Walch CCSS Integrated Math I, II, III

The curriculum demonstrates strong focus and coherence in its sequencing approach. The integrated math pathway suggests topics are woven together rather than taught in isolation.

EdReports Gateway 1 rating of 'Meets Expectations' for Focus & Coherence, indicating appropriate alignment to grade-level math standards and focus on major work

The curriculum successfully balances conceptual understanding, procedural skill, and application according to EdReports evaluation. This suggests students receive appropriate exposure to both mathematical concepts and skill development.

EdReports Gateway 2 rating of 'Meets Expectations' for Rigor & Mathematical Practices, specifically noting balance of conceptual understanding, procedural skill, and application

The curriculum has notable limitations in teacher support materials and usability features.

EdReports Gateway 3 rating of 'Partially Meets Expectations' for Usability, which includes teacher supports among its evaluation criteria

Assessment features appear to have some limitations based on the usability evaluation.

EdReports Gateway 3 'Partially Meets Expectations' rating covers assessment among usability features, suggesting some weaknesses in this area

The curriculum appears to address application appropriately as part of its balanced approach to rigor.

EdReports Gateway 2 evaluation specifically mentions balance includes 'application,' suggesting word problems and real-world contexts are present

Cannot determine the presence or quality of worked examples from available evidence.

EdReports summary does not provide specific information about worked examples or cognitive load reduction strategies

Cannot evaluate the curriculum's support for explicit instruction based on available evidence.

EdReports evaluation does not provide specific details about instructional approach or teacher-led instruction support

Cannot determine if the curriculum incorporates retrieval practice or spaced review from available information.

No specific evidence provided about cumulative review, retrieval practice, or spaced repetition features

Cannot assess the curriculum's use of visual models and manipulatives from available information.

No specific evidence provided about visual representations, manipulatives, or concrete-representational-abstract progression