Singapore Math: Dimensions Math

Textbooks include explanations and examples for new concepts, with 'Try it!' problems for immediate practice.

Each lesson teaches new concepts with explanations and examples, followed by 'Try it!' sample problems so students can check their understanding

Curriculum is designed for students to work independently through lessons, which may not align with direct instruction principles.

Cathy Duffy states 'Students should be able to work independently through the lessons,' suggesting less emphasis on teacher-led explicit instruction

Limited cumulative review is provided, with most practice focused on current lesson content.

Review notes that 'All practice questions address concepts taught only in that lesson' and 'there are no questions from previous chapters,' though workbooks could provide some cumulative practice

No formal cumulative exams are included, requiring teachers to create their own assessments from available problems.

Cathy Duffy notes 'There are no cumulative exams in the course' and suggests teachers 'could select problems from a workbook to assign for a test'

The curriculum appears to balance concepts with procedures, though EdReports noted it only partially meets expectations for rigor and mathematical practices.

EdReports gave Gateway 2 (Rigor & Mathematical Practices) a rating of 'Partially Meets Expectations,' suggesting some gaps in balancing conceptual understanding, procedural skill, and application

Word problems are included primarily in the more challenging problem sets, with real-life contexts introduced at chapter openings.

Each chapter opens with 'a brief real-life situation' and 'Word problems show up mostly in the last two sets' of practice questions

Teaching Notes and Solutions books provide some guidance but appear limited in pedagogical support.

Teaching Notes and Solutions books have 'brief notes on each chapter' but focus primarily on complete solutions rather than extensive teaching guidance

Uses a mastery-based approach with clear progression through topics, though the accelerated pace may challenge some students.

Content builds systematically from basic operations in 6A to quadratic equations in 8B, with Cathy Duffy noting the workload is substantial and suggesting some students might need to slow down

Textbooks are printed in full color with illustrations and attractive graphical layout, though specific manipulative use is not detailed.

Cathy Duffy notes that textbooks include 'illustrations and the attractive graphical layout of the pages make them visually interesting' and mention geometric figures and graphs