Criterion #3—Rigor: Does the resource pursue conceptual understanding, procedural skill and fluency, and application with equal intensity? Meets Partially Meets Does Not Meet (Insufficient Evidence) Dimension 3.1 Conceptual Understanding: The resource Evidence: regularly develops students’ conceptual Scaffolding supports students’ conceptual understanding of the most critical concepts for the level. understanding through tasks, problems, Discussion questions requiring conceptual understanding are provided with the lessons. questions, multiple representations, and There are opportunities for students to demonstrate, in multiple ways, their understanding of the opportunities for students to write and critical concepts addressed in the lessons. speak about their understanding. Meets Partially Meets Does Not Meet (Insufficient Evidence) Dimension 3.2 Procedural Skill and Fluency: The resource Evidence: regularly asks students to perform The resource is designed so that students attain the fluencies and procedural skills required by CCR calculations and use mathematical standards. procedures quickly and accurately. The resource expects core calculations and mathematical procedures for the level to be performed quickly and accurately and provides the requisite support to build that capacity in students. Meets Partially Meets Does Not Meet (Insufficient Evidence) Dimension 3.3 Application: The resource regularly Evidence: requires students to engage in challenging The resource is designed so that students spend sufficient time working with engaging applications, applications of mathematics in real-world without losing focus on the MWOTL. and mathematical contexts. The resource regularly provides opportunities for students to independently apply mathematical concepts in real-world situations and solve challenging problems that require students to choose an appropriate model or strategy.
Criterion #3—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, multiple representations, and opportunities for students to write and speak about their understanding. Evidence: Scaffolding supports students’ conceptual understanding of the most critical concepts for the level. Discussion questions requiring conceptual understanding are provided with the lessons. There are 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 perform calculations and use mathematical procedures quickly and accurately. Evidence: The resource is designed so that students attain the fluencies and procedural skills required by CCR standards. The resource expects core calculations and mathematical procedures for the level to be performed quickly and accurately and provides the requisite support to build that capacity in students. 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. Evidence: The resource is designed so that students spend sufficient time working with engaging applications, without losing focus on the MWOTL. The resource regularly provides opportunities for students to independently apply mathematical concepts in real-world situations and solve challenging problems that require students to choose an appropriate model or strategy.
31-Math-CCRS-ResourceAlignment_a.docx