The instructional materials reviewed in Grades K-2 do not meet expectations for focus nor for coherence. Each grade level includes many instances of assessing topics above grade level. Grades K-2 do not devote sufficient time to the major work of the grade level standards.   There are a few instances in each grade of supporting work continuing the learning in major work clusters. The materials do not meet other indicators of coherence, including attending to the progressions, connecting mathematical topics, and providing adequate lessons and activities to support a full year of learning.

The instructional materials reviewed in Grades 3-5 do not meet expectations for focus nor for coherence. Each grade level includes many instances of assessing topics above grade level. Grades 3-5 do not devote sufficient time to the major work of the grade level standards.   There are a few instances in each grade of supporting work continuing the learning in major work clusters. The materials do not meet other indicators of coherence, including attending to the progressions, connecting mathematical topics, and providing adequate lessons and activities to support a full year of learning.