Kindergarten - Gateway 3

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations that the underlying design of the materials distinguishes between problems and exercises for each lesson. It is clear when the students are solving problems to learn and when they are completing exercises to apply what they have learned.

Lessons include: Solve & Share, Look Back, Visual Learning Bridge, Convince Me!, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice. Additional Practice is in a separate section of the instructional materials, distinguishing between problems students complete and exercises in the lessons. The Solve and Share section serves to either connect prior learning or engage students with a problem in which new math ideas are embedded. Students learn and practice new mathematics in Guided Practice.

In the Independent Practice and Problem Solving sections, students have opportunities to build on their understanding of the new concept. Each activity lesson ends with an Assessment Practice in which students have opportunities to apply what they have learned from the activities in the lesson and can be used to help differentiate instruction.

Additional Practice problems are consistently found in the Additional Practice Workbook accompanying each lesson. These sets of problems include problems that support students in developing mastery of the current lesson and topic concepts.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations for not being haphazard; exercises are given in intentional sequences.

Overall, activities within lessons within topics are intentionally sequenced. Students have the opportunity to develop understanding leading to mastery of the content. The structure of a lesson provides students with the opportunity to activate prior learning and build procedural skill and fluency. Students also engage with multiple activities that are sequenced from concrete to abstract and increase in complexity.

Students are introduced to concepts and procedures through a problem-based situation in the Solve and Share, and then connect that problem to the content of the lesson during the Visual Learning Bridge. The Convince Me! portion of the lesson serves to solidify understanding of mathematical concepts through the MPs, followed by teachers and students working together through Guided Practice. Students engage in problems independently in the Independent Practice section. Lessons close with Problem Solving, where students apply learning from the lesson, and Assessment Practice, where students engage with two questions aligned to the daily lesson objective.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations for having variety in what students are asked to produce.

The instructional materials prompt students to produce written answers and solutions within Solve & Share, Guided Practice, Independent Practice, Problem Solving, and 3-Act Math. Students produce oral arguments and explanations through discussions that occur in whole group, small group, or partner settings. Students also produce written critiques of fictional students’ work including models, drawings, and calculations.

In the materials, students use a digital platform (Visual Learning Animation Plus) and paper-pencil activities to conduct and present their work. The materials prompt students to use appropriate mathematical language in their written and oral responses, and students frequently use various mathematical representations in their work even though the representation is often provided for students. For example:

• In Lesson 1-1, students circle and count boxes to show their knowledge.
• In Lesson 2-1, students solve using counters to show work and critical reasoning skills to describe the answer.
• In Lesson 7-1, students listen to the story, and then complete all of the following to find how many are left: give an explanation of the mental image, use objects to act it out, and hold up fingers.
• In Lesson 10-1, students work in pairs and use their fingers to represent situations presented in the word problems.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations that manipulatives are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

There are few hands-on manipulatives used in the materials. In general, the manipulatives are visual manipulatives printed in the materials or virtual manipulatives found in the online materials. Occasionally, students will be prompted to use tools such as, “Teaching Tools,” including: counters, cubes, place value blocks, ten frames, ruler, protractor, or grid paper. When they are used, they are used appropriately. If manipulatives are used in lessons, students are usually directed as to when and which manipulatives to use.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

Each lesson contains a narrative for the teacher including the Lesson Overview, suggested questions for discussion, and guiding questions designed to increase classroom discourse, support the teacher in knowing what to look for, and ensure understanding of the concepts. For example:

• In Lesson 1-5, Visual Learning, Model with Math, students answer, “How does this picture go with the bees? Why are all the boxes covered with counters?”
• In Lesson 3-5, Visual Learning, Convince Me!, students answer, “How can you use a ten-frame and counters to count 10 objects? What is another tool you can use?”
• In Lesson 8-1, Visual Learning, Use Structure, students answer, “What whole do you see? What parts do you see? How does the five-frame help show the whole?”

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet the expectation for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials also include teacher guidance on the use of embedded technology to support and enhance student learning.

• Each Topic has a Topic Planner that gives an overview of every lesson, the Objective of the lesson, Essential Understanding, Vocabulary, Materials needed, Technology and Activity Centers, along with the Standards.
• The Topic Planner also includes Lesson Resources such as the Digital Student Edition, Additional Practice Workbook, print material available, and what can be found in the Digital Lesson Courseware and Lesson Support for teachers.
• Each lesson opens with a Lesson Overview including: an Objective, an Essential Understanding, Look Back, Look Ahead, Cross-Cluster Connections, aspect(s) of rigor addressed, support for English Language Learners, and any possible Daily Review pages with Today’s Challenge to be implemented. Within the lesson, technology resources or places to print PDF work pages are embedded.
• Lessons include detailed guidance for teachers for the Warm-Up, Activities and the Lesson Synthesis.
• Each lesson activity contains an overview, guidance for teachers and student facing materials, anticipated misconceptions, extensions, differentiation support based on formative assessments called “Quick Checks,” and opportunities for further practice in the online materials. Included within the lessons are guiding questions and additional supports for students.
• The teacher materials that correspond to the student lessons provide annotations and suggestions on how to present the content within the lesson structure: Step 1 (Engage and Explore), Step 2 (Explain, Elaborate, and Evaluate) and Step 3 (Assess and Differentiate). A “Launch” section follows which explains how to set up the activity and what to tell students. During the Visual Learning Bridge in Step 2, supporting questions and narratives for students are provided.
• The materials are available in both print and digital forms. Additional online resources support the material. These opportunities are noted within the lessons. For example, each lesson has an Interactive Practice Buddy noted in Step 2 and Step 3, as well as Another Look Video found in Step 3.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

• Each topic opens with a Topic Overview including a Math Background for the Topic.
• The Coherence section has three parts: Look Back, Topic, and Look Ahead. Each section gives a clear, specific explanation of how the topic is connected across grades.
• Each topic includes an Objective, Essential Understanding, (critical area for grade level), Look Back, This Lesson, Look Ahead, Cross-Cluster Connection, Conceptual Understanding, Procedural Skill, and Lesson Resources.
• The Teacher Edition Program Overview Materials contain an overview of mathematics for K-12.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for providing strategies to gather information about students’ prior knowledge within and across grade levels.

The Assessment Sourcebook and the Teacher’s Program Overview provide information about the use of assessments to gather information about students’ prior knowledge. Every grade level includes a Grade-Level Readiness test. The Topic Readiness Assessment in each Topic helps teachers gather information about students’ prior knowledge within and across grade levels. Topic Readiness assessments can also be taken online, where it is auto-scored and interventions are auto-assigned.

The Topic Opener assignment located at the beginning of each Topic helps students activate prior knowledge and prepare for the skills needed in the Topic. Each of these assignments has questioning strategies for the teacher. Each lesson also provides information for the teacher about prior, current grade level, and future math that is used.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

Each lesson identifies common errors and misconceptions for the teacher to address in the Independent Practice. The misconception/error is followed with prompts that the teacher can ask to help students understand their mistakes.

• In Lesson 2-5, Error Intervention, “If students are unsure how to solve the problem, then refer them to the cube trains. Remind students that the number of cubes in the shorter cube train is less in number than the other cube train.”
• In Lesson 9-1, Error Intervention Item 2, “If students have difficulty writing the number 12, then have them practice by using a finger to trace over the numbers on their number cards or in the air.”
• In Lesson 12-1, Error Intervention Item 1, “If students identify the circle or triangle as solid, then discuss the examples in the Visual Learning Bridge again. Read the words flat and solid and ask students where the circle and triangle fit.”
• In Lesson 14-6, Error Intervention Item 2, “If students’ comparisons are incorrect, then help them use the dashed lines as guides to compare the ends of the pictured object.”

​The instructional materials for enVision Florida Mathematics for Kindergarten meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The lesson structure, consisting of Solve and Share, Visual Learning Bridge, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice, provide students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently, with partners and in groups where review, practice, and feedback are embedded into the instructional routine. In addition, practice problems for each lesson activity reinforce learning concepts and skills and enable them to engage with the content and receive timely feedback. Discussion prompts in the Teacher Guide provide opportunities for students to engage in timely discussion on the mathematics of the lesson.

Each Topic includes a “Review what you know/Concept and Skills Review” containing a vocabulary review and practice problems. This section also includes review and practice on concepts related to the new Topic.

The Cumulative/Benchmark Assessments found at the end of Topics 4, 8, 11, and 14 provide review of prior topics as an assessment. Students can take the assessment online, with differentiated intervention automatically assigned to students based on their scores.

Different games online at Pearson Realize support students in practice and review of procedural skills and fluency.

​The instructional materials for enVision Florida Mathematics for Kindergarten meet the expectations for assessments clearly denoting which standards are being emphasized.

Assessments are located in a separate book, or the online portion of the program, and can be accessed at any time. For each topic a Practice Assessment, an End-Unit Assessment, and a Performance task are included. Assessments in the Teacher Edition provide a scoring guide and standards alignment for each question.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

The materials include a detailed Scope and Sequence of the course, including pacing. The Topic Overview in the Teacher Edition includes Coherence which enhances scaffolding instruction by identifying prerequisite skills that students should have. Each lesson is designed with a Daily Review and a Solve & Share Activity reviewing prior knowledge and/or preparing all students for the following activities.

In lessons, the following explicit instructional supports are available for sequencing and scaffolding: the Lesson Overview, questions and extensions for the Solve & Share, Prevent Misconceptions in Visual Learning Bridge, Revisit the Essential Question in Convince Me!, Error Intervention during Guided Practice, and item-related support during Independent Practice and Problem Solving. This information assists the teacher in making the content accessible to all learners.

Lesson narratives often include guidance on where to focus questions in all lesson activities, sample student work, and guidance on what to look for. Optional activities are often included in Step 3 (Assess and Differentiate) and can be used for additional practice or support before moving on to the next activity or lesson.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• The Additional Practice Materials include a lesson for each topic including specific questions for the leveled assignment for all learning ranges. These three levels of problems are I (Intervention), O (On-Level), and A (Advanced) and include verbal, visual, and symbolic representations.
• Response to Intervention strategies are included in each lesson. Teachers identify “Look Fors” and suggestions to address the needs of students who are struggling. Questions for the teacher to ask are also included.
• Each lesson has at least one Additional Example. These help students cement or extend their understanding of the concept being taught. It includes an extra problem for the teacher to use.
• Each lesson has Differentiated Interventions for a wide-range of learners, which include Reteach to Build Understanding (provides scaffolding to reteach) and Enrichment (extends concepts from the lesson).

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations for embedding tasks with multiple entry­-points that can be solved using a variety of solution strategies or representations.

The Solve & Share, Explore It, Visual Learning Bridge, Guided and Independent Practice, 3-Act Math Tasks, and Quick Check/Assessment Practice provide opportunities for students to apply mathematics from multiple entry-points. Though there may be times when the material asks a student to use a specific strategy, there are still questions within the same lesson that allow for students to use a variety of strategies.

The lesson and task narratives provided for teachers offer possible solution paths and presentation strategies from various levels. For example:

• In Lesson 6-1, Solve & Share, “Students determine the number of flowers in all and represent the total in different ways.” The Student Work examples show students using counters, fingers, and numbers to represent the groupings of flowers.
• In Lesson 11-1, Solve & Share, “Count forward from 1 to 30. Count aloud and point to each numbers as you say it. What patterns do you see or hear when you count to 30 using the numbers on the chart? Color the boxes that show a pattern you find.” The example shows the different patterns in which the students heard and colored.

​The instructional materials reviewed for enVision Florida Mathematics Kindergarten meet expectations for suggesting support, accommodations, and modifications for English Language Learners (ELL) and other special populations that will support their regular and active participation in learning mathematics.

The ELL Design is highlighted in the Teacher Edition Program Overview and describes support based on the student’s level of language proficiency. An ELL Toolkit provides additional support for English Language Learners.

Two ELL suggestions are provided for every lesson, one in Solve & Share and another in Visual Learning Bridge. Also, Visual Learning support is embedded in every lesson to support ELL learners. This includes a Visual Learning Animation Plus online, Visual Learning Bridge for each lesson, and the Animated Glossary. These use motion and sound to reduce language barriers. Questions are read aloud, visual models are provided, and motion and sound definitions of mathematical terms are provided.

Additionally, a multilingual handbook is included with a mathematics glossary in multiple languages, and an English Language Learners Toolkit is a resource providing professional development and resources for supporting English Language Learners.

An example of ELL supports within the instructional materials:

• In Lesson 12-1, Lesson Overview, English Language Learners, Teachers are asked to use with the Solve & Share in Student Edition. “Speaking: Write and read different.  Remind students they have used this work before. Ask students to tell you what they think the work different means. Show a square and a cube. Say: These are both shapes. Rotate the shapes so that students can see the dimensions. Ask: How are these shapes different? Entering: Have students tell what is different with one or two words. Show another 2-D shape and another 3-D shape and repeat. Developing: Have students explain with the sentence stem: “The shapes are different because ____.” Show another 2-D shape and another 3-D shape and repeat. Expanding: Have students explain the difference in their own words. Show another 2-D shape and another 3-D shape and repeat.”

Support for other special populations noted in the Teacher Edition Program Overview include:

• Resources are provided on for Ongoing Intervention (during a lesson), Strategic Information (at the end of the lesson), and Intensive Intervention (as needed anytime).
• The Math Diagnosis and Intervention System (MDIS) supports teachers in diagnosing students needs and providing more effective instruction for on- or below-grade-level students. Diagnosis, Intervention Lessons, and Teacher Support is provided through teachers notes to conduct a short lesson where vocabulary, concept development, and practice can be supported.
• Online Auto Design Differentiation is included, and the supports within this part of the program include: Differentiation After a Lesson (based on an Online Quick Check where the Interactive Practice Buddy can be utilized), Differentiation after a Topic (based on the online topic assessments where Visual Learning Animations Plus are then assigned), and Differentiation after a Group of Topics (based on the online cumulative benchmark assessments where students can then receive remediation or enrichment). The teacher can track progress using Assignment Reports and analyze Usage Data.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Each lesson offers differentiated instruction to extend the concepts in the lesson and provides opportunities to challenge advanced students:

• Extensions are found at the end of every Solve & Share;
• Higher Order Thinking items within the Independent Practice and Problem Solving section;
• Enrichment pages as a result of the Quick Checks in every lesson;
• Opportunities to engage in STEM activities during the activity centers;
• Noted advanced problems to complete during the Additional Practice portions of each lesson; and 
• Differentiation after a group of Topics based on the online cumulative benchmark assessments where students can then receive enrichment.

​The instructional materials for enVision Florida Mathematics Kindergarten meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

• The lessons contain tasks including various demographic and personal characteristics. All names and wording are chosen with diversity in mind and the materials do not contain gender biases.
• The materials mostly contain pictures of objects or cartoonish drawings instead of photos or drawings of people.
• The materials reference roles instead of pronouns (e.g., the players, book fair, sailboats, collection of toy cars, piggy banks, carton of eggs).
• The materials include a set number of names used throughout the problems and examples (e.g., Carlos, Jada, Martha, Carl, Benito, Drake, Daniel, Yasmin, Jonathan). These names are presented repeatedly and in a way that does not stereotype characters by gender, race, or ethnicity.