Our analysis did not identify any standards at grades K-5 for which 50% or more of products were not aligned. Individual products were not aligned to some standards, but no one standard in any grade level was consistently not aligned in 50% or more of the products.

At the middle school level, our analysis identified two standards that 50% or more of products did not address:

- At grade 6, we have reviewed 12 products; 58.3% of these products did not address
**CSCCM 6.SP.5**: Summarize numerical data sets in relation to their context. - At grade 8, we have reviewed 12 products ; 50% of these products did not address
**CCSSM 8.G.5**: Use formal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

At the high school level, we identified four standards for Algebra I and three standards for Algebra II that were not addressed by 50% of products:

- For Algebra I, of the eight products we have reviewed:
- 50% did not address
**CCSSM A-REI.4:**Solve quadratic equations in one variable. - 50% did not address
**CCSSM F-IF.7**: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. - 50% did not address
**CCSSM****F-IF.8:**Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. - 50% did not address
**CCSSM****F-LE.1:**Distinguish between functions that can be modeled with linear functions and with exponential functions.

- 50% did not address
- For Algebra II, of the four products we have reviewed:
- 50% were not aligned to
**CCSSM****A-SSE.1**: Interpret expressions that represent quantity in terms of its context. - 50% were not aligned to
**CCSSM****A-REI.11**: Explain why the x-coordinates of the points where the graphs of y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/ or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. - 50% were not aligned to
**CCSSM****F-IF.7**: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

- 50% were not aligned to

The results of our analysis indicate that publishers have greater difficulty meeting the CCSSM in high school algebra courses. If a specific instructional material does not align to 100% of the CCSM standards, Learning List has a key feature, Fill-in-the Gap™, that identifies other products that align to the remaining standards. If needed, this enables educators to use at least two instructional materials that, in the aggregate, would align to 100% of the CCSM standards.

In a subsequent post, we will examine our TEKS data to identify the least aligned mathematics standards in the products we’ve reviewed. We welcome your comments or questions about this topic; please send comment/question to info@learninglist.com.