ORIGO Education, Inc. Response to the Category 2: CCSS Mathematics –
Grades 3-5 Quality Review
This digital guide can connect you directly to the cited examples within
ORIGO Stepping Stones. Clicking on the images (slow) or following the
breadcrumb trail provided (faster), will take you to the live resource pages.
The linked images will open in a new browser for each image. You may
encounter a browser window asking if you would like to leave the page –
click “yes” when this happens. Please open your browser and log in, using
your provided Username and Password to Slate, the first time you click an
image or now (to use the breadcrumb trail) at origoslate.com
Navigational information:
BC: will indicate the breadcrumb within Stepping Stones to guide you to the lesson
page and then continuing with resources
Pink Highlights indication options within the sequence navigator:
Green Highlights indicate resources available in the resources tab
Click the “x” to close the Viewer after reviewing a resource:
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ORIGO Education, Inc. Response to the Category 2: CCSS Mathematics –
Grades 3-5 Quality Review
Section 3. Instructional Supports
The teacher materials are responsive to varied teacher needs:
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11. Includes clear, sufficient and easy to use guidance to support teaching, learning of the
targeted standards and vocabulary, including, when appropriate, the use of supported
technology, web and media.
Professional Learning videos (MathEd) are embedded in the modules for teachers to watch in order to deepen their
understanding of the mathematics of the module and to learn relevant teaching strategies on how to help students
understand the mathematics. Each module describes the mathematics of the module and the research that indicates
the rationale and approach to the lessons. The lessons notes provide a consistent four-step process for teaching the
lesson and describe how the Student Journal is used during the lesson. The digital tools are pre-loaded in a playlist that
teachers can be projected to help guide students through the flow of the lesson.
BC: Grade 3/module 3/lessons/lesson contents Next do this: Resources/Lesson Content and
Learning Targets
BC: Grade 4/module 3/lessons/lesson 3/steps
Next do this: Resources
BC: channels (view available resources list)
BC: Grade 5/module 2/language development
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12. Provides a discussion of the mathematics of the units/modules and the mathematical point of
each lesson as it relates to the organizing concepts of the unit/module.
BC: Grade 3/module 1/mathematics/focus
Next do this: Resources/CIMF
BC: Grade 4/module 3/mathematics/research into practice (scroll down)
BC: Grade 5/module 2/mathematics/focus
Next do this: Resources/DTF2
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13. Recommend and facilitate a mix of instructional approaches, such as using multiple
representations (e.g., including models, using a range of questions, checking for understanding,
flexible grouping, pair-share, etc.).
BC: Grade 3/module 4/lessons/lesson 1/steps
Next do this: Resources/Student Journal 4.1
BC: Grade 4/module 5/lessons/lesson 3/steps (read step 3)
Next do this: Resources/Step in discussion
(click right arrow at “1 of 8” at page bottom)
BC: Grade 5/module 1/lessons/lesson 1/differentiation
Next do this: Resources/Extra Help 1.1
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14. Gradually remove supports, requiring students to demonstrate their mathematical
understanding independently.
The student journal pages shown below illustrate sequences of gradually removing support. The
pages on the left-hand side represent situations early in the grade that provide structured support
while the pages on the right-hand side demonstrate less support for that gradual release toward
independent work.
BC: Grade 3/module 1/lessons/lesson 6/steps
Next do this: Resources/Student Journal 1.6)
BC: Grade 3/module 9/lessons/lesson 5/steps
Next do this: Resources/Student Journal 9.5
BC: Grade 4/module 3/lessons/lesson 2/steps
Next do this: Resources/Student Journal 3.2
BC: Grade 4/module 7/lessons/lesson 7/steps
Next do this: Resources/Student Journal 7.7
BC: Grade 5/module 1/lessons/lesson 8/steps
Next do this: Resources/Student Journal 1.8
BC: Grade 5/module 3/lessons/lesson 6/steps
Next do this: Resources/Student Journal 3.6
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15. Teacher materials are organized and easy to use. Teachers can plan on a modular level with all
materials organized at the module for ease of planning. Each lesson links to learning targets (CCSS
domains).
BC: Grade 3/contents
Next do this: Resources/Grade 3 Contents
BC: Grade 4/module 1/lessons/lesson lesson contents
Next do this: Resources/Lesson Content and Learning Targets
BC: Grade 5/module 1/mathematics
Then: Grade 5/module 1/mathematics /focus
BC: Grade (any)/module (any)/resource overview
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ORIGO Education, Inc. Response to the Category 2: CCSS Mathematics –
Grades 3-5 Quality Review
Section 3. Instructional Supports
The materials are responsive to varied student learning needs:
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16. Differentiation for ELD, SPED, students below or above and other special populations is
evident.
Stepping Stones encourages a student-centered classroom where risk is minimized by promoting student discourse,
varied thinking strategies and solution methods. Student-to-student collaboration is fostered through games, small
group problem-solving activities and investigations.
ORIGO believes that positive mathematical identities are developed when students:
 successfully interact with the mathematical content and develop the Mathematical Practices (habits of mind)
 are supported during the instruction to seek out solutions, test ideas and learn from mistakes
 have teachers who use a variety of assessments to provide appropriate and timely feedback to students in
order to inform instruction.
Stepping Stones supports each of these key components by:
 ensuring that the lessons are well-written, carefully sequenced with embedded Mathematical Practices and
intend to engage students
 providing lesson notes and MathEd videos to teachers that describe how to ask focus questions, guide
discourse and allow for multiple approaches to solutions
 providing a variety of assessment options for teachers to use
BC: Grade 3/module 4/lessons/lesson 2
Next do this: differentiation
BC: Grade 5/module 4/mathematics/English language learners
BC: Grade 4/module 4/lessons/lesson/lesson 4/steps
Then: sequence navigator/General Topics (hover mouse)
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17. Uses technology and media to deepen learning.
Stepping Stones provides many resources included in the teacher’s guide. These can be accessed through the
resources tab if identified in a lesson or can be accessed separately through the Channels tab.
Honey Pot includes hundreds of additional
Black-line masters. BC: Channels/Honey Pot
BC: Channels/Flare/start/titles/Place Value
BC: Channels/Fundamentals/start/
titles/Multiplication Mania
BC: Channels/MathEd/start/titles/MathEd/CAP1
Honeypot: Blackline masters
FLARE: Virtual manipulatives (interactive)
Fundamentals: Online games to reinforce strategies and basic facts
MathEd: Online videos of the authors discussing research and models in the classroom.
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18. Cultivates student interest and engagement in math.
Investigations, problem solving activities, enrichment and cross-curricular links engage students
along with Fundamental games online.
BC: Grade 3/module 6/more math
Next do this: /investigations
Next do this: /problem solving activities
BC: Grade 5/module 6/more math
Next do this: /enrichment activities (explore)
Next do this: /cross-curricula links (explore)
BC: Channels/Fundamentals/start/titles/Do the Ds Again (explore)
Fundamentals are games to motivate and
encourage students to practice the math.
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19. Provides extensions and extra support for students above and below grade level.
BC: Grade 3/module 6/lessons/lesson 6/differentiation
BC: Grade 4/module 4/lessons/lesson/lesson 6/differentiation
BC: Grade 5/module 5/lessons/lesson/lesson 2/differentiation
Then: sequence navigator/General
Topics (hover mouse – explore)
BC: Grade(any)/module (any)/more math
The progression tab on the right-hand side allows teachers
to access all grade level materials for support of students
who perform above and below grade levels.
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ORIGO Education, Inc. Response to the Category 2: CCSS Mathematics –
Grades 3-5 Quality Review
Section 4. Assessment
The instructional materials regularly assesses whether students are mastering
standards-based content and skills:
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20. Demonstrate grade-level CCSS (content and Mathematical Practices) and are rigorous.
ORIGO ensures that each lesson focuses on CCSS content and mathematical practice standards,
which are then assessed and observed through daily classroom activity and assessment options.
BC: Grade 4/module 4/assessment/overview
BC: Grade 3/module 4/assessment/summative/check-ups
BC: Grade 5/module 8/assessment/summative/interviews
Do this next: Resources/Interview
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21. Available in digital/non-digital formats and are accessible to all students.
BC: Grade 5/module 5/assessment/overview
BC: Grade 3/module 3/assessment/formative/pre-test
BC: Grade 4/module 6/assessment/quarterly test
Do this next: Resources/Pre-Test
Then: Resources/Test 1 (view pages 2 & 3)
BC: Grade 5/module 5/assessment/summative/check-ups Do this next: Resources/Check-up 1
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22. Includes rubrics and proficiency criteria.
Each grade level has a spreadsheet for the entire year that focuses on the CCSS domains.
Information is found in each of the assessments for every module.
BC: Grade 3/module 5/assessment/summative/performance tasks
Do this next: Resources/Performance Task 1 (toggle “answers” at page bottom)
BC: Grade 4/module 1/assessment/recording
Do this next: Click “Download File” button
BC: Grade 4/module 7/assessment/summative
/performance tasks
Do this next: Resources/Performance Task 1/
(toggle “answers at page bottom)
BC: Grade 5/module 4/assessment/summative
/interviews
Do this next: Resources/Interview 1
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23. Uses varied modes which must include selected, constructed, extended response items, selfassessments and performances tasks to provide teachers with a range of formative and
summative data to inform instruction.
Formative assessments are provided to help teachers make informed decisions and to guide their instruction. These
decisions could range from reviewing content, re-teaching concepts, or providing additional work for students who
require extra assistance or challenges. Formative assessment can occur informally during lessons with observations of
students working and their discourse, or formally with written instruments such as pre-tests or journal entries.
Stepping Stones includes three different options for formative assessment.
Summative assessments generally take place at planned intervals after instruction. They are used to help teachers sum
up what students know. Using data generated by these assessments, teachers are able to determine student
performance. Summative assessments are mostly formal by nature and should be linked to pre-assessments. If used
wisely, summative assessment can also serve a formative role to modify future instruction.
Stepping Stones includes four different options for summative assessment.




Check-ups – provides questions that require the student to select the correct answer or to provide a short
written response.
Performance Tasks – used to measure depth of understanding. A rubric accompanies each performance task.
Interviews – used to assess certain concepts and skills such as the fluency of rote counting or mental
computation.
Quarterly Tests – used to assess retention of concepts and skills
BC: Grade 3/module 3/assessment/overview BC: Grade 4/module 4/assessment/overview
BC: Grade 5/module 5/assessment/overview
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