prek-12
2026-07-23T12:06:23.095-04:00
prek12 K–8 The California Reveal Math and Reveal Math Spanish Logos <h1><strong>Reveal a World of Possibilities</strong></h1> <p><strong><em>California Reveal Math® </em>and <em><span lang="es">Revela las Matemáticas</span>® California </em>K–8</strong></p> <p>Math is everywhere and for everyone! <em>California Reveal Math </em>and <em><span lang="es">Revela las Matemáticas</span> California</em> K–8 meet wide-ranging learning needs through a mix of activity-based and teacher-facilitated explorations. Embodying the principles of the California Math Framework, each lesson harnesses students' curiosity, activates their prior knowledge, and empowers them to apply standards in meaningful ways so they can use math as a powerful tool for understanding, relating to, and ultimately changing the world. Through rigorous, equitable instruction, the program reveals each student's inner mathematician—because everyone can do math!</p> Experience the Program Sample California Reveal Math for Grades TK-12 California Reveal Math (K–8) Revela las Matématicas California (K–12) Contact a Rep The California Reveal Math Student Edition and a tablet displaying the digital program. <h2><span class="fw-bold"><span class="text-white">Purposeful <br> Math Instruction</span></span></h2> California Reveal Math K–8 Product Features <p><b>Harness the Power of Big Ideas</b></p> <p>Guided by Big Ideas, every unit in<i> California Reveal Math</i> launches with an Essential Question—how can we describe objects in different ways? How can probability be used to predict future events?—that sparks curiosity and invites exploration. As students progress through the unit, they build and deepen their understanding of the math all around them through engaging, inquiry-based lessons.</p> A diagram showing how all units launch with an Essential Question. <p><b>Spark Discussion and Nurture Discourse</b></p> <p>At the heart of every lesson is a dynamic Introduce-Talk-Connect Discourse Framework that fosters purposeful collaboration and exploration. Teachers ignite creativity and engagement with open-ended questions, guiding students toward meaningful connections and deeper mathematical understanding. </p> The Introduce-Talk-Connect framework. <p><b>Introduce-Talk-Connect Discourse Framework</b></p> <p><b>Engage Students Through Authentic Tasks</b></p> <p><i>California Reveal Math</i> harnesses math as a rich lens for discovery, empowering students to explore and reason through real-world contexts and authentic examples. </p> <p>Sense-making routines, activity-based lessons, STEM Career Kids, STEM in Action career explorations, real-life Spotlight! Mathematicians, and authentic mathematical modeling projects each foster powerful mathematical "habits of mind” while shining a light on math all around us.</p> A Be Curious exercise. Big Ideas Feature Big Ideas Student Discourse Feature Student Discourse Authentic Tasks Feature Authentic Tasks MLL Supports <h2><span class="fw-bold"><span class="text-white">Purposeful <br> Math Instruction</span></span></h2> California Reveal Math K–8 Product Features <p><b>Harness the Power of Big Ideas</b></p> <p>Guided by Big Ideas, every unit in<i> California Reveal Math</i> launches with an Essential Question—how can we describe objects in different ways? How can probability be used to predict future events?—that sparks curiosity and invites exploration. As students progress through the unit, they build and deepen their understanding of the math all around them through engaging, inquiry-based lessons.</p> A diagram showing how all units launch with an Essential Question. <p><b>Spark Discussion and Nurture Discourse</b></p> <p>At the heart of every lesson is a dynamic Introduce-Talk-Connect Discourse Framework that fosters purposeful collaboration and exploration. Teachers ignite creativity and engagement with open-ended questions, guiding students toward meaningful connections and deeper mathematical understanding. </p> The Introduce-Talk-Connect framework. <p><b>Introduce-Talk-Connect Discourse Framework</b></p> <p><b>Engage Students Through Authentic Tasks</b></p> <p><i>California Reveal Math</i> harnesses math as a rich lens for discovery, empowering students to explore and reason through real-world contexts and authentic examples. </p> <p>Sense-making routines, activity-based lessons, STEM Career Kids, STEM in Action career explorations, real-life Spotlight! Mathematicians, and authentic mathematical modeling projects each foster powerful mathematical "habits of mind” while shining a light on math all around us.</p> A Be Curious exercise. Big Ideas Feature Big Ideas Student Discourse Feature Student Discourse Authentic Tasks Feature Authentic Tasks MLL Supports <h3><b>Personalize Student Learning Like Never Before</b></h3> <h3><b>Data Driven Insights</b></h3> <p><i>California Reveal Math</i> seamlessly integrates core content, dynamic personalized practice, and advanced adaptive technology into a complete learning ecosystem designed to pinpoint each student’s needs. Analyzing data from interim assessments, daily core practice and assessment, advanced adaptive learning, and dynamic personalized practice, the program generates a holistic overview of each student’s proficiency in real time.</p> proficiency scale graph on a laptop screen <h3><b>Personalize Student Learning Like Never Before</b></h3> <h3><b>Personalize Student Learning Like Never Before</b></h3> <h3><strong>Data-Driven Insights</strong></h3> <p><em>California Reveal Math</em> and <em><span lang="es">Revela las Matemáticas</span> California</em> seamlessly integrate core content, dynamic personalized practice, and advanced adaptive technology into a complete learning ecosystem designed to pinpoint each student’s needs. Analyzing data from interim assessments, daily core practice and assessment, advanced adaptive learning, and dynamic personalized practice, the system generates a holistic overview of each student’s proficiency in real time.</p> proficiency scale graph on a laptop screen <h3><b>Powerful Recommendations</b></h3> <p>To save teachers valuable prep time, the program automatically groups students by what they need with up to five levels of personalized recommendations, teacher mini-lessons, and scaffolds for intervention or acceleration—all assignable in one click.</p> <p>First accordion item</p> <p><b>Small Group Teacher-Led Mini-Lessons</b> focus on intervention, reinforcement, and acceleration of lesson concepts.</p> An excerpted mini-lesson. <p><b>Personalized Learning and Practice</b> automatically generates tailored, dynamic practice and recommendations, including scaffolded digital mini-lessons and Websketch explorations that support intervention, reinforcement, and acceleration of lesson concepts.</p> Personalized learning and practice exercises. <p><b>Independent and Collaborative Learning</b> empowers students to apply their understanding through options for independent practice or small group activities, including digital and hands-on games and tasks that connect math to real-world scenarios.</p> An online game displayed on a tablet and an excerpt from an exercise titled “How Many Beats in a Song?” Small Group Teacher-Led Mini-Lessons Personalized Learning and Practice Independent and Collaborative Learning <h3><b>Experience Adaptive Learning at Its Best</b></h3> <p>With <i>ALEKS</i>®<i> Adventure</i>™ (Grades K–3)* and <i>ALEKS</i>® (Grades 3–12), educators can easily set goals, monitor progress, and track practice with just a few clicks. Empower every learner with targeted support and unmatched flexibility!</p> <p><span class="fs-small"> <i>*Grades 4–5 coming in 2026!</i></span></p> <h2><strong>Authorship</strong></h2> <p>In collaboration with McGraw Hill learning scientists, our expert advisory team and authorship designed <em>California Reveal Math</em> around proven classroom practices and rigorous academic research.</p> California Reveal Math K–8 Authors John SanGiovanni, M. Ed. <h3>John SanGiovanni, M. Ed.</h3> <p><b>Mathematical Practices</b></p> <p>John SanGiovanni, M. Ed., is a leading expert on fostering positive student identity, agency, and community in math. An authority on math fluency, number sense, productive struggle, mathematical practices and habits of mind, teaching problem-solving, and professional development to improve teacher efficacy, he is the author of <i>California Reveal Math</i>® Number Routines and Data Talks.</p> <ul> <li>Coordinator of Elementary Mathematics, Howard County, Maryland </li> <li>NCSM Board of Directors, 2020–2023 </li> <li>Instructional Leader program, McDaniel College </li> <li>NCTM Board of Directors, 2015–2018 </li> <li>Coauthor of the best-selling Putting Practices Into Action and Mastering the Basic Math Facts series</li> </ul> <p><b><span class="fs-5">John SanGiovanni, M.Ed.<br> </span></b><span class="fw-semibold">Mathematical Practices</span></p> <p>John SanGiovanni, M.Ed., is a leading expert on fostering positive student identity, agency, and community in math. An authority on math fluency, number sense, productive struggle, mathematical practices and habits of mind, teaching problem-solving, and professional development to improve teacher efficacy, he is the author of <i>California Reveal Math</i> Number Routines and Data Talks. </p> <ul> <li>Coordinator of Elementary Mathematics, Howard County, Maryland </li> <li>NCSM Board of Directors, 2020–2023 </li> <li>Instructional Leader program, McDaniel College </li> <li>NCTM Board of Directors, 2015–2018 </li> <li>Coauthor of the best-selling Putting Practices into Action and Mastering the Basic Math Facts series </li> </ul> <p><span class="fs-5"><b>Linda Gojak, M.Ed.<br> </b></span><span class="fw-semibold">Rich Tasks</span></p> <p>An expert in both theory and practice of strong mathematics instruction, Linda Gojak, M.Ed., is a proponent of reflective teaching and making math accessible for all students. She is a contributing author in the area of rich tasks. </p> <ul> <li>NCSM President, 2005–2007 </li> <li>NCTM President, 2012–2014 </li> <li>NCTM Board of Directors, 1996–1999 </li> </ul> <p><span class="fs-5"><b>Annie Fetter<br> </b></span><span class="fw-semibold">Mathematical Curiosity</span></p> <p>Annie Fetter is an advocate for leveraging students’ ideas, mathematical curiosity, and sense-making to foster engagement, conceptual understanding, and strong problem-solving. She is the author of <i>California Reveal Math </i>Be Curious Sense-Making Routines. </p> <ul> <li>Founding member, The Math Forum, 1992–2017 </li> <li>Math Education Specialist at the 21st Century Partnership for STEM Education <i>California Reveal Math </i></li> </ul> <p><span class="fs-5"><b>Raj Shah, Ph.D.<br> </b></span><span class="fw-semibold">Inquiry and Productive Struggle</span><b></b></p> <p>An expert in mathematics instruction, Raj Shah, Ph.D., is passionate about teaching in ways that evoke wonder and joy. The author of the <i>California Reveal Math</i> Ignite! Activities, he is a proud champion of perseverant problem solvers, curiosity in mathematics, inquiry, rich tasks, productive struggle, and promoting meaningful mathematics discussions. </p> <ul> <li>Founder, Math Plus Academy, an after-school STEM enrichment program for students ages 5–14 </li> <li>Affiliate, Math Teacher Circles and the Julia Robinson Math Festival </li> <li>Founding member, The Global Math Project </li> </ul> <p><span class="fs-5"><b>Sarah Bush, Ph.D.<br> </b></span><span class="fw-semibold">Equitable Teaching and Cultural Relevance</span></p> <p>An expert on equitable teaching and cultural relevance in mathematics, Sarah Bush, Ph.D., advocates for a whole-school approach to collaborative and cohesive high-quality math instruction. She previously taught middle school math and now teaches graduate courses in mathematics education. Dr. Bush is a contributing author in the area of equitable teaching and cultural relevance. </p> <ul> <li>Professor of K–12 STEM Education at the University of Central Florida (UCF) </li> <li>Program Coordinator, Mathematics Education Track of the Ph.D. in Education—UCF </li> <li>Lockheed Martin Eminent Scholar Chair—UCF </li> <li>Director of the Lockheed Martin/UCF Mathematics and Science Academy </li> <li>National Council of Teachers of Mathematics (NCTM) Board of Directors, 2019–2022 </li> </ul> <p><b><span class="fs-5">Christa Jackson, Ph.D.<br> </span></b><b style="font-size: 0.8125rem;">Diverse Cultural Perspectives</b></p> <p>Formerly an elementary and middle school math and science teacher, Christa Jackson, Ph.D., is dedicated to transforming the STEM community by promoting STEM literacy, STEM identities, and STEM sense of belonging. She is a contributing author in the area of diverse cultural perspectives. </p> <ul> <li>Professor of Mathematics, Science, and STEM Education, Saint Louis University </li> <li>Founder and Director, Institute for STEM Collaboration, Outreach, Research, and Education (iSCORE) </li> <li>NCTM Representative, U.S. National Commission on Mathematics Instruction </li> <li>President of the School Science and Mathematics Association, 2020–2022</li> <li>Editor of the "Powerful Mathematicians Who Changed the World" children’s book series</li> </ul> <p><span class="fs-5"><b>Georgina Rivera, M.Ed.<br> </b></span><span class="fw-semibold">Supporting Multilingual Learners</span></p> <p>Drawing from her own experience as a multilingual learner, Georgina Rivera, M.Ed., is an authority on building student agency through culturally responsive teaching. A former educator and teacher leader, she is passionate about students’ well-being, equitable instruction, and high-quality classroom practices. Georgina Rivera is a contributing author in the area of supporting multilingual learners. </p> <ul> <li>Principal of a PreK–5 school, West Hartford, Connecticut </li> <li>Former Mathematics Supervisor, coach, and teacher for 23 years </li> <li>NCSM Vice President, 2021–2023, and Professional Learning Director, 2019–2021 </li> </ul> <p><span class="fs-5"><b>Cheryl Tobey, M.Ed.</b><br> </span><span class="fw-semibold">Formative Assessment</span></p> <p>Cheryl Tobey, M.Ed., specializes in differentiated professional development for teaching struggling students. An expert on identifying student misconceptions and developing learning targets to help define formative assessment, she is the author of Math Probes Formative Assessment Activities in <i>California Reveal Math</i>. </p> <ul> <li>State Elementary Mathematics Specialist, Maine Department of Education </li> <li>Professional Development Specialist, Education Development Center and Maine Mathematics and Science Alliance </li> <li>Coauthor of 12 books on formative assessment </li> </ul> <p><span class="fs-5"><b>Ralph Connelly, Ph.D.<br> </b></span><span class="fw-semibold">Home-to-School Connections</span></p> <p>Ralph Connelly, Ph.D., is an authority on the development of early mathematical understanding. He advocates for strong home-to-school connections and varied assessment techniques to ensure focus on the Standards for Mathematical Practice. </p> <ul> <li>Professor and Professor Emeritus, Faculty of Education, Brock University, 1977–present </li> <li>NCTM Mathematics Education Trust Board, 2016–2019 (Chair 2019) </li> <li>NCTM Teaching Children Mathematics Editorial Panel, 2013–2016 </li> <li>NCSM Board of Directors, 1994–1996 and 2005–2008 </li> </ul> <p><span class="fs-5"><b>Sharon Griffin, Ph.D.<br> </b></span><span class="fw-semibold">Number Sense</span></p> <p>Sharon Griffin, Ph.D., is a champion for number sense and the achievement of all students. </p> <ul> <li>Professor Emerita of Education and Psychology at Clark University </li> <li>Author of <i>Number Worlds</i>®: a PreK–8 prevention-intervention mathematics curriculum </li> <li>Member of the Education Directorate of the Organization of Economic Collaboration and Development, 2002–2007 </li> <li>Advisory Board for Mind, Brain, and Education journal, 2006–2012 </li> </ul> <p><span class="fs-5"><b>Ruth Harbin Miles, Ed.S<br> </b></span><span class="fw-semibold">Teacher Education</span></p> <p>Ruth Harbin Miles, Ed.S., is an authority on developing teachers’ math content and strategy knowledge. </p> <ul> <li>Former K–12 Coordinator, Mathematics Teaching and Learning Program, Olathe, Kansas Public Schools (25+ years) </li> <li>NCTM Board of Directors, 2013–2016 </li> <li>University of Texas, Dana Center International Fellow Presenter, 2014–2017 </li> </ul> <p><span class="fs-5"><b>Christa Jackson, Ph.D.<br> </b></span><span class="fw-semibold">Diverse Cultural Perspectives</span></p> <p>Formerly an elementary and middle school math and science teacher, Christa Jackson, Ph.D., is dedicated to transforming the STEM community by promoting STEM literacy, STEM identities, and STEM sense of belonging. She is a contributing author in the area of diverse cultural perspectives. </p> <ul> <li>Professor of Mathematics, Science, and STEM Education, Saint Louis University </li> <li>Founder and Director, Institute for STEM Collaboration, Outreach, Research, and Education (iSCORE) </li> <li>NCTM Representative, U.S. National Commission on Mathematics Instruction </li> <li>President of the School Science and Mathematics Association, 2020–2022 </li> <li>Editor of the Powerful Mathematicians Who Changed the World children’s book series </li> </ul> <p><span class="fs-5"><b>Susie Katt, M.Ed.<br> </b></span><span class="fw-semibold">Equity and Access</span></p> <p>An advocate for high-quality supports for students and teachers, Susie Katt, M.Ed., promotes equity, access, and mathematical success for all. She is dedicated to promoting productive math struggle and fostering perseverance in early learners. </p> <ul> <li>K–2 Mathematics Coordinator, Lincoln Public Schools, Lincoln, Nebraska </li> <li>Robert Noyce National Science Foundation Master Teaching Fellowship, University of Nebraska–Lincoln, 2012–2016 </li> <li>Chair, editorial panel, NCTM’s Teaching Children Mathematics </li> <li>Former K–2 mathematics teacher leader, math interventionist, and classroom teacher </li> </ul> <p><span class="fs-5"><b>Nicki Newton, Ed.D.<br> </b></span><span class="fw-semibold">Engagement</span></p> <p>Nicki Newton, Ed.D., is an expert in developing rich tasks and student-focused strategies. She has an extensive background in sheltered instruction and multilingual learner strategies. Having spent 10 years as a bilingual teacher and staff developer in California, she is an authority on guided math, workstations, math games, and activities. </p> <ul> <li>Ed.M. and an Ed.D. from the Department of Curriculum and Teaching at Teachers College, Columbia University, specializing in teacher education and curriculum development </li> <li>Former Graduate Instructor, Columbia, CUNY, MCNY, Mercy College, Cambridge College </li> <li>Founder and developer of Math Online PD Academy </li> </ul> <p><span class="fs-5"><b>George Roy, Ph.D.<br> </b></span><span class="fw-semibold">Positive Mathematical Identity</span></p> <p>George Roy, Ph.D., is a champion for integrating technology into math classrooms to support student learning. He is dedicated to promoting mathematical reasoning as an avenue for investigating math in meaningful ways, developing deep conceptual understanding, and building positive math identities. </p> <ul> <li>Associate Professor, University of South Carolina </li> <li>Former middle school math teacher (eight years) </li> <li>National Board of Professional Teaching Standards certification in Early Adolescence Mathematics </li> <li>Member of the middle school author team for NCTM’s policy book, Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations </li> </ul> <p><b><span class="fs-5">Cathy Seeley, Ed.D.<br> </span></b><span class="fw-semibold">Student-Centered Classroom </span></p> <p>A national leader for the improvement of mathematics teaching, learning, and assessment, Cathy Seeley, Ed.D., is an expert on developing mathematical thinking and problem-solving through classroom discourse. She additionally specializes in putting effective teaching practices into action, building student confidence, fostering a math-positive culture, and transitioning to a student-centered classroom. </p> <ul> <li>President of NCTM, 2004–2006 </li> <li>Chair, Committee on Guidelines for Developing Curriculum Programs in Mathematics and Science for the National Research Council, 1998–1999 </li> <li>Former Senior Fellow at the Charles A. Dana Center at The University of Texas at Austin </li> <li>Director of Mathematics for the state of Texas (Texas Education Agency), 1983–1991 </li> <li>Former middle and high school mathematics educator and supervisor (30 years) </li> </ul> <p><span class="fs-5"><b>Jeff Shih, Ph.D.<br> </b></span><span class="fw-semibold">Student Achievement</span></p> <p>An advocate for student knowledge, Jeff Shih, Ph.D., is a published researcher focused on the effect of curriculum on student achievement and postsecondary access and success. </p> <ul> <li>Instructor and Professor, University of Nevada, Las Vegas Mathematics Education, 1999–present </li> <li>Research Associate of the NSF-funded Center for the Study of Mathematics Curriculum </li> <li>NCTM Board of Directors, 2018–present </li> <li>Coordinator, Nevada Collaborative Teaching Improvement Program </li> <li>Co-Director, Center for Mathematics, Science and Engineering Education, 2013–present </li> </ul> <p><span class="fs-5"><b>Dinah Zike, M.Ed.</b><br> </span><span class="fw-semibold">Visual-Kinesthetic Learning</span></p> <p>Dinah Zike, M.Ed., is an expert in visual-kinesthetic learning tools, math games and activities, teaching students with learning disabilities, and professional development. The creator of <i>California Reveal Math</i> Foldables®, she has invented hundreds of manipulatives and graphic organizers used internationally by educators, trainers, and consultants. </p> <ul> <li>Founder of Dinah Zike Academy, an accredited professional development center for K–12 teachers </li> <li>Developer of over 200 supplemental educational books and associated materials used in schools and homes around the world </li> </ul> Sarah Bush, Ph.D. Sarah Bush, Ph.D. Ralph Connelly, Ph.D. Ralph Connelly, Ph.D. Annie Fetter Annie Fetter Linda Gojak, M.Ed. Linda Gojak, M.Ed. Sharon Griffin, Ph.D. Sharon Griffin, Ph.D. Ruth Harbin Miles, Ed.S. Ruth Harbin Miles, Ed.S. Christa Jackson, Ph.D. Christa Jackson, Ph.D. Susie Katt, M.Ed. Susie Katt, M.Ed. Nicki Newton, Ed.D. Nicki Newton, Ed.D. Georgina Rivera, M.Ed. Georgina Rivera, M.Ed. George Roy, Ph.D. George Roy, Ph.D. John SanGiovanni, M.Ed. John SanGiovanni, M.Ed. Cathy Seeley, Ed.D. Cathy Seeley, Ed.D. Raj Shah, Ph.D. Raj Shah, Ph.D. Jeff Shih, Ph.D. Jeff Shih, Ph.D. Cheryl Tobey, M.Ed. Cheryl Tobey, M.Ed. Dinah Zike, M.Ed. Dinah Zike, M.Ed. <h2 class="fw-bold">Frequently Asked Questions for Reviewers</h2> <p><i>California Reveal Math</i> K–12 is a state-adopted math program for California, built directly on the 2023 Framework's vision for CA-CCSS math curriculum in the state, not aligned to it after the fact. Below are answers to the questions districts ask most as they evaluate a California math framework–aligned program for adoption.</p>
