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ISBN-10
--
ISBN-13
9781640540309
Material ID : 3280
Eureka Math: Utah Grade 4 Learn Bundle w/ Digital Suite (30
Authors
Great Minds
Publisher
Great Minds
Description
No description provided.
Series
Eureka Math
Alignment
Elementary / Early Childhood >> Elementary
22010000020: Grades 4-5-6
Mathematics >> Elementary Mathematics
07018800005: Mathematics Grade 4
Adoption Recommendation
Recommended Limited (Fall 2017)
publisher website
No publisher website provided.
notes
No notes provided.
edition
No edition provided.
Evaluation
Instructional Materials Review Form ISBN: 9781640540330 Title: Eureka Math Publisher: Great Minds Date: 10/29/2018 Rating: ____Primary ____Limited ____Teacher Resource ____Student Resource ____Not Reviewed ____Not Sampled ____Not Recommended The statements below are arranged in ordered value, with the statement listed first ranked high and the last statement in the group ranked low. Reviewers select from these statements for the review and add comments in the Notes and Narrative area for each section. CONTENT Alignment ___X__The content of this resource aligns with appropriate grade level Core standards, is current, well-researched, and referenced from reliable sources. _____The content of this resource aligns with most grade level core standards, but will need supplementary materials to insure coverage of all the objectives for this course. _____The content of this resource aligns with a few grade level core standards for a portion of the course. _____The content of this resource does not align with standards and objectives for this course. Scaffolding _____Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels and provide assistance for all students to enhance conceptual understanding; and offer opportunities for students to share evidence and research. _____Scaffolding supports for these materials engage learners from various skill levels and provides assistance for students~to enhance conceptual understanding. _____Scaffolding supports for these materials engage learners from various skill levels. ___X__Scaffolding supports for these materials do not engage learners from various skill levels or provide scaffolding to~enhance conceptual understanding. Navigation ___X__This resource contains directions that are clear and understandable and are easy to navigate through. _____The instructions in this resource are unclear and navigation is difficult. Content Notes and Narrative: Scaffolding struggles to meet the needs of students at variable skill levels. For example, the material is very scripted with no opportunity for extension and remediation. There seems to be a lack of multiple representaitons to help engage learners. However, there are Rapid White Board Exchanges and sprints that could assist. They do also hold all students to meet a high standard. The directions are clear and understandable, though it is difficult to find the scope and sequence. ACCESSIBILITY Bias Free __X___This material is free from bias and can be used by all students regardless of gender, race, ethnicity, or disability, and is free from advertising, e-commerce or political interest, and is in compliance with the law and community standards while protecting student data privacy. _____This series or title has material that may be interpreted as bias or promoting a commercial or political agenda, or may be considered to treat some groups unfairly. _____This series or title has material that is clearly biased and favors a point of view that may be distracting to the educational experience of students. Adaptability _____Instructional materials in this resource are easily updated and adaptable for teacher and student use in individualized or group instructional settings, and are accessible for an appropriate time period to facilitate a proper learning environment for all students. ___X__Instructional materials in this resource have some features which are adaptable and are available for an acceptable time period. _____Instructional materials in this resource are not adaptable or easily incorporated into a variety of educational settings. Technical Standards ___X__This curriculum meets the requirements of federal and state laws and accepted technical standards. Technical specifications and limitations, including hardware requirements, bandwidth demands, and software and web access restrictions are adequately described and noted, and allow for error free installation and use without purchase of additional components. _____This curriculum is limited by specifications that may require additional materials or technical assistance, or additional hardware, software, or infrastructure. Accessibility Notes and Narrative: The scripting of the material is so precise, it makes it difficult to adapt to individual lessons. There does not seem to have any bias. The review of the online component does not require any additional hardware or software, but we were unable to see some of the digital library components. PEDAGOGY Physical Characteristics __X___In physical terms, this resource is durable, interactive, and provides high quality audio-visual and tactile experiences for all users. _____In physical terms, this resource is somewhat fragile in construction and provides limited tactile experiences for students. _____In physical terms, this resource is designed to be disposable and temporary. Instructional Support ___X__This curriculum provides adequate instructional support and clear requirements for the instructor. _____This curriculum does not provide adequate support for the instructor. Supplemental Resources _____Provided materials reference numerous available supplemental resources. __X___Provided materials reference some available supplemental resources. _____Provided materials do not refer to other supplemental resources. Assessments _____These instructional resources contain a variety of formative and summative assessments that are aligned with core objectives, provide appropriate intervention strategies, and lead to observable performance and real-world experience. ___X__These instructional resources contain a limited number of assessments without intervention strategies. _____These instructional resources do not provide assessment materials. Pedagogy Notes and Narrative: There are some supplemental resourses online, many of which were not availble to us for review. There are assessments for a mid module, exit ticket, and end of module, but there seems to be a lack of variety and not a way to adapt or adjust the assessments.
Rubric
Focus and Coherence: Non-Negotiable
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. This item has not been graded.
No narrative provided.
Rigor and Balance
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. This item has not been graded.
No narrative provided.
The materials are designed so that students attain the fluencies and procedural skills required by the Standards. This item has not been graded.
No narrative provided.
The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) This item has not been graded.
No narrative provided.
Standards for Mathematical Practice
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. This item has not been graded.
No narrative provided.
Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. This item has not been graded.
No narrative provided.
Materials support the Standards’ emphasis on mathematical reasoning. This item has not been graded.
No narrative provided.
Access to the Standards for All Students
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. This item has not been graded.
No narrative provided.
Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. This item has not been graded.
No narrative provided.
Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. This item has not been graded.
No narrative provided.
Assessment
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. This item has not been graded.
No narrative provided.
Assessments measure what students understand and can do through well designed mathematical tasks and applications. This item has not been graded.
No narrative provided.
Contracts
No contracts found.
Related Materials
No related materials found.

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