Enabling teachers and students who use the materials as designed to spend sufficient time working with engaging applications, without losing focus on the major work of each grade.

• The three aspects of rigor are not always separate in materials.

• Nor are the three aspects of rigor always together in materials.

• Digital and online materials with a fixed lesson flow or pacing plan are not designed for superficial browsing but rather instantiate the Rigor and Balance criterion and promote depth and mastery.

The Pearson Common Core System of Courses is designed on the basis that fluency, application, and conceptual understanding are best taught in an interrelated way. Fluency needs dedicated practice; conceptual understanding needs to be explicitly taught; applications do not always fit in the math topic of the day.

Thus, in each mathematics course, grades K through 8, there are three main types of units:

• Concept units focus on the development of concepts. This type of unit comprises about 85 percent of the total work that students will do in the course.

• Putting Mathematics to Work units apply and integrate concepts already learned. The assignments in these units draw from concept units previously studied and require students to apply more than one concept to the same assignment.

• Project units give students 4 to 5 days to work on a project of their choice, or to continue a project already started within a concept unit.

Each unit comprises a discrete set of components: a sequenced set of lessons, mathematics tools, interactive resources, simulations, social networking environments, and dashboards for students, teachers, and parents. The units have an architecture that calls for lessons of different types for different purposes. The lessons are built from a set of research-based instructional routines that teachers and students quickly find familiar and that help efficiently organize the work for each day.

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The development of the Pearson Common Core System of Courses for Mathematics is based on the following goals:

• Providing a focused and coherent organization of the content in the CCSSM CA.

• Delivering several unit types, including units that develop a deep understanding of mathematical concepts, units that integrate previously learned concepts through problem solving and modeling, and project-based units in which students apply the concepts they have learned through short projects that they select.

• Building student proficiency with adaptive reasoning and procedural fluency through instruction within the units.

• Facilitating internalization of the CCSM Mathematical Practice by:

- Modeling the eight Mathematical Practices for students through video and scripts.

- Creating a supportive environment that fosters collaboration, questioning, and investigation and that allows students to routinely demonstrate the Mathematical Practices.

• Expanding differentiation strategies and facilitating the acquisition of academic language in the teaching and learning of mathematics.

• Scaffolding instruction to support all learners by providing targeted hints for English language learners and students with disabilities.

• Making use of technology to support logical as well as personal navigation through each lesson and unit, the use of tools to do the work, motivating interaction with the mathematics and collaboration.

7. Consistent Progressions: Materials are consistent with the progressions in the standards by:

a. Basing content progressions on the grade-by-grade progressions in the standards.

b. Giving all student extensive work with grade-level problems.

c. Relating grade-level concepts explicitly to prior knowledge from earlier grades.

As mentioned above, the Pearson Common Core System of Courses in Mathematics is built directly from the CCSSM CA. Thus, the progressions in the CCSS CA are implemented directly in the lesson, unit, and course progressions of the program.

In addition, curricular materials manage unfinished learning from earlier grades inside grade-level work (especially within guided math groups) rather than setting aside grade-level work to reteach earlier content.

Concept units in particular are specifically designed to provide a series of tasks within the Work Time and Ways of Thinking of every lesson so that prior knowledge becomes reorganized and extended to accommodate new knowledge to that learned in earlier grades.

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8. Coherent Connections: materials foster coherence through connections at a single grade, where appropriate and where required by the standards, by:

a. Including learning objectives that are visibly shaped by CCSS CA cluster headings, with meaningful consequences for the associated problems and activities.

b. Including 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.

Although CCSSM in K–8 are divided by grade level, within each grade level they are organized by groups of related standards called clusters that, in turn, are grouped in domains. Thus, one of the first tasks of the mathematics team that developed the Pearson Common Core System of Courses was to organize the K–8 standards into units of instruction that made pedagogic sense, making optimal use of the coherence built into the standards, especially by the clustering organization. The resulting curriculum is a comprehensive series of units that span 145 to 150 days—enough time to enable teachers to extend areas of study in which their students are having difficulty or add additional topics for students. The result of the math team’s efforts is a curriculum that is not just a rework of previous material, but also one that is specifically designed to achieve the rigorous and singular goals set out by the CCSSM.

9. Practice-Content Connections: Materials meaningfully connect content standards and practice standards.

10. Focus and Coherence via Practice Standards: Materials promote focus and coherence by connecting practice standards with content that is emphasized in the standards.

11. Careful Attention to Each Practice Standard: Materials attend to the full meaning of each practice standard.

The Mathematical Practices are an essential part of the CCSSM CA. The Pearson Common Core System of Courses focuses on the Mathematical Practices in a number of ways:

• Throughout the teacher materials, the teacher is given examples of how the Mathematical Practices relate to specific lessons and tasks. The teacher is alerted as to which practices to watch for as students work, and told how students might exhibit these practices based on the particular task that students are working on.

• Each Mathematical Practice is explicitly introduced to students over the first three to four units of the Pearson Common Core System of Courses through the use of video or scripts. Students are provided with models that illustrate each practice.

• The basic lesson designs are structured to afford and elicit the practices. The questions asked in the lessons, the assigned work, the student discussions and presentations of work are specifically designed to develop student expertise in the practices.

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12. Emphasis on Mathematical Reasoning: Materials support the standards’ emphasis on mathematical reasoning by:

a. Prompting students to construct viable arguments and critique the arguments of others concerning key grade-level mathematics that is detailed in the content standards.

b. Engaging students in problem solving as a form of argument.

c. Explicitly attending to the specialized language of mathematics.

d. Materials help English learners access challenging mathematics, learn content, and develop grade-level language.

The Pearson Common Core System of Courses in Mathematics provides multiple opportunities in each lesson for students to reason mathematically in independent thinking and express reasoning through both class discussion and written work. Work Time problems, Gallery problems, projects, and the Ways of Thinking and Summary of the Math routines in particular require this level of reasoning.

Work Time problems, Gallery problems, and projects require students to develop a solution to multi-step problems as a sequence of well-justified steps and then to present a cogent argument that is verified and critiqued by both the teacher and class peers.

The Ways of Thinking routines and Summary of the Math routines address the development of mathematical and academic language associated with the CCSSM by requiring students both individually and as a class to articulate the mathematics of the lesson using appropriate grade-level academic language.

Supports for ELLs and for students with disabilities are embedded throughout the course in the design of student experiences and in teacher guidance to ensure that English learners can meet grade level standards and academic language.

B. Category 2: Program Organization


1. A list of CCSSM CA is included in each teacher guide together with page number citations or other references that demonstrate alignment with the content standards and standards for mathematical practice. All standards must be listed in their entirety with their cluster heading included.

For each grade, the course overview in both the student and teacher editions includes a listing of the CCSSM CA along with citations of the unit and lesson that demonstrate alignment with the content standards and the standards for mathematical practices.

2. Materials drawn from other subject-matter areas are consistent with the currently adopted California standards at the appropriate grade level, including the California Career Technical Education Model Curriculum Standards where applicable.

The Pearson Common Core System of Courses uses real-world examples of mathematics, rather than other subject matter.

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3. Intervention components, if included, are designed to support students’ progress in mathematics and develop fluency. Intervention materials should provide targeted instruction on standards from previous grade levels and develop student learning of the standards for mathematical practice.

Rather than provide a separate set of intervention materials, the Pearson Common Core System of Courses provides expanded differentiation strategies that facilitate the acquisition of mathematical concepts and academic language in the teaching and learning of mathematics. Supports are built directly within the routines that make up much of the classroom instruction, and professional development for teachers is designed expressly to help them fully understand the way the routines work, and the ways in which the adaptations and accommodations can be used to enhance participation and achievement of students representing diverse populations. Lessons contain specific hints regarding the task, the academic language needed for class discussion, and the components required for a full response to the problem. The teacher is able to scaffold instruction to support all learners by providing targeted hints and meeting with selected students in guided math groups during the Gallery portion of each concept unit.

4. Middle school acceleration components, if included, are designed to support students’ progress beyond grade-level standards in mathematics. Acceleration materials should provide instruction targeted toward readiness for higher mathematics at the middle school level.

Based on the recommendations of the International Mathematics Advisory Committee, the Pearson Common Core System of Courses provides students with opportunities for greater depth in the grade level mathematics rather than acceleration. Acceleration to higher mathematics at the middle school level is possible through compression of the Grades 6–8 courses into two years of classes.

5. Teacher and student materials contain an overview of the chapters, clearly identify the mathematical concepts, and include tables of contents, indexes, and glossaries that contain important mathematical terms.

Each grade has a course overview that provides an overview of the course and includes overviews of each unit within the grade. In addition, it includes the CCSS CA standards and Mathematical Practices taught in the grade with citations for unit and lesson alignment and a glossary of important mathematical terms.

6. Support materials, an integral part of the instructional program, are clearly aligned with the CCSSM CA.

The design and framework of the Pearson Common Core System of Courses supports students in a number of powerful ways. It includes:

• Access to hints and scaffolds within each lesson to support their learning.

• Instructional routines students can follow, so that they know what they need to do and can thus give more attention to each lesson.

• Ongoing formative assessment that provides students and teachers with specific information for every student.

• Opportunities for personalized, differentiated learning.

Classroom routines provide students with a higher level of concentration on the mathematics. Students examine the concepts in greater depth and in consequence have more time to read, discuss, and explore strategies and answers. By encouraging students to think aloud, access prior knowledge, and interact with their peers, the routines help ensure that all students will be successful. The use of guided math groups and conferencing during Work Time also provides an opportunity for individualized, focused instruction.

7. The grade-level content standards and the standards for mathematical practice demonstrating alignment to student lessons shall be explicitly stated in the student editions.

Each grade has a course overview that includes the CCSS CA standards and Mathematical Practices taught in the grade with citations for unit and lesson alignment.

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C. Category 3: Assessment


1. Not every form of assessment is appropriate for every student or every topic area, so a variety of assessment types need to be provided for formative assessment. Some of these could include (but are not limited to) graphic organizers, student observation, student interviews, journals and learning logs, exit ticket activities, mathematics portfolios, self- and peer-evaluations, short tests and quizzes, and performance tasks.

Assessment of students’ progress and needs happens continually throughout each lesson through exercises, quizzes, and presentations of student work. It will be less formal at times, conducted through conversation and observation. These assessments should be recorded in a form that allows the teacher to refer to them when planning the next lesson or a subsequent unit of instruction, or when reviewing the progress of specific students and making instructional plans based on those reviews.

2. Summative assessment is the assessment of learning at a particular time point and is meant to summarize a learner’s skills and knowledge at a given point of time. Summative assessments frequently come in the form of chapter or unit tests, weekly quizzes, end-of-term tests, or diagnostic tests.

Summative assessments are mastery assessments offered at the end of each concept unit as an end-of-unit assessment. In Putting the Mathematics to Work and project units, the summative assessment may be a presentation or project that is assessed through a rubric that is provided to both the teacher and the students.

3. All assessments should have content validity and measure individual student progress both at regular intervals and at strategic points of instruction. The assessments should be designed to:

• Monitor student progress toward meeting the content and mathematical practice standards.

• Assess all three aspects of rigor: conceptual understanding, procedural skill and fluency, and applications.

• Provide summative evaluations of individual student achievement.

• Provide multiple methods of assessing what students know and are able to do, such as selected response, constructed response, real-world problems, performance tasks, and open-ended questions.

• Assist the teacher in keeping parents and students informed about student progress.

The combination of growth, diagnostic, and mastery assessments with content validity provides assessments of all three aspects of rigor, using multiple methods of assessment from multiple-choice, short-answer, and extended responses and projects to conferences with teachers and observations of individual students at work alone, in pairs, in small groups, or in whole-class discussions. The results of these assessments are available to students and parents via the student dashboard.

4. Intervention aspects of mathematics programs should include initial assessments to identify areas of strengths and weaknesses, formative assessments to demonstrate student progress toward meeting grade-level standards, and a summative assessment to determine student preparedness for grade-level work.

The pretest at the beginning of each year provides the initial information for teachers about the strengths and weaknesses of each student. Within units, the formative assessments, including observations of student work, quizzes, and Gallery problems, provide regular feedback to the teacher, while the end-of-unit assessments identify the areas of mastery and the need for additional work.

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5. Suggestions on how to use assessment data to guide decisions about instructional practices and how to modify instruction so that all students are consistently progressing toward meeting or exceeding the standards should be included.

The teacher guide provides specific recommendations on how to use the assessment data to make decisions about instructional practices for individual students and the class to ensure that all students progress to meeting or exceeding the grade-level standards.

6. Assessments ask for variety in what students produce, answers and solutions, arguments and explanations, diagrams, and mathematical models.

Within each unit, students are asked to provide a solution, but also a diagram, graph, or drawing and an explanation of the solution that makes sense with respect to the task.

7. Assessment tools for grades 6 through 8 help to determine student readiness for Common Core Algebra I and Common Core Mathematics I.

The pre-tests and post-tests for grades 6–8 can be used to determine if students have mastered the grade-level standards required for success in Algebra I and Common Core Mathematics I.

8. Middle school acceleration aspects of mathematics programs include an initial assessment to identify areas of strengths and weaknesses, formative assessments to demonstrate student progress toward exceeding grade-level standards, and a summative assessment to determine student preparedness for above grade-level work.

There is not a specific middle school acceleration program in the Pearson Common Core System of Courses. The suggested route to higher mathematics courses in middle school is compression of the courses into a shorter time frame.

D. Category 4: Universal Access


1. Comprehensive guidance and differentiation strategies, based on current and confirmed research, to adapt the curriculum to meet students’ identified special needs and to provide effective, efficient instruction for all students. Strategies may include:

• Working with students’ misconceptions to strengthen their conceptual understanding.

• Using intervention strategies that describe specific ways to address the learning needs of students using rich problems that engage them in the mathematics reviewed and stress conceptual development of topics rather than focusing only on procedural skills.

• Suggestions for reinforcing or expanding the curriculum.

• Additional instructional time and additional practice, including specialized teaching methods or materials and accommodations for students with special needs.

• Help for students who are below grade level, including more explicit explanations with ample and different opportunities for review and practice of both content and mathematical practices standards, or other assistance that will help to accelerate student performance to grade level.

• Technology may be a used to aid in the implementation of these strategies.

The Pearson Common Core System of Courses recognizes that not all children learn the same way, or begin their learning with the same set of skills and experiences. For this reason, the Pearson Common Core System of Courses provides specific supports for ELLs, students with disabilities, students who are working below grade level, and gifted and talented students.

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The Pearson Common Core System of Courses provides deliberate scaffolding and adaptations for diverse populations in the form of detailed notes to both teachers and students. These teaching notes outline specific supports these students can make use of as they learn the course content. These supports are built directly within the routines that make up much of the classroom instruction, and professional development for teachers is designed expressly to help them fully understand the way the routines work, and the ways in which the adaptations and accommodations can be used to enhance participation and achievement of students representing diverse populations. Within each course and within the concept units, time is built in for extending the time for students who need additional time and to expand into projects for gifted and talented students.

2. Strategies for English learners that are consistent with the English Language Development Standards adopted under Education Code Section 60811. Materials incorporate strategies for English learners in both lessons and teacher’s editions, as appropriate, at every grade level and course level.

The teacher guide in every course provides specific suggestions in each lesson for scaffolds and strategies to assist English learners. Students also have access to a variety of technological tools on their tablets to assist them, including text-to-speech, dictionaries, and translations. The instructional routines embedded within the digital classroom of the Pearson Common Core System of Courses provide the most significant support for ELLs. Sharing with students routines that are consistent and repeated in a cyclical way throughout the academic year enables ELLs to learn the structure of the routines once, not every time they are asked to use them.

The routines similarly allow for a variety of formats and types of representation, encouraging students to use graphs, drawings, images, and tables, as well as text entries. This enables ELL students to choose other available options, if they find it difficult to express their ideas through text alone. Research supports that ELLs should be given a variety of ways to represent their thinking and access concepts as some types of represen-tations have a lower linguistic demand and allow ELLs easier access.

3. Materials incorporate instructional strategies to address the needs of students with disabilities in both lessons and teacher’s editions, as appropriate, at every grade level and course level, pursuant to Education Code section 60204(b)(2).

The design and framework of the Pearson Common Core System of Courses supports students with disabilities in a number of powerful ways. It includes:

• Instructional routines students can follow, so that they know what they need to do and can thus give more attention to each lesson.

• Ongoing formative assessment that provides students and teachers with specific information for every student.

• Opportunities for personalized, differentiated learning.

4. Teacher and student editions include thoughtful and well-conceived alternatives for advanced students and that allow students to accelerate beyond their grade-level content (acceleration) or to study the content in the CCSSM CA in greater depth or complexity (enrichment).

The Pearson Common Core System of Courses provides opportunities for advanced students to go into greater depth and complexity in the CCSSM CA through Challenge Problems and advanced problems in the gallery of concept units, in projects in the Putting Mathematics to Work units and in the project units where advanced students are encouraged to develop projects that address the complexities of the CCSS CA.

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5. Materials should help students understand and use appropriate academic language and participate in discussions about mathematical concepts and reasoning. Materials should include content that is relevant to English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities.

The Pearson Common Core System of Courses provides multiple opportunities for students to engage in discussions of mathematical concepts and reasoning in every lesson. Not only are students talking about the mathematics problems within pairs and small groups, but during the Ways of Thinking routines in each concept unit, students are provided hints that suggest sample questions to ask of peers who are presenting their ways of thinking to the whole class. These questions use the academic language appropriate to the grade and unit. This is particularly useful for English learners who may not yet be proficient in academic English or to students who are below grade level or students with disabilities. The teacher materials also provide suggestions for building the comprehension and use of academic language and mathematical reasoning as well as extensions for advanced students.

6. Materials help English learners access challenging mathematics, learn content, and develop grade-level language. For example, materials might include annotations to help with comprehension of words, sentences, and paragraphs, and give examples of the use of words in other situations. Modifications to language do not sacrifice the mathematics, nor do they put off necessary language development.

The Pearson Common Core System of Courses provides a variety of scaffolds for English learners to assist their mastery of grade level mathematics concepts. It also provides specific annotations and notes for teachers that are helpful for English learners. ELLs specifically benefit from the manner in which technology is applied throughout the Pearson Common Core System of Courses by taking advantage of the program’s:

• Multiple representations of concepts and content (for example, interactives, proficiency games, videos, animations, and graphics) that allow students to experience the same content in multiple ways.

• Text-to-speech capabilities for core readings (essential for ELLs).

• A multimedia-rich Concept Corner in mathematics, which will be added as a supplement to the program in late 2013 that will provide content and definitions in text, visuals, and video and audio formats. It will include concept videos, worked problems, a glossary, a deeper mathematical explanation that will benefit students and teachers, and an interactive concept map that shows students where they are when they select a concept video as well as the concepts leading up to and following that concept in mathematics for that grade level.

• Embedded dictionaries and links to language-of-origin terms where appropriate.

7. Materials are consistent with the strategies found in Response to Intervention and Instruction (http://www.cde.ca.gov/ci/cr/ri/).

The Pearson Common Core System of Courses provides a variety of strategies consistent with the California Response to Intervention and Instruction. Students examine the concepts in greater depth and in consequence have more time to read, discuss, and explore strategies and answers. By encouraging students to think aloud, access prior knowledge, and interact with their peers, the routines help ensure that students with disabilities will be successful. The use of guided math groups and conferencing during Work Time also provides an opportunity for individualized, focused instruction needed for students requiring tier two strategies.

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8. The visual design of the materials does not distract from the mathematics, but instead serves to support students in engaging thoughtfully with the subject.

The student and teacher experience in the Pearson Common Core System of Courses is delivered through the clean, streamlined visual design that makes use of:

• Colors and contrast to display text for easier perception of content.

• Visual and audio cues for dense text and concepts.

• Options for customizing the display of information (font, color, size) for language (text), mathematical expressions, and symbols.

• Alternatives for visual information, such as a text-to-speech option for creating audio of critical reading passages.

• Simple and intuitive icons that help students navigate through units and lessons.

E. Category 5: Instructional Planning


1. A teacher’s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials, including modifications for English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities.

The Pearson Common Core System of Courses provides a teacher guide that is available to the teacher prior to class, for planning how to present instruction during class, and during class, to access specific strategies as well as suggestions for differentiation for students, including English learners, students with disabilities, advanced students, and students below grade level in mathematical skills. It also outlines the types of support the teacher might provide during class time through guided mathematics sessions and student conferences.

2. A list of program lessons in the teacher’s edition, cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter, and unit.

The teacher guide in the Pearson Common Core System of Courses provides a full list of lessons in each unit with cross references to the standards covered and an estimated instructional time for each lesson, chapter, and unit.

3. Unit and lesson plans, including suggestions for organizing resources in the classroom and ideas for pacing lessons.

The teacher guide in the Pearson Common Core System of Courses provides unit and lesson plans, including suggestions for organizing resources in the classroom and ideas for pacing lessons.

4. A curriculum guide for the academic instructional year.

The teacher guide in the Pearson Common Core System of Courses is a curriculum guide for the academic year.

5. All components of the program are user friendly and, in the case of electronic materials, platform neutral.

The Pearson Common Core System of Courses is designed to be user friendly for both students and teachers. It is available on a variety of platforms.

6. Answer keys for all workbooks and other related student activities.

The Pearson Common Core System of Courses has answer keys for all exercises, quizzes, and assessments.

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7. Concrete models, including manipulatives, support instruction of the CCSSM CA and include clear instructions for teachers and students.

The Pearson Common Core System of Courses provides a variety of virtual manipulatives as well as physical manipulates in the K–1 courses.

8. A teacher’s edition that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade 12.

9. Technical support and suggestions for appropriate use of audiovisual, multimedia, and information technology resources.

The teacher guide in the Pearson Common Core System of Courses provides extensive suggestions for use of the digital and multimedia resources in the program.

10. Homework activities, if included, that extend and reinforce classroom instruction and provide additional practice of mathematical content, practices, and applications that have been taught.

The Pearson Common Core System of Courses provides exercises in all lessons that reinforce the mathematics content, practices, and applications that have been taught in class. It is assumed that these will be assigned as homework.

11. Strategies for informing parents or guardians about the mathematics program and suggestions for how they can help support student progress and achievement.

The Pearson Common Core System of Courses will have a parent portal through which parents can view their student’s work, his or her grades, and notes sent by the teacher. In addition, the teacher guide in the Pearson Common Core System of Courses provides suggestions for communicating with parents about their child’s progress.

F. Category 6: Teacher Support


1. Clear, grade-appropriate explanations of mathematics concepts that teachers can easily adapt for instruction of all students, including English learners, advanced learners, students below grade level in mathematical skills, and students with disabilities.

The teacher guide of the Pearson Common Core System of Courses includes clear explanations of the mathematical concepts for each grade and suggests specific scaffolds for English learners, students below grade level, and students with disabilities as well as extensions for greater depth for advanced students.

2. Strategies to identify, address, and correct common student errors and misconceptions.

The Teachers Guide of the Pearson Common Core System of Courses provides specific misconceptions for the mathematics included in the Ways of Thinking routine in each lesson of concept units. This enables the teacher to view these common misconceptions during class as students are sharing their ways of thinking. In addition, it suggests what recommendation the teacher can provide to correct the misconception.

3. Suggestions for accelerating or decelerating the rate at which new material is introduced to students.

The Pearson Common Core System of Courses is planned for 150 days of instruction, providing additional time that the teacher can use to accommodate the needs of English learners, students below grade level, and students with disabilities, while providing recommendations for extensions for advanced students. The teacher guide provides recommendations for when the pace should be decelerated for the class versus individual assistance for individual students or small groups of students. If the time is not needed for a slower pace, the time can be used for locally developed units and projects.

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4. Different kinds of lessons and multiple ways in which to explain concepts, offering teachers choice and flexibility.

The Pearson Common Core System of Courses offers a variety of lesson types and multiple options for explaining concepts.

5. Materials designed to help teachers identify the reason(s) that students may find a particular type of problem more challenging than another (e.g., identify skills not mastered) and point to specific remedies.

The teacher guide in the Pearson Common Core System of Courses offers extensive notes on and recommendations for students having difficulty with particular lessons and problem types.

6. Learning objectives that are explicitly and clearly associated with instruction and assessment.

The Pearson Common Core System of Courses explicitly states the learning objectives for both students and teachers during the opening of each lesson. The same objectives are the basis of instruction and assessment.

7. A teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.

The teacher guide in the Pearson Common Core System of Courses is specifically designed to provide explanations of the mathematical concepts and practices to reinforce and further develop the teacher’s knowledge of the mathematics, as necessary.

8. Explanations of the instructional approaches of the programs and identification of the research-based strategies.

The teacher guide in the Pearson Common Core System of Courses provides an introduction to the design principles of the program as well as the research basis for those practices.

9. Explanations of the mathematically appropriate use of manipulatives or other visual and concrete representations.

The teacher guide in the Pearson Common Core System of Courses provides explanations of the appropriate use of the virtual and physical manipulatives included in the program. The virtual manipulatives become more complex as the grades move on, providing interactive manipulatives that enable students to visualize such concepts as slices through a three-dimensional figure.

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Conclusion

Our vision of teaching and learning includes the opportunities and scaffolds needed by both students and teachers to meet the aims of the CCSSM CA. Through the Pearson Common Core System of Courses for Mathematics, students are challenged to achieve the higher standards of CCSSM CA—yet the materials can be adapted for students at any level. Teachers receive the support they need to apply the critical topics in mathematics.

With an innovative and engaging curriculum , the Pearson Common Core System of Courses for Mathematics delivers a full suite of K–8 digital learning materials where digital best practices serve the aims of the CCSS.

About Pearson

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Questions?

To speak with a Pearson representative about the Pearson Common Core System of Courses for Mathematics, please call us at: (800) 472–7497

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CCSoC ReviewersGuide 04.2

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