Criterion Rigor: Does the resource pursue conceptual understanding, procedural skill and fluency, and application with equal intensity? Partially Does Not Meet Meets Meets (Insufficient Evidence) Dimension 3.1 The Conceptual Understanding: Guiding Questions: resource develops Are students provided support to develop a conceptual regularly • conceptual understanding understanding of the most critical concepts for the level? students’ through tasks, problems, questions, Are there discussion questions that pertain to conceptual • and opportunities for students understanding in the lessons? to write and speak about their Are there opportunities for students to demonstrate, • understanding. in multiple ways, their understanding of the critical concepts addressed in the lessons? Partially Does Not Meet Meets Meets (Insufficient Evidence) Dimension 3.2 Procedural Skill and Fluency: The Guiding Questions: resource asks students to Are students expected to attain the fluencies and regularly • use mathematical procedures and procedural skills required by CCR standards? perform calculations and quickly Are assignments/problems structured to • build students’ and accurately. competencies to perform core calculations and mathematical procedures quickly and accurately? Is precision with calculations emphasized? Partially Does Not Meet Meets Meets (Insufficient Evidence) Dimension 3.3 Application: The resource Guiding Questions: requires students to Is the resource designed so that students spend sufficient regularly • engage in challenging applications time working with engaging applications (without losing of mathematics in real-world and focus on the MWOTL)? mathematical contexts. Are students regularly provided opportunities to • independently apply mathematical concepts in real-world situations and solve challenging problems?
Criterion Rigor: Does the resource pursue conceptual understanding, procedural skill and fluency, and application with equal intensity? Dimension 3.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Conceptual Understanding: The resource regularly develops students’ conceptual understanding through tasks, problems, questions, and opportunities for students to write and speak about their understanding. Guiding Questions: • Are students provided support to develop a conceptual understanding of the most critical concepts for the level? • Are there discussion questions that pertain to conceptual understanding in the lessons? • Are there opportunities for students to demonstrate, in multiple ways, their understanding of the critical concepts addressed in the lessons? Dimension 3.2 Meets Partially Meets Does Not Meet (Insufficient Evidence) Procedural Skill and Fluency: The resource regularly asks students to use mathematical procedures and perform calculations and quickly and accurately. Guiding Questions: • Are students expected to attain the fluencies and procedural skills required by CCR standards? • Are assignments/problems structured to build students’ competencies to perform core calculations and mathematical procedures quickly and accurately? Is precision with calculations emphasized? Dimension 3.3 Meets Partially Meets Does Not Meet (Insufficient Evidence) Application: The resource regularly requires students to engage in challenging applications of mathematics in real-world and mathematical contexts. Guiding Questions: • Is the resource designed so that students spend sufficient time working with engaging applications (without losing focus on the MWOTL)? • Are students regularly provided opportunities to independently apply mathematical concepts in real-world situations and solve challenging problems?