Digits

The curriculum may have weaknesses in systematic word problem instruction.

The 'Does Not Meet Expectations' rating for Gateway 2 suggests inadequate treatment of application problems, which would include word problem-solving strategies

The curriculum appears to emphasize inquiry-based approaches over direct instruction.

The curriculum is described as using 'inquiry-based' pedagogy and emphasizes student exploration, which may limit explicit teacher-led instruction

The curriculum demonstrates some issues with focus and coherence in its sequencing approach.

EdReports rated Gateway 1 (Focus & Coherence) as 'Partially Meets Expectations,' suggesting problems with alignment to grade-level standards and focus on major work of each grade

The curriculum shows significant weakness in balancing conceptual understanding with procedural fluency.

EdReports rated the program 'Does Not Meet Expectations' for Gateway 2 (Rigor & Mathematical Practices), indicating inadequate balance of conceptual understanding, procedural skill, and application

The curriculum includes technology-based assessment features for personalized instruction.

The program is described as using 'easy-to-use technology to deliver personalized instruction,' suggesting some diagnostic and adaptive assessment capabilities

Insufficient evidence available to assess the use of worked examples in this digits curriculum.

No specific information provided about worked examples or step-by-step modeling in the available reviews

The curriculum includes some teacher support materials but specific training details are unclear.

The program mentions 'powerful best practices in teaching' as part of its design, suggesting some teacher guidance, though specifics are not detailed

Insufficient evidence available to assess retrieval practice and spaced review components.

No specific information provided about cumulative review, retrieval practice, or spaced repetition features in the available digits reviews

Insufficient evidence available to assess the effectiveness of visual models and manipulatives.

No specific details provided about visual representations, manipulatives, or concrete-to-abstract progressions in the curriculum reviews