1st Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
The instructional materials for Big Ideas Math: Modeling Real Life Grade 1 meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be modified or omitted. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.
Criterion 1.1: Focus
The instructional materials for Big Ideas Math: Modeling Real Life Grade 1 meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content, but these can be modified or omitted.
Indicator 1a
The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 1 meet the expectations for assessing grade-level content.
Examples of assessment items aligned to above grade-level standards include:
- Chapter 5, Tests A and B, Question 7, students complete a two-step word problem. Test A states, “You catch 12 fireflies. You lose 4 of them. Your friend catches 16 fireflies and loses some of them. Now you each have the same number of fireflies. How many fireflies does your friend lose?” This aligns with 2.OA.1, use addition and subtraction within 100 to solve one and two-step word problems.
- Chapter 6, Tests A and B, Question 7, students solve a word problem. Test A states, “A store has 53 masks. A shelf can hold 10 masks. How many shelves can the store fill?” (4.OA.3)
- Chapter 7, Tests A and B, Question 8, students solve a two-step word problem with numbers beyond 20. Test A states, “You have 89 crayons. Descartes has 10 fewer than you. Newton has 1 more than Descartes. How many crayons does Newton have?” (2.OA.1)
- Chapter 8, Tests A and B, Question 8, students solve a two-step word problem. Test B states, “You have 13 songs on your tablet and buy 20 more. Your friend has 35 songs. Who has more songs?” (2.OA.1)
Above grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials.
Examples of assessment items aligned to grade-level standards include:
- Chapter 1, Tests A and B, Questions 1 and 2, students solve word problems including addition and subtraction situations within 20. This aligns with 1.OA.1.
- Chapter 2, Tests A and B, Questions 4-6, students solve equations including addition and subtraction within 20 which include the use of strategies This aligns with 1.OA.6.
- Chapter 6, Tests A and B, Questions 4 and 5, student represent given tens and ones as a two-digit number. This aligns with 1.NBT.2.
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
The instructional materials for Big Ideas Math: Modeling Real Life Grade 1 meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. Approximately 73% of the time is spent on the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 1 meet expectations for spending a majority of instructional time on major work of the grade. For Grade 1, this includes all clusters within 1.OA and 1.NBT along with 1.MD.A.
To determine the focus on major work, three perspectives were evaluated: the number of chapters devoted to major work, the number of lessons devoted to major work, and the number of weeks devoted to major work.
- The approximate number of chapters devoted to major works of the grade (including assessments and supporting work connected to the major work) is 10 out of 14 chapters, which is approximately 71% of the instructional time.
- The number of lessons devoted to major work of the grade (including assessments and supporting work connect to the major work) is 74 out of 101 lessons, which is approximately 73% of the instructional time.
- The number of days devoted to major work (including assessments and supporting work connected to the major work) is 114 out of 157 days, which is approximately 73% of the instructional time.
A day-level analysis is most representative of the instructional materials because the number of days is not consistent within chapters and lessons. As a result, approximately 73% of the instructional materials focus on the major work of the grade.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 1 meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, and the materials describe how the lessons connect with the grade-level standards. However, above grade-level content is present and not identified.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Examples of the connections between supporting work and major work include the following:
- Chapter 11, Lesson 5, Think and Grow, connects supporting standard 1.MD.4 to major work 1.OA.1 when students use data from a table to find “How many more students ride a bus than walk?” “10 - 1 = 9”, “How many students were asked?” “10 + 1 = 11”.
- Chapter 11, Lesson 5, Think and Grow, connects supporting standard 1.MD.4 to major work 1.OA.6 and 1.OA.2 when students write addition and subtraction equations and solve to answer questions about the data in the tally chart or picture graph.
- Chapter 12, Lesson 5, Think and Grow, connects supporting standard 1.MD.3 to major work 1.NBT.1 as students use a number line from 1-12 to count 1-12 on a clock.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
Instructional materials for Big Ideas Math: Modeling Real Life Grade 1 meet expectations that the amount of content designated for one grade-level is viable for one year.
As designed, the instructional materials can be completed in 157 days with each lesson counting as 1 day. The minimum time per class period is 45 minutes, with the recommended time of 60-70 minutes. A pacing guide can be found in the Teachers Guide. Grade One is divided into 14 Chapters. Please note that Chapter 10, Lesson 7 was not included in the count due to the off grade-level content. The 157 days include the following:
- 101 days of Lessons
- 14 days of Lesson Opener Activities - Each Chapter begins with a chapter opener.
- 28 days for “Connect and Grow” Activities - Two days per chapter are dedicated to these activities which include a performance task and chapter practice on one day and centers on the other day.
- 14 days for Chapter Assessments - Each chapter has a final chapter assessment.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 1 partially meet expectations for being consistent with the progressions in the Standards. The presence of above grade-level content distracts from all students engaging with extensive work of the grade.
The Teacher Edition includes a “Progression Through the Grades” chart which outlines each domain and its accompanying clusters, and which chapters address each cluster. Additionally, tables are provided to identify which lessons address specific standards. The beginning of each chapter includes an overview table “Progressions Through the Grades” that shows the content from the previous and future grade levels. At the beginning of each chapter, the materials provide “Laurie’s Overview” where the math in the chapter is explained and connected to prior and future work of the grade. For example:
- The "Progression Through the Grades" chart states: Kindergarten “Represent addition and subtraction with various models and strategies. Solve addition and subtraction word problems within 10. Fluently add and subtract within 5.” Grade 1 “Solve addition and subtraction word problems within 20. Fluently add and subtract within 10. Determine the unknown number to complete addition and subtraction equations.“ Grade 2 “Solve addition and subtraction word problems within 100. Solve word problems involving length and money. Solve one- and two-step word problems. Fluently add and subtract within 20.”
The instructional materials develop according to the grade-by-grade progressions. For example, in the Teacher Edition, Chapter 8, Lesson 1 addresses 1.NBT.4:
- Explore and Grow: “Find each sum. What do you notice? 13+10__, 39+10__, 52+10=__ . Have students model each of the addition problems with base ten blocks and with the 120 Chart. You can continue to use partners and have them exchange the models as in the 'Dig In'.”
- Think and Grow, Teaching Notes, Model: “We want to add 27+10. Newton suggests that you think of the hundreds chart and find 27, then move down a row. Tell your partner how moving down 1 is adding 10 on the hundred chart. What number is below 27? Fill in the sum.”
- Apply and Grow, Practice: “Use mental math. ex. 9- 16+10=__, ex. 15- 10+22=__.”
- Think and Grow: Modeling Real Life: “There are 33 students on a bus. 10 more get on. How many students are on the bus now?”
- Practice: additional practice problems are included.
Throughout the instructional materials, above grade-level content is present. This content is not identified as above grade-level, and distracts students from engaging with extensive work with grade-level mathematics to meet the full intent of grade-level standards. For example:
- Chapter 6, Lesson 1, Show and Grow, students solve a word problem by subtracting numbers beyond 20. “You have 66 rocks. You want 75. How many more rocks do you need?” (2.OA.1)
- Chapter 10, Lesson 7, Show and Grow, students use a ruler to measure objects to the nearest inch. (2.MD.1)
- Chapter 10, Lesson 5, Show and Grow, students solve word problems involving length. “Your desk is 7 paper clips longer than your friend’s. Your friend’s desk is 14 paper clips long. How long is yours?” (2.MD.5)
- Chapter 11, Represent and Interpret Data, students learn the vocabulary and the visual models of bar graphs, picture graphs, and tally charts. (2.MD.10)
- Chapter 11, Lessons 1, 2, 3 and 4, Show and Grow, students work with pennies, nickels, and dimes. (2.MD.8)
- Chapter 12, Lessons 5-8, Show and Grow contains at least one problem involving elapsed time. (3.MD.1)
Each lesson contains an “About the Math” section that connects the math to prior knowledge. In addition, the portion of the lesson titled “Connect and Extend Learning” includes a section titled “Prior Skills” that clearly identifies prior grade content. For example:
- Chapter 2, Lesson 4 connects learning to prior grade-level content. “The make a 10 strategy is another addition strategy that students were introduced to in Grade 1. Students are working with greater sums and also working towards fluency within 20.”
- Chapter 5, Lesson 1 connects learning to prior grade-level content. “In Grade 1, students used the hundreds chart to count back from a decade number. Now they learn to start from a non-decade number.”
- Teacher Edition, Chapter 6, Lesson 1, Laurie’s Notes, Preparing to Teach, “Students will extend their counting today by counting by ones to 120. Counting in Kindergarten culminated in counting to 100. Students used the hundreds chart in Kindergarten, and will now use a 120 chart…”
- Teacher Edition, Chapter 13, Lesson 1, Laurie’s Notes, Preparing to Teach, “This chapter extends learning on two-dimensional and three-dimensional shapes from Kindergarten…”
- Teacher Edition, Chapter 1, Prior Skills, Exercises 5 and 6: Kindergarten, Understanding and Writing 7, Understanding and Writing 10
- Teacher Edition Chapter 2, Prior Skills, Exercises 10-13: Kindergarten, Counting 0
- Teacher Edition, Chapter 3, Prior Skills, Exercise 5: Kindergarten, Comparing Groups to 10 by Counting
- Teacher Edition, Chapter 5, Prior Skills, Exercise 6: Kindergarten, Composing and Decomposing 10
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
The instructional materials for Big Ideas Math: Modeling Real Life Grade 1 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings, and they provide problems and activities that connect two or more clusters in a domain or two or more domains when the connections are natural and important.
Examples of learning objectives visibly shaped by CCSSM cluster headings include:
- Chapter 1, Lesson 2, Explore and Grow, “Solve to add to word problems.” Students use linking cubes to model a word problem, and write an equation to solve. (1.OA.A)
- Chapter 4, Lesson 3, Explore and Grow, “Use the count on strategy to find a sum.” Students use a number line to count on to find the answer to a word problem. For example, “There are 8 coins in a piggy bank. You put in 5 more. How many coins are in the bank now?” (1.OA.C)
- Chapter 4, Lesson 5, Explore and Grow, the learning objective is visibly shaped by 1.OA.C (Add and subtract within 20). For example, Question 5, “Make a 10 and add, 3 + 7 + 10 =___.”
- Chapter 12, Lesson 7, Explore and Grow, the learning objective is visibly shaped by 1.MD.B (Tell and write time). The directions state, For example, Question 2, “Write the time.” The clock shown is set to 2 o’clock.
- Chapter 14, Lesson 1, Explore and Grow, the Learning Target states, “Identify equal shares in two-dimensional shapes.” Students take a circle, a square and a triangle to show “Equal Parts” and “Unequal Parts”. (1.G.A)
- Chapter 14, Lesson 2, Explore and Grow, the Learning Target states, “Identify shapes that show halves.“ Students “Build hexagons with the pattern blocks shown. Circle the hexagon that shows 2 equal shares.” (1.G.A)
Examples of problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, include:
- Chapter 1, Lesson 9, Apply and Grow, connects 1.OA.A with 1.OA.B as students show both the related addition and subtraction equations that could be used to solve word problems. For example, Question 2, “You have 9 rings. 7 are green. The rest are orange. How many orange rings do you have? ___ + ___ = ____. ___ - ___=____.”
- Chapter 5, Lesson 3, Think and Grow, connects 1.OA.C to 1.OA.D as students “Use the get to 10 strategy when subtracting 9.” Students “use counters to find each difference. 15 - 10 = ___ and 15 - 9 = ___.”
- Chapter 8, Lesson 7, Explore and Grow, connects 1.NBT.C to 1.NBT.B as students “Use addition to subtract 10.” For example, “Complete each equation. What do you notice?” The examples are “20 + ___ = 50” and “50 - 20 = ___.” Students solve using number lines.
- Chapter 9, Lesson 1, Show and Grow, connects major clusters 1.NBT.C and 1.OA.A. For example, Question 12, “You do 42 jumping jacks in the morning and 46 at night. How many jumping jacks do you do in all?” The problem includes a space for students to write an addition equation and draw a model.