Bridges in Mathematics

The curriculum includes application components as part of its balanced approach to mathematical practices. EdReports confirmed the curriculum meets expectations for application of mathematical knowledge.

EdReports Gateway 2 rating includes 'application' as part of the balanced rigor assessment

The curriculum appears to provide adequate teacher support materials and usability features. EdReports found the teacher supports meet expectations for effective implementation.

EdReports Gateway 3 rating of 'Meets Expectations' for teacher supports, assessment, differentiation, and technology integration

The curriculum demonstrates coherent sequencing that aligns with grade-level standards and focuses appropriately on major mathematical work. EdReports confirmed strong focus and coherence in content organization.

EdReports Gateway 1 rating of 'Meets Expectations' for focus and coherence, indicating proper alignment to grade-level standards and focus on major work

The curriculum includes assessment components that meet professional standards. EdReports confirmed the assessment features are adequate for monitoring student progress.

EdReports Gateway 3 rating of 'Meets Expectations' specifically mentions assessment as meeting standards

The curriculum strongly emphasizes visual models as a core component of instruction. Visual models are explicitly mentioned as a key feature for developing mathematical understanding.

Curriculum description specifically highlights 'visual models' as a central feature for developing understanding

The curriculum appears to balance conceptual understanding with procedural fluency effectively. EdReports found it meets expectations for rigor and mathematical practices, specifically noting the balance of conceptual understanding, procedural skill, and application.

EdReports Gateway 2 rating of 'Meets Expectations' for balance of conceptual understanding, procedural skill, and application

The curriculum's inquiry-based pedagogy may not align with direct, explicit instruction approaches. The emphasis on open-ended tasks suggests a more exploratory rather than teacher-directed instructional model.

Curriculum is described as 'inquiry-based' with 'open-ended tasks' which contrasts with direct instruction methodology

Evidence is insufficient to determine the extent and quality of worked examples in the curriculum. The available reviews do not specifically address the use of step-by-step model problems.

No specific information about worked examples provided in the review evidence

The available evidence does not provide sufficient information about retrieval practice or spaced review components. Assessment practices are not detailed in the reviews.

No specific information about retrieval practice or spaced review provided in the review evidence