High School - Gateway 1
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Focus & Coherence
| Score | |
|---|---|
Gateway 1 - Partially Meets Expectations | 55% |
Criterion 1.1: Focus & Coherence | 10 / 18 |
Criterion 1.1: Focus & Coherence
Focus and Coherence: The instructional materials are coherent and consistent with "the high school standards that specify the mathematics which all students should study in order to be college and career ready" (p. 57 of CCSSM).
The instructional materials partially meet the expectation for attending to the shifts of focus and coherence. The instructional materials reviewed in this series focus the students' time on the Widely Applicable Prerequisites for a range of college majors, postsecondary programs, and careers. The focus is diminished as there are some standards which are not fully developed throughout the series due to aspects that are never addressed or specific methods/content identified in the standards that are not addressed throughout the series. Also, there is a lack of coherence across materials as the connections between standards, clusters, domains, and conceptual categories called for in the standards are not identified for teachers and students which leaves the content disconnected and a series of topics to be covered. There was also a lack of connection to the Grade 6-8 standards with clear guidance about how the high school work built upon the work from the middle school grades. There were many lessons of content that were repeated in courses. These lessons were identified with different standards, but the content was largely the same, if not identical. This becomes distracting and misleading for students and teachers.
Indicator 1a
The materials focus on the high school standards.*
Indicator 1a.i
The materials attend to the full intent of the mathematical content contained in the high school standards for all students.
The instructional materials reviewed for the series partially meet the expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. In general, the series included the majority of all of the non-plus standards, but there were some instances where the full intent of non-plus standards was not met.
For G-MG.2, evidence was not found anywhere throughout the series, and the standard was not identified in the materials.
The following standards are examples identified as having been fully met in this series in the conceptual categories and domains listed:
- A-SSE.1: In instances where this standard is listed (Integrated Math I Chapters 2, 3, 5; Integrated Math II Chapters 12, 13; and Integrated Math III Chapters 3, 5, 8), the use of real world applications and varied types of expressions (linear, quadratic, power, exponential) that are used throughout the series clearly meets the standard.
- G-MD.4: In instances where this standard is listed (Integrated Math II, Lessons 11.1-11.5, 11.7), the use of rotating and stacking two-dimensional figures to create three-dimensional solids, opportunities for informal argument of the derivation of formulas for volume of a cone, pyramid, and sphere, and opportunities to explore cross sections of solids clearly meets the standard.
The following standards are identified as having been partially met in this series in the conceptual categories and domains listed. In general, many of the standards that are partially met earn that classification due to the lack of student opportunity to engage in certain aspects stated in the standards.
- N-Q.2: In instances where this standard is listed in Integrated Math I (Lessons 1.1, 3.1, 5.6), students are not provided opportunities to independently identify quantities to represent the context; rather students are provided with pre-labeled tables or graphs with pre-determined numbers making the quantities that they represent obvious to the student.
- F-BF.3: This standard appears in Integrated Math I, Lesson 5.3, Integrated Math II, Lesson 12.7 and Integrated Math III, Lessons 4.2-4.4, 5.3, 9.2-9.3, 11.3, 12.3, 12.5 and 14.6. When students are asked to identify the effect on the graph of replacing f(x) by f(kx) for specific values of k (both positive and negative) any problem that involves a negative uses k=-1. Students are not given graphs and asked to find the value of k.
- G-CO.9: In four lessons where this standard was identified within Integrated Math II (Lessons 2.1, 2.2, 7.4 and 7.5), students were never asked to construct a proof about lines and angles.
- G-CO.10: The proof of the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; or the medians of a triangle meet at a point was found in Integrated Math II, Lesson 4.3, Problem 6. However, this standard was not referenced for teachers and students.
- G-CO.12: Geometric constructions largely rely on compass and straight-edge techniques, with a few references to patty paper. The other methods of strings, reflective devices, and dynamic geometric software, etc., are not present in the materials.
- G-GMD.1: Application of Cavalieri's Principle was present in Integrated Math II, Lesson 11.3. Students did not have opportunities to use dissection arguments and informal limit arguments for the circumference of a circle, area of a circle and volume of a cone.
- S-ID.4: This standard requires students to: “use mean and standard deviation to fit it to a normal distribution and to estimate population percentages. Recognize there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.” Problems were not found that included data sets where the normal distribution did not apply.
- S-IC.4 and S-IC.5: There was not evidence of the use of simulation as stated in the standards.
Indicator 1a.ii
The materials attend to the full intent of the modeling process when applied to the modeling standards.
The instructional materials reviewed for the series do not meet the expectation for attending to the full intent of the modeling process when applied to the modeling standards. Throughout the series, there are a number of lessons that contain a variety of components of the modeling process described in the CCSSM. Students are provided scaffolding questions to help guide them through the process of modeling an equation and reasoning from that model. However, throughout the series, students do not have an opportunity to authentically engage in the modeling process by gathering their own data, organizing it, creating multiple representations of it and interpreting the representations.
A few examples of when and how components of the modeling process are not fully attended to include:
- Integrated Math I and Integrated Math II materials provide multiple opportunities to interpret features of graphs and tables, yet lack all the steps included in the modeling process to meet the full intent of the modeling standard which the standard F-IF.4 requires. Students do not have the opportunity to develop their own solution strategies due to the presence of scaffolded questions or identify variables and formulate a model by creating tabular models due to the presence of predetermined graphs with scales and some given equations.
- In Integrated Math I, Lesson 2.3: Modeling Linear Inequalities, students model the profit of selling popcorn. In this lesson, students are provided the inequality already graphed and shown how to solve the problem algebraically. In every case, students are provided pre-made graphs with the scale already selected, partially completed tables and step-by-step directions.
- In Integrated Math I, Lesson 4.3, the modeling standard A-SSE.1a is listed, however, the formulas are given and not interpreted through modeling. The modeling standards F-BF.1, F-BF.2 and F-LE.1,F-LE.2 are also listed, however, no opportunities are provided for students to build their understanding of the development of recursive and explicit formulas for sequences.
- In Integrated Math I Lesson 11.3, People, Tea, and Carbon Dioxide, all problems are intended to provide students with an opportunity to engage in modeling. Students are asked to compute, interpret and report their work through a series of scaffolded steps. However, not all six steps of the modeling process are included. For instance, students never chose a model to use – they are given a table to fill in and an equation to use to find the values.
- In Integrated Math II, Lessons 7.1 and 7.3 - 7.5, the modeling standard G-SRT.8 is listed. Students, however, are not provided any opportunities to attend to the modeling process using this standard.
- In Integrated Math II, Lesson 11.6, for G-GMD.3, problems provided within the teacher implementation guide and student materials allow for students to think more critically about the use of formulas for irregular shapes as well as how different formulas compare and making a decision based on that comparison. Examples include approximating the volume of a vase and finding about how many cubic feet of hot air a typical hot-air balloon holds, and the guiding questions, such as "Is there more than one correct strategy to approximate the volume of the vase?" and "How do you decide which strategy will product a more accurate result?" However, students are not provided opportunities to develop their own solution strategies and develop ways to analyze the results.
Notably, the “formulate” part of the modeling provided in the CCSSM is consistently lacking in the lessons provided in the material(s). The CCSSM states that students should be “formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables. There was no evidence that students were ever required to formulate a process for solving any problems or work through the modeling process on their own.
A few examples of standards for which no part of the modeling process attended to:
- No aspect of the modeling process is addressed within the Integrated Math II, Lesson 3.1, problem 4, for the standard G-MG.2.
- In Integrated Math I, Lessons 12.1, 12.2, 12.4, 14.1, 14.2, 14.3, 14. 4 and Integrated Math II, Lesson 4.3, the modeling standard G-GPE.7 is listed, however, students are not provided any opportunities to attend to the modeling process using this standard. Four of these lessons are duplicated within Integrated Math II and the modeling standard G-GPE.7 is not listed in these Lessons 1.2-1.4 and 17.1 as it was indicated within Integrated I.
Indicator 1b
The materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.
Indicator 1b.i
The materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.
The materials for this series, when used as designed, meet the expectation for allowing students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, post-secondary programs, and careers. Examples include, but are not limited to:
The Algebra standards are included throughout the series and are seen as a focus.
- A-SSE evidence is found in Integrated I Chapters 2-5, Integrated II Chapters 12 and 13; and Integrated III Chapters 3-6, 8-10.
- A-CED evidence is found in Integrated I Chapters 1-3, 5 and 7; Integrated II Chapters 12-14 and 16; and Integrated III Chapters 3, 4, 6-10 and 14.
- A-REI evidence is found in Integrated I Chapters 1-3, 5-7; Integrated II Chapters 13-15; and Integrated III Chapters 3, 6, 7, 9-11 and 14.
The F-IF standards are included throughout the series and are seen as a focus.
- Evidence is found in Integrated I Chapters 1-5, 11 and 16; Integrated II Chapters 12, 14, and 16; and Integrated III Chapters 3-7, 9, 11, 12, 14 and 15.
- A variety of functions are interpreted and analyzed. Integrated Math I focuses on linear, quadratic, and exponential, while Integrated Math III focuses on quadratic, polynomial, exponential, logarithmic, rational, and trigonometric.
- Within the series, students graph functions and identify/analyze key features of those functions.
Indicator 1b.ii
The materials, when used as designed, allow students to fully learn each standard.
The instructional materials reviewed for this series partially meet the expectation that the materials allow students to fully learn each standard. The materials for the series, when used as designed, would not enable students to fully learn some aspects of the non-plus standards.
All non-plus standards, other than G-MG.2, are referenced at least once.
There are several examples of when the materials would not enable students to fully learn some aspects of the non-plus standards:
- N-Q.1: In Integrated Math I, Lessons 2.1, 2.2 and 2.6, Student Assignments and Skills Practice both heavily favor identifying the independent and dependent quantities and their units with the use of a table and have very few problems identifying these with graphs. Students are not provided adequate opportunities to choose their own scales or origins in the student textbooks and assignment books. There is one blank graph made available in the student textbook for Lesson 2.6, page 139 and in the Skills Practice book, pages 302-304, problems 8-12, the grid given has no markings of scale or unit.
- N-RN.1: In Integrated Math I, Lesson 5.5, students are not asked to explain how rational exponents are an extension of the properties of integer exponents. Students are provided one example where they are given an equation, given the substitution that results in the rule for the fractional notation of a radical number and asked to apply it.
- N-RN.2: In Integrated Math I, Lessons 5.5 and 5.6, the majority of material content aligns with 8.EE, simplifying integer negative exponents, and the only high school appropriate work is provided on page 342, explaining and extending the properties of exponents to rational exponents. (Note, this lesson contains typographical errors.) In Integrated Math II, Lesson 13.6, this standard is listed, however, the student work involves rewriting radicals and does not provide opportunities to work with rational exponents. In Integrated Math II, Lesson 15.3, this standard is listed, however, students are provided one review problem within this lesson related to this standard. The rest of Lesson 15.3 addresses N-CN.1.
- G-CO.2: In Integrated Math I, Chapter 12, the materials did not provide students opportunities to represent transformations in the plane using geometry software. Also, transformations were not described as functions that take points in the plane as inputs and give other points as outputs.
- G-SRT.8: In Integrated Math II, Chapter 7, several lessons require the use of trigonometric ratios which have not yet been introduced to students. Introduction to trigonometry occurs in Chapter 8. Problems solved using trigonometric ratios are found in Lesson 7.1, Problem 3, Number 4; Lesson 7.4, Problem 4, Number 4; and Lesson 7.5, Problem 2, Number 10. In Integrated Math II, Chapter 7, Lessons 7.1, 7.3 - 7.5, this standard is listed, however, one problem (7.3 problem 5) is provided for students to use the Pythagorean Theorem. Furthermore, in the Chapter 7 Skills Practice for the same lessons, students are not provided opportunities to use trigonometric ratios and/or the Pythagorean Theorem to solve right triangles in applied problems.
- F-IF.4,5 and 7; F-BF.1 and 4; F-LE.1 and 2: Integrated Math I includes Chapter 16 on logic. This chapter does not provide students with opportunities to learn any of the function standards identified. This additional material distracts student learning from the high school standards.
- G-MG.3: In Integrated Math II, Lesson 10.4 when problems were provided for extension work, students are asked to solve problems for linear velocity and angular velocity. This additional material distracts student learning from the high school standards.
Indicator 1c
The materials require students to engage in mathematics at a level of sophistication appropriate to high school.
The instructional materials reviewed in this series fully meet the expectation that students engage in mathematics at a level of sophistication appropriate to high school. Materials meet the depth of the non-plus standards. When used as designed, all students are given extensive work with non-plus standards. Following are several examples of when students are given extensive work with the non-plus standards:
- In Integrated Math I, Lesson 8.4, for standard S-ID.2, students revisit data sets previously used and have the opportunity to use the formula and technology to compute the standard deviation of each data set. In the last activity, students compare measure of center (median and mean) and the measures of spread (IQR and standard deviation) with respect to their sensitivity to outliers.
- In Integrated Math II, Lesson 15.5, for standard N-CN.7, the lesson begins with quadratic functions having one, two or no x-intercepts graphed on a coordinate plane. Students list the key characteristics of each graph. Students rewrite a quadratic function with imaginary zeros written in standard form to factored form and then to vertex form.
- In Integrated Math III, Lesson 10.2, for standards A-SSE.2 and A-APR.7, students use the structure of an expression to identify ways to simplify rational expressions and list their restrictions for the variables.
- Throughout the series, for standards A-REI.10, 11, and 12, students are provided extensive opportunities to represent and solve equations and inequalities both algebraically and graphically. Problems involve real world scenarios and students are instructed on how to use several graphing calculator strategies.
The materials provide students with opportunities to engage in real-world problems throughout the courses. The students engage in problems that use number values that represent real-life values - fractions, decimals and integers. Solutions to problems also are typical of real-life situations, and the context of most of the scenarios are relevant to high school students.
Individual standards are given more instructional time than the whole clusters. There are only a few opportunities for non-plus standard work in the Number and Quantity category, but many opportunities on Algebra and Functions. N-RN is found within four chapters throughout the entire series in eight lessons. N-Q is found within four chapters within Integrated Math I in eight lessons. In contrast, F-BF.1 is found within eleven chapters throughout the entire series in over 20 lessons.
Indicator 1d
The materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.
The instructional materials reviewed partially meet the expectation that the materials are mathematically coherent through meaningful connections in a single course and throughout the series. There are two conceptual categories which are not coherently connected to other conceptual categories across the series.
- The majority of the Geometry standards are isolated within Integrated Math II and are not connected to other conceptual categories such as Algebra and Functions. In Integrated Math I, Chapter 14 contains unique geometry material as Chapters 12 and 13 are duplicated content within the Integrated II series. Students do not have the opportunity to work with Geometry standards at all within Integrated Math III. For example, students are not given the opportunity to connect creating polynomial equations, A-APR.3, to volume formulas in G-GMD.3. The publishers missed the opportunity to purposefully connect Geometry standards to Algebra through the use of creating equations A.CED. There is no chapter within the series where geometric coordinates, G-GPE.7, is referenced along with equations, A-REI, as suggested on page 74 of the CCSSM. Integrated Math II, Lesson 17.3, is a missed opportunity for the problems to require students to connect these standards.
- The majority of the Statistics and Probability standards are isolated within Integrated Math I and III and are not connected to other conceptual categories such as Algebra and Functions. The publishers missed the opportunity to purposefully connect S-ID and S-IC with Algebra and Functions.
Examples of connections between standards within a single course include:
- Integrated Math I demonstrates strong connections between the conceptual categories of Algebra and Functions. The materials connect linear functions, exponential functions, arithmetic and geometric sequences, and recursive and explicit representations. Chapters 1 and 2 introduces students to the concepts of functions and linear functions. In Chapter 4 students begin to work with arithmetic and geometric sequences. The relationship between arithmetic sequences and linear functions and some geometric sequences and exponential functions is developed. Students use recursive and explicit formulas to connect these concepts.
- Integrated Math II Chapters 7 and 8 connect the idea of using trigonometric ratios, G-SRT.C, as a way of analyzing quadrilaterals and proving their properties, G-CO.B, to aid in problem solving.
- Integrated Math III, Lesson 3.4 connects the Algebra category to Geometry through modeling scenarios in an engineering-based problem. While Geometry standards from G-MG are not explicitly identified, students engage in problem solving and critical analysis of a figure modeled geometrically and define it algebraically through equations and functions to reason about and justify their solutions.
Examples of connections within a single course that are not adequately developed include:
- Integrated Math I, Lessons 9.1 - 9.5, addressing S-ID.6, 7, 8 and 9, has students use the calculator to produce a regression line, use this line to make some predictions, and then asked to find the equations of lines between pairs of points in a data set to determine which lines best "matches" the data. There are several missed opportunities to connect to the function standards in domains F-IF, F-BF and F-LE.
- Integrated Math I, Lesson 11.4, Choosing the Best Function to Model Data lists only the function standards. There are missed opportunities to connect to the statistics standards in S-ID.
- Integrated Math I, Chapter 13 addressing G-CO.6-8 missed opportunities within the Student Assignments and Skills Practice sections to identify which rigid motion created the pairs of triangles in problems where both triangles are given.
- Integrated Math II, Lesson 1.2 (duplicated from Integrated Math I, Lesson 12.1) addressing G-CO.2, translating line segments, is a missed opportunity to connect transformations to functions F-BF.3 covered in Lesson 5.3.
- Integrated Math II, Lesson 1.2 (duplicated from Integrated Math I, Lesson 12.1) addressing G-CO.4 is a missed opportunity to connect the rotation of a line segment around its endpoint to the creation of a circle (Problem 3), as a way of developing a definition for a circle, as called for in the standard.
- In Integrated Math II, Lesson 10.1 which addresses G-C.3, the Skills Practice has students determine one angle of a quadrilateral given its opposite angle (Quad-Opp angle theorem). There is a missed opportunity to connect to G-C.2 and G-CO.11.
Additionally, lessons are renamed and nearly identical across the series but are not indicated as review or repeats to students or teachers. Lessons that are repeated with minor alterations, such as a few of the graphics changed and a few additional problems added, do not explicitly connect this repetition (nor do they point out this repetition) to the original lesson in which the content was developed. Those lessons include:
- G-CO.A, B, D Integrated Math I, Lessons 12.1, 12.2, 12.3, and 12.5 and Integrated Math II, Lessons 1.2-1.5.
- G-GPE.B Integrated Math I, Lesson 12.4 and Integrated Math II, Lesson 17.1.
- G-CO.A, B, D Integrated Math I, Lessons 13.1 - 13.6 and Integrated Math II, Lessons 5.1-5.6; Lesson 5.7 is the only new lesson in Integrated Math II.
- G-GPE.B Integrated Math I, Lessons 15.1-15.2 and Integrated Math II, Lessons 17.2-17.3.
- G-GPE.B Integrated Math II, Lesson 15.4 and Integrated Math III, Lesson 4.6.
- G-CO.9 Integrated Math I, Lesson 16.1 and Integrated Math II, Lesson 2.1.
Indicator 1e
The materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.
In the instructional materials reviewed for this series, content from Grades 6 to 8 is present but not clearly identified and/or does not fully support the progressions of the high school standards. Connections between the non-plus standards and how those standards are built upon from Grades 6-8 is not clearly articulated for teachers.
In the teacher’s or student's materials, there is no reference to 6-8 CCSSM throughout the series. Course Content Maps downloaded from online Integrated Math I (2012) and Integrated Math II, III (2013) sometimes have information in a column titled “Access Prior Knowledge” that references middle school standards. Repeatedly, the series for high school introduces and/or develops a 6-8 standard, but instead of identifying it as such and clearly making the connection, the series introduces it as a high school standard.
Examples of how lessons connect to middle school content include:
- G-MD.4: Students in middle school calculate area and perimeter of two-dimensional shapes and calculate volume and surface area for three-dimensional shapes, 6.G.A. 7.G.B, 8.G.9. In high school, students use these skills in a more sophisticated fashion through the use of application problems. The connection between two-dimensional and three-dimensional figures culminates with the topics of cross sections and diagonals in three dimensions.
- A-REI.5-7; A-REI.11-12: Students in middle school analyze and solve pairs of simultaneous linear equations, 8.EE.8. In high school, students connect this standard to solving a linear equation algebraically and graphically and extending this to solving and graphing systems of linear inequalities.
Here are some examples where the materials do not correctly identify content from Grades 6-8 in an appropriate way for high school:
- Integrated Math I, Lessons 2.1-2.2, 3.2 and 3.4: In the material with F-IF referenced, student problems found on pages 75, 84 ("Talk the Talk"), 174 and 186 are aligned with 8.F, using functions to model relationships between quantities.
- Integrated Math I, Lesson 5.5: In the material with N-RN.1 referenced, student problems found on pages 338-342, are aligned with 8.EE.A, radicals and integer exponents.
- Integrated Math II, Lesson 15.1: In the material with N-RN.3 referenced, problem 3 is aligned with 8.EE and 8.NS, translating between decimal and fraction notation, particularly when the decimals are repeating.
Here are some examples where the materials fail to reference standards from Grades 6-8 for the purpose of building on students’ previous knowledge:
- Integrated Math II, Lessons 13.1-13.3: In the content on pages 952-956; 963; 972-973, the properties of real numbers (commutative, associative, distributive, etc.) are presented as applying the properties of operations to generate equivalent expressions without mention to build upon students’ prior knowledge of 6.EE.3.
- Integrated Math II, Lessons 15.1 and 15.2, standard N-RN.3 is listed but the material covered in these lessons has students work with content below high school level, defining sets of numbers, determining which sets of equations can be solved and writing repeating decimals as fractions. Students are walked through a history of numbers and given definitions and rules all along the way. Students are told that an irrational number has an infinite, non-repeating decimal form but no explanation is given. On page 1088, students are asked to simplify expressions and identify the property. The expressions the students are to simplify contain whole number coefficients aligned with 6.EE.
- Integrated Math III, Lessons 2.1-2.2: In the lessons on “Sample Surveys, Observational Studies, and Experiments” and “Sampling Methods and Randomization,” students are introduced to sampling and making inferences without mention of the standard addressed in 7.SP.
Indicator 1f
The plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.
Some of the plus standards, when included, are clearly indicated in the Teacher Implementation Guides located in the Chapter overviews. The inclusion of the plus standards follows logically in progression with the material. Lessons including the plus standards could be omitted without interrupting meaning, or the understanding for the student.
Integrated Math II, Lesson 15.4, and Integrated Math III, Lesson 4.6, are in fact the same; however, both follow logical ordering in their respective materials. The lesson includes standards, N-CN.3 and N-CN.8, working with complex numbers as an extension of learning both quadratics and the real number system. Students are able to practice finding complex conjugates, N.CN.3, and rewriting/extending polynomial identities, N.CN.8, throughout student materials.
Integrated Math III, Chapter 9, walks students through identifying zeroes, asymptotes, end behavior and factorization in order to graph rational functions, F-IF.7d, which students practice throughout their materials. The teacher material which supports the students assignment in Lesson 9.5 suggests using a graphical approach to solve one of the problems, but the problem could be solved without needing to graph. Thus, it is not dependent on 9.1-9.4.
Integrated Math III, Chapter 13, could not be omitted in it's entirety, as it is the only location where students develop skills in F-LE.4, which has a natural connection with F-BF.5.
The series is inconsistent in differentiating between plus and non-plus standards through introduction or description of the lesson. There are several lessons within the series that are not clearly identified as plus standards:
- Integrated Math II, G-SRT.9, G-SRT.10, and G-SRT.11 in Lesson 8.6
- Integrated Math II, G-GMD.2 in Lessons 11.3
- Integrated Math II, F-BF.4b in Lessons 16.3
- Integrated Math II, S-CP.8 in Lessons 19.3 and 19.5
- Integrated Math II, S-CP.9 in Lessons 20.3 and 20.4
- Integrated Math II, S-MD.6 and S-MD.7 in Lessons 20.5
- Integrated Math III, A-APR.5 in Lesson 6.7
- Integrated Math III, F-BF.1c and F-BF.4b in Lessons 14.1, F-IF.7d in Lessons 14.2 and 14.4
The plus standards are never identified within the student materials.
The following plus standards identified as addressed within the materials did not reach the full depth of the standards due to the lack of student opportunity to engage in certain aspects stated in the standards:
- Integrated Math II, G-SRT.9, G-SRT.10, and G-SRT.11 in Lesson 8.6: Proper depth is not accessible for students for any of these standards. These standards are condensed into one lesson and suggested to be covered in one day within the timeline.