​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The structure of the lessons include several opportunities that address conceptual understanding.

• In the Teacher Edition, every Topic begins with Math Background: Rigor, where conceptual understanding for the topic is outlined.
• Lessons are introduced via video, Visual Learning Animation Plus, at PearsonRealize.com building on conceptual understanding.
• Each Lesson Overview includes Rigor highlighting how conceptual understanding is incorporated into the lesson.
• Each lesson includes Solve and Share where students are able to build and demonstrate conceptual understanding.

Materials include problems and questions developing conceptual understanding throughout the grade-level and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade.

• In Lesson 8-4, students use models to compose numbers to establish “a foundation for place-value concepts with three- and four-digit numbers as well as for addition with greater numbers.” In Visual Learning Animation Plus, students are given rods and cubes and to “Count the tens and ones. Then write the numbers.” (1.NBT.2.2 and 1.NBT.1.1)
• In Lesson 8-6, students build overall number sense by flexibly naming numbers. “This lesson lays the foundation for later work in Grade 2 on regrouping to add and subtract.” In Solve and Share, “students use objects to show two different ways to show a two-digit number.” This task gives students the opportunity to build conceptual understanding in regrouping to add and subtract. (1.NBT.2.2d and 1.NBT.2.2.a)
• In Lesson 10-6, students “learn that when they are adding a one-digit number to a two-digit number, they need to determine if they can make a ten by combining the ones in the addends. This builds a foundation for understanding the formal procedures involved in addition algorithms.” In Solve and Share, students “connect work with an addition fact to adding a two- and one-digit number.” This task builds conceptual understanding by helping students make sense of the addition algorithm. (1.NBT.3.4)
• In Lesson 10-8, students “use a variety of strategies based on place value and the properties of the operations in order to solve addition problems. As students solve problems in different ways, they develop flexibility in their problem solving skills.”  In Solve and Share, students “add two-digit numbers by using a strategy that they have previously learned.” (1 NBT.3.4 and 1.NBT.3.5)
• In Lesson 12-2, students “develop an understanding of transitivity for length, which is the principle that if A is longer than B and B is longer than C, then without measuring directly, A must be longer than C.” In Solve and Share, “students show how they can compare the lengths of two objects that are not aligned.” (1.MD.1.1)
• In Lesson 14-2, students “focus on understanding the attributes that do and do not define a two-dimensional shape. Students apply what they learned in Lesson 14-1, that shapes are defined by their number of straight sides and vertices and whether they are closed or not.” In Solve and Share, “students find similarities and differences among five shapes.” (1.G.1.1 and 1.MD.1.a)

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations that they attend to those standards that set an expectation of procedural skill and fluency. The instructional materials develop procedural skill and fluency throughout the grade-level.

In the Teacher Edition, each Topic begins with Math Background: Rigor, where procedural skill and fluency for the topic is outlined for teachers. The structure of the lessons include several opportunities to develop procedural skill and fluency, including:

• Activity Centers
• Reteach to Build Understanding
• Build Mathematical Literacy
• Enrichment

Later Topics include Additional Practice and Fluency worksheets, Math Diagnosis and Intervention Systems, and My Fluency Progress Forms. Additional practice is located online at PearsonRealize.com.

Materials include problems and questions intended to develop procedural skill and fluency throughout the grade-level and provide opportunities for students to independently demonstrate procedural skill and fluency throughout the grade.

• Topic 2 includes 6 Fluency Practice/Assessment Worksheets which provide students opportunities to independently demonstrate procedural skills and fluency.
• In Lesson 2-1, “As students use the strategy of counting on to solve addition problems, they begin to develop fluency for addition facts within 10.” In Independent Practice, students solve addition problems within 10 using a number line. (1.OA.1.1, 1.OA.3.5, and 1.OA.3.6)
• Lesson 2-3 “emphasizes fluency with facts through 10 as students solve near doubles facts.” Visual Learning Animation Plus, Independent Practice, Build Mathematical Literacy, Enrichment and Additional Practice sections provide opportunities to add doubles facts within 10. (1.OA.1.1, 1.OA.3.5, and 1.OA.3.6)
• In Lesson 3-2, students demonstrate fluency with addition within 10 and use strategies to add within 20. Students “connect breaking apart numbers to the procedure of recording it in an open number line model.” In Solve and Share, Visual Learning Animation Plus, Independent Practice, Reteach to Build Understanding, and Enrichment, students construct their own solution and demonstrate this procedural skill. (1.OA.3.5 and 1.OA.1.1)

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for teachers and students spending sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

In the Teacher Edition, each Topic begins with Math Background: Rigor, where applications for the topic are outlined for teachers. Each Topic also includes:

• Topic Opener, containing a contextual STEM problem designed to spark interest in the content of the topic,
• Topic Centers with application problems,
• 3-Act Math activities where students engage in application problems, and
• Performance Tasks, where students apply mathematics of the topic in multi-step, real-world situations.

The structure of the lessons includes several opportunities for students to engage in routine and non-routine application problems. Practice & Problem Solving sections provide students with a variety of problem types to apply what they have learned. The way in which application is incorporated into specific lessons is stated in the Rigor section of the Lesson Overview of those lessons.

Examples of opportunities for students to engage in routine and non-routine application problems include:

• In Topic 1, Lesson 1-2, Solve & Share, students “solve a “put together” word problem situation. 4 red apples and 4 green apples. How many apples in all?  Show how you solve. Use cubes to help.” (1.OA.1.1)
• In Topic 5, enVision STEM Project, students draw a picture and work to solve addition and subtraction problems about animals that use sonar to communicate. (1.OA.1)
• In Lesson 10-9, Solve & Share, students solve, “Pam has 13 buttons. Julie gives her some more. Now Pam has 30 buttons. Use blocks or a number line to figure out how many buttons Julie gave Pam.” (1.NBT.3.4)

​The instructional materials for enVision Florida Mathematics Grade 1 meet expectations that the three aspects of Rigor are not always treated together and are not always treated separately.

Each Topic Overview contains Math Background: Rigor, where the components of Rigor are addressed. Every lesson within a Topic contains opportunities for students to build conceptual understanding, procedural skill and fluency, and/or application. During Solve and Share and Guided Practice, students explore alternative solution pathways to master procedural fluency and develop conceptual understanding. During Independent Practice, students apply the content in real-world applications, use procedural skills and/or conceptual understanding to solve problems with multiple solutions, and explain/compare their solutions.

In some instances, the three aspects of Rigor are present independently throughout the instructional materials. For example:

• Lesson 4-4 emphasizes Conceptual Understanding. A key goal of this topic “is understanding the relationship between addition and subtraction.” This lesson promotes conceptual understanding and “helps students begin to develop fluency with mathematical facts.” (1.OA.2.4)
• In Topic 8, Fluency Practice Activity, students “practice fluently adding to 10.” (1.OA.3.6)
• Lesson 12-4 emphasizes Application. “Rigorous mathematical instruction calls for the selection, management, and use of multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.” (1.MD.1.a)

Multiple aspects of Rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example:

• In Lesson 5-5, Lesson Overview, Conceptual Understanding, Procedural Skill, and Application are the focus of the lesson. Conceptual Understanding: As students solve the problems (word problems with three addends), “students learn to apply the associative property of addition, which states that the sum of three or more addends does not change even if the addends are grouped and added in different ways. This exposure begins to build their conceptual understanding for the use of parentheses in equations at later grades. Procedural Skill: By using these properties, students develop procedural skills to record partial sums. Application: Students apply knowledge of adding three numbers to word problems.” Students demonstrate these aspects of rigor in the Solve and Share as they “apply different strategies to solve a word problem with three addends.” (1.OA.1.2 and 1.OA.2.3)
• In Lesson 7-5, Lesson Overview, Conceptual Understanding and Procedural Skill are emphasized. “Conceptual Understanding: As students use a number line to count by both 1s and 10s, they strengthen their abilities to count and to identify the numbers that come before and after a given number. Procedural Skill: Students also develop skills in how to model counting with a number line.” Students demonstrate these aspects of rigor in the Solve and Share as they “use an open number line to demonstrate counting on by 1s.”(1.NBT.1.1)

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout the grade-level.

The MPs are used to enrich the mathematical content and are not treated separately. MPs are highlighted and discussed throughout Topic Planners, Topic Overviews, 3-Act Math Tasks, and identified within each lesson of every topic. Additionally, the Math Practice and Problem Solving Handbook includes a list of the MPs and real-world scenarios modeled through questions and answers. The online tools offer a Math Practices Animation video that explains the MPs and offers problems that demonstrate each one.

Examples of the MPs identified within the materials include:

• In Topic 8, Topic Overview, the “math practices are highlighted in all lessons and are given special emphasis in lessons that focus on problems solving.” For example, MP.4.1: Model with mathematics, “Students model with mathematics and use drawings of tens and ones to represent numbers. (e.g., [Lesson 8-5], Convince Me!).”
• In Topic 11, 3-Act Math Task (So Many Colors), “As students carry out mathematical modeling, they engage in sense-making (MP.1.1), abstract and quantitative reasoning (MP.2.1), and mathematical communication and argumentation (MP.3.1). They use appropriate tools to develop their models (MP.5.1). In testing and validating their models, students attend to precision (MP.6.1) and look for patterns in the structure of their models (MP.7.1 and MP.8.1)."

Examples of where MPs are identified and used to enrich the content:

• In Lesson 3-2, MP.4.1, “Students use a specific tool, an open number line, to create a model of addition problems.” MP.4.1 is used to enrich the content as students solve a problem counting to add on using an open number line to solve how many miles a character ran.
• In Lesson 5-7, MP.6.1, “Students attend to precision as they use math symbols correctly and explain their reasoning about problems clearly.” MP.6.1 enriches the mathematical content in the Solve and Share, as students write a true equation with one number on one side and three on the other side, show their equation, and explain their reasoning.
• In Lesson 9-1, MP.8.1, “Students generalize that 1 more and 1 less always changes the ones digit and 10 more and 10 less always changes the tens digit.” MP.8.1 is used to enrich the content in the Solve and Share, as students solve problems finding 1 more and 10 more than a number using blocks or drawings.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Several structures exist within the Grade 1 materials prompting students to construct viable arguments such as:

• In Convince Me!, students answer open-ended questions to demonstrate how they know the answer.
• In the 3-Act Math activities, Critique Reasoning, students share solutions and analyze the work of others that allows students to construct viable arguments.
• In most lessons, Construct Arguments, students answer open-ended questions to construct viable arguments.
• In Solve and Share, there is an opportunity for students to critique the reasoning of others and construct viable arguments.
• In Visual Learning Bridge, there is an opportunity for students to construct viable arguments.
  
  

Student materials consistently prompt students to both construct viable arguments and analyze the arguments of others.

• In Lesson 1-9, students “construct arguments as they explain their solution strategies for addition and subtraction word problems. They also analyze and critique strategies of others.”
• In Lesson 4-9, Problem Solving, Item 7, Construct Arguments, “Ask students to identify the whole and the parts in each equation. What is the whole in 6 - 4 = 2?, What are the parts in your equation?, What is the whole in your equation in Item 6?, Are the parts and the whole the same in each equation?, Are the two equations in the same fact family?”
• In Lesson 6-4, Guided Practice, Convince Me!, students discuss, “How did Abby know to count up from 5 to 12 in the problem above?”
• In Lesson 7-3, Convince Me!, Construct Arguments, “Explain and point out on a number chart that the number that is 1 more is to the right of a number.”

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

There are multiple locations in the materials where teachers are provided with prompts to elicit student thinking.

• At the beginning of each lesson the Solve and Share contains After: Discuss Solution strategies and Key Ideas.
• Each lesson has Convince Me! in the Visual Learning Bridge where teachers are provided with prompts to assist students in constructing viable arguments.
• The 3-Act Math Activity has Construct Arguments with prompts for the teacher to use during the activity.
• The Math Practices and Problem Solving Handbook for each grade level identifies the lessons for each grade level focusing on constructing viable arguments and critiquing the reasoning of others (Lessons 1-10 and 5-4).

Teacher materials assist teachers in engaging students in both constructing viable arguments and analyzing the arguments of others frequently throughout the program:

• In Lesson 3-9, Convince Me!, Critique Reasoning, “Sharon wrote the equation 8 - 5 = 3 to solve the problem and said that 3 more dogs came to play. Do you agree or not agree with her thinking?”
• In Lesson 9-1, Solve and Share, “How does Pearl’s work show that Chris has 1 more marble than Sarah? How does Pearls’ work show that Lucia has 10 more marbles than Sarah?”
• In  Lesson 10-8, Visual Learning Bridge, Convince Me!, Construct Arguments, “You may wish to have students solve the same problem two different ways to show that they can use any strategy that correctly shows and solves the problem.”

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for explicitly attending to the specialized language of mathematics.

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. The materials use precise and accurate terminology and definitions when describing mathematics and support students in using them.

• The Teacher Edition Topic Overview: Build Mathematical Literacy outlines multiple ways the materials address mathematics vocabulary. These components can be found in every topic under Build Mathematical Literacy:
• Build math vocabulary: “using the vocabulary cards, vocabulary activities, vocabulary review, and glossary plus the online glossary and vocabulary game.”
• My Word Cards: “Vocabulary cards for a topic are provided online at PearsonRealize.com. Students use the example on the front of the card to complete the definition on the back.”
• Vocabulary Activities: “The Teacher’s Edition provides vocabulary activities at the start of topics. These include activities for vocabulary in My Word Cards or activities for vocabulary in Review What You Know.”
• Vocabulary Review: “A page of vocabulary review is provided at the end of each topic. It reviews vocabulary used in the topic.”
• Glossary: “A glossary is provided at the back of Volume 1 of the Students’ Edition.”
• Animated Glossary: “An online, bilingual, animated glossary uses motion and sound to build understanding of math vocabulary.”
• Online Vocabulary Game: “An online vocabulary game is available in the Game Center.”
• Lesson-specific vocabulary can be found in each Topic Planner. For example, in the Teacher Edition, Topic 2, Lesson 2-1: number line; Lesson 2-2: doubles fact; Lesson 2-3: near doubles fact; and so on. The same vocabulary words are listed in the Lesson Overview under Lesson Resources.
• A Glossary is provided in the back of the Student Edition.
• Both the topic and the lesson narratives contain specific guidance for the teacher to support students to communicate mathematically. Within the lesson narratives, new terms are highlighted in yellow and explained as related to the context of the material.
• Topic 8, Vocabulary Review, “students review vocabulary words used in the topic.” Oral Language: “Before students do the page, you might reinforce oral language through a class discussion involving one or more of the following activities: Have students define the terms in their own words. Have students say math sentences or math questions that use the words. Play a “What’s My Word?” guessing game in which you or a student thinks about one of the words and says a clue that others listen to before they guess the word.”
• Topic 10, Vocabulary review, the words, “add, ones, open number line, tens.” Students demonstrate understanding by, “1. Use the models to add the tens. 2. Use the models to add the tens…. 4. Solve 20+6 using an open number line. Explain how you solved it using terms from the word list.”

No examples of incorrect use of vocabulary, symbols, or numbers were found within the materials.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that the underlying design of the materials distinguishes between problems and exercises for each lesson. It is clear when the students are solving problems to learn and when they are completing exercises to apply what they have learned.

Lessons include: Solve & Share, Look Back, Visual Learning Bridge, Convince Me!, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice. Additional Practice is in a separate section of the instructional materials, distinguishing between problems students complete and exercises in the lessons. The Solve and Share section serves to either connect prior learning or engage students with a problem in which new math ideas are embedded. Students learn and practice new mathematics in Guided Practice.

In the Independent Practice and Problem Solving sections, students have opportunities to build on their understanding of the new concept. Each activity lesson ends with an Assessment Practice in which students have opportunities to apply what they have learned from the activities in the lesson and can be used to help differentiate instruction.

Additional Practice problems are consistently found in the Additional Practice Workbook accompanying each lesson. These sets of problems include problems that support students in developing mastery of the current lesson and topic concepts.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for not being haphazard; exercises are given in intentional sequences.

Overall, activities within lessons within topics are intentionally sequenced. Students have the opportunity to develop understanding leading to mastery of the content. The structure of a lesson provides students with the opportunity to activate prior learning and build procedural skill and fluency. Students also engage with multiple activities that are sequenced from concrete to abstract and increase in complexity.

Students are introduced to concepts and procedures through a problem-based situation in the Solve and Share, and then connect that problem to the content of the lesson during the Visual Learning Bridge. The Convince Me! portion of the lesson serves to solidify understanding of mathematical concepts through the MPs, followed by teachers and students working together through Guided Practice. Students engage in problems independently in the Independent Practice section. Lessons close with Problem Solving, where students apply learning from the lesson, and Assessment Practice, where students engage with two questions aligned to the daily lesson objective.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for having variety in what students are asked to produce.

The instructional materials prompt students to produce written answers and solutions within Solve & Share, Guided Practice, Independent Practice, Problem Solving, and 3-Act Math. Students produce oral arguments and explanations through discussions that occur in whole group, small group, or partner settings. Students also produce written critiques of fictional students’ work including models, drawings, and calculations.

In the materials, students use a digital platform (Visual Learning Animation Plus) and paper-pencil activities to conduct and present their work. The materials prompt students to use appropriate mathematical language in their written and oral responses, and students frequently use various mathematical representations in their work even though the representation is often provided for students. For example:

• In Lesson 2-1, students use a number line to count on to find the sum for addition facts.
• In Lesson 6-3, students make, read, and analyze a tally chart or picture graph.
• In Lesson 7-6, students use place-value blocks to count by both 10s and 1s in order to determine the number of objects in a group.
• In Lesson 14-5, students compose two-dimensional shapes to make pictures of real-world items.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that manipulatives are faithful representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

There are few hands-on manipulatives used in the materials. In general, the manipulatives are visual manipulatives printed in the materials or virtual manipulatives found in the online materials. Occasionally, students will be prompted to use tools such as, “Teaching Tools,” including: counters, cubes, place value blocks, ten frames, ruler, protractor, or grid paper. When they are used, they are used appropriately. If manipulatives are used in lessons, students are usually directed as to when and which manipulatives to use.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet the expectation for supporting teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

Each lesson contains a narrative for the teacher including the Lesson Overview, suggested questions for discussion, and guiding questions designed to increase classroom discourse, support the teacher in knowing what to look for, and ensure understanding of the concepts. For example:

• In Lesson 2-2, Solve and Share, students answer, “How can you show Emily’s and her friend’s toys? How can you make sure each friend has the same number?”
• In Lesson 6-4, Solve and Share, students answer, “What are you asked to find about the animals at the park? What do you already know? How are you supposed to show your work?”
• In Lesson 14-5, Solve and Share, students answer, “What shapes would you see on a boat?  How can you use those shapes to make a boat?”

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet the expectation for containing a teacher edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials also include teacher guidance on the use of embedded technology to support and enhance student learning.

• Each Topic has a Topic Planner giving an overview of every lesson, the Objective of the lesson, Essential Understanding, Vocabulary, Materials needed, Technology and Activity Centers, along with the Standards.
• The Topic Planner also includes Lesson Resources such as the Digital Student Edition, Additional Practice Workbook, print material available, and what can be found in the Digital Lesson Courseware and Lesson Support for teachers.
• Each lesson opens with a Lesson Overview including: an Objective, an Essential Understanding, Look Back, Look Ahead, Cross-Cluster Connections, aspect(s) of rigor addressed, support for English Language Learners, and any possible Daily Review pages with Today’s Challenge to be implemented. Within the lesson, technology resources or places to print PDF work pages are embedded.
• Lessons include detailed guidance for teachers for the Warm-Up, Activities and the Lesson Synthesis.
• Each lesson activity contains an overview, guidance for teachers and student facing materials, anticipated misconceptions, extensions, differentiation support based on formative assessments called “Quick Checks,” and opportunities for further practice in the online materials. Included within the lessons are guiding questions and additional supports for students.
• The teacher materials that correspond to the student lessons provide annotations and suggestions on how to present the content within the lesson structure: Step 1: Engage and Explore, Step 2: Explain, Elaborate, and Evaluate, and Step 3: Assess and Differentiate. A “Launch” section follows explaining how to set up the activity and what to tell students. During the Visual Learning Bridge in Step 2, supporting questions and narratives for students are provided.
• The materials are available in both print and digital forms. Additional online resources support the material. These opportunities are noted within the lessons. For example, each lesson has an Interactive Practice Buddy noted in Step 2 and Step 3, as well as Another Look Video found in Step 3.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for explaining the role of the grade-level mathematics in the context of the overall mathematics curriculum.

• Each topic opens with a Topic Overview including a Math Background for the Topic.
• The Coherence section has three parts: Look Back, Topic, and Look Ahead. Each section gives a clear, specific explanation of how the topic is connected across grades.
• Each topic includes an Objective, Essential Understanding, (critical area for grade level), Look Back, This Lesson, Look Ahead, Cross-Cluster Connection, Conceptual Understanding, Procedural Skill, and Lesson Resources.
• The Teacher Edition Program Overview Materials contain an overview of mathematics for K-12.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing strategies to gather information about students’ prior knowledge within and across grade levels.

The Assessment Sourcebook and the Teacher Program Overview provide information about the use of assessments to gather information about students’ prior knowledge. Every grade level includes a Grade-Level Readiness test. The Topic Readiness Assessment in each Topic helps teachers gather information about students’ prior knowledge within and across grade levels. Topic Readiness assessments can also be taken online, where it is auto-scored and interventions are auto-assigned.

The Topic Opener assignment located at the beginning of each Topic helps students activate prior knowledge and prepare for the skills needed in the Topic. Each of these assignments has questioning strategies for the teacher. Each lesson also provides information for the teacher about prior, current grade level, and future math that is used.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

Each lesson identifies common errors and misconceptions for the teacher to address in the Independent Practice. The misconception/error is followed with prompts that the teacher can ask to help students understand their mistakes.

• In Lesson 1-1, Error Intervention Item 2, “If students cannot write an addition equation directly  from the story or picture, then have them act out the story using connecting cubes.”
• In Lesson 4-1, Error Intervention Item 2, “If students have difficulty keeping track of how many spaces they are counting on or counting back, then have them label each jump on the number line as they count: 1, 2, 3, ...6.”
• In Lesson 8-1, Error Intervention Item 2, “If students do not recognize the word fourteen as the number 14, then remind them that words that end in “teen” always have 1 ten, and the “four” in fourteen means that there are four ones.”

​The instructional materials for enVision Florida Mathematics for Grade 1 meet the expectations for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

The lesson structure, consisting of Solve and Share, Visual Learning Bridge, Guided Practice, Independent Practice, Problem Solving, and Assessment Practice, provide students with opportunities to connect prior knowledge to new learning, engage with content, and synthesize their learning. Throughout the lesson, students have opportunities to work independently, with partners and in groups where review, practice, and feedback are embedded into the instructional routine. In addition, practice problems for each lesson activity reinforce learning concepts and skills and enable them to engage with the content and receive timely feedback. Discussion prompts in the Teacher Guide provide opportunities for students to engage in timely discussion on the mathematics of the lesson.

Each Topic includes a “Review what you know/Concept and Skills Review” containing a vocabulary review and practice problems. This section also includes review and practice on concepts related to the new Topic.

The Cumulative/Benchmark Assessments found at the end of Topics 4, 8, 12, and 15 provide review of prior topics as an assessment. Students can take the assessment online, with differentiated intervention automatically assigned to students based on their scores.

Different games online at Pearson Realize support students in practice and review of procedural skills and fluency.

​The instructional materials for enVision Florida Mathematics for Grade 1 meet the expectations for assessments clearly denoting which standards are being emphasized.

Assessments are located in a separate book, or the online portion of the program, and can be accessed at any time. For each topic a Practice Assessment, an End-Unit Assessment, and a Performance task are included. Assessments in the Teacher Edition provide a scoring guide and standards alignment for each question.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

The materials include a detailed Scope and Sequence of the course, including pacing. The Topic Overview in the Teacher Edition includes Coherence which enhances scaffolding instruction by identifying prerequisite skills that students should have. Each lesson is designed with a Daily Review and a Solve & Share Activity reviewing prior knowledge and/or preparing all students for the following activities.

In lessons, the following explicit instructional supports are available for sequencing and scaffolding: the Lesson Overview, questions and extensions for the Solve & Share, Prevent Misconceptions in Visual Learning Bridge, Revisit the Essential Question in Convince Me!, Error Intervention during Guided Practice, and item-related support during Independent Practice and Problem Solving. This information assists the teacher in making the content accessible to all learners.

Lesson narratives often include guidance on where to focus questions in all lesson activities, sample student work, and guidance on what to look for. Optional activities are often included in Step 3 (Assess and Differentiate) and can be used for additional practice or support before moving on to the next activity or lesson.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing teachers with strategies for meeting the needs of a range of learners.

• The Additional Practice Materials include a lesson for each topic including specific questions for the leveled assignment for all learning ranges. These three levels of problems are I (Intervention), O (On-Level), and A (Advanced) and include verbal, visual, and symbolic representations.
• Response to Intervention strategies are included in each lesson. Teachers identify “Look Fors” and suggestions to address the needs of students who are struggling. Questions for the teacher to ask are also included.
• Each lesson has at least one Additional Example. These help students cement or extend their understanding of the concept being taught. It includes an extra problem for the teacher to use.
• Each lesson has Differentiated Interventions for a wide-range of learners, which include Reteach to Build Understanding (provides scaffolding to reteach) and Enrichment (extends concepts from the lesson).

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for embedding tasks with multiple entry­ points that can be solved using a variety of solution strategies or representations.

The Solve & Share, Explore It, Visual Learning Bridge, Guided and Independent Practice, 3-Act Math Tasks, and Quick Check/Assessment Practice provide opportunities for students to apply mathematics from multiple entry points. Though there may be times when the material asks a student to use a specific strategy, there are still questions within the same lesson that allow for students to use a variety of strategies.

The lesson and task narratives provided for teachers offer possible solution paths and presentation strategies from various levels. For example:

• In Lesson 3-1, Solve & Share, “Students solve an addition problem with a sum of more than 10.” During Small Group work, students can use “counters, cubes, the number line, or their own method” to solve the problem.
• In Lesson 5-3, Solve & Share, “Students find a missing number to make an equation true.” During Small Group work, “students can use counters, drawings, or equations” to solve the problem.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for suggesting support, accommodations, and modifications for English Language Learners (ELL) and other special populations that will support their regular and active participation in learning mathematics.

The ELL Design is highlighted in the Teacher Edition Program Overview and describes support based on the student’s level of language proficiency. An ELL Toolkit provides additional support for English Language Learners.

Two ELL suggestions are provided for every lesson, one in Solve & Share and another in Visual Learning Bridge. Also, Visual Learning support is embedded in every lesson to support ELL learners. This includes a Visual Learning Animation Plus online, Visual Learning Bridge for each lesson, and the Animated Glossary. These use motion and sound to reduce language barriers. Questions are read aloud, visual models are provided, and motion and sound definitions of mathematical terms are provided.

Additionally, a multilingual handbook is included with a mathematics glossary in multiple languages, and an English Language Learners Toolkit is a resource providing professional development and resources for supporting English Language Learners.

An example of ELL supports within the instructional materials:

• In Lesson 6-4, Lesson Overview, English Language Learners, Teachers are asked to use with the Solve & Share in Student Edition. “Speaking: Read the Solve & Share problem. Ask students to think about the best way to solve the problem. Emerging: Reread the problem. Ask: How could you use addition to count on from 9 to solve the problem? Have students discuss with a partner. Ask: How could you subtract the birds to solve the problem? Have students discuss with a partner. Developing: Reread the problem. Ask: How could you add to solve the problem? Have students discuss with a partner. Ask: How could you subtract to solve the problem? Have students discuss with a partner. Bridging: Reread the problem. Ask students to think about the best way to solve the problem, then turn and discuss with a partner.”

Support for other special populations noted in the Teacher Edition Program Overview include:

• Resources are provided on for Ongoing Intervention (during a lesson), Strategic Information (at the end of the lesson), and Intensive Intervention (as needed anytime).
• The Math Diagnosis and Intervention System (MDIS) supports teachers in diagnosing students needs and providing more effective instruction for on- or below-grade-level students. Diagnosis, Intervention Lessons, and Teacher Support is provided through teachers notes to conduct a short lesson where vocabulary, concept development, and practice can be supported.
• Online Auto Design Differentiation is included, and the supports within this part of the program include: Differentiation After a Lesson (based on an Online Quick Check where the Interactive Practice Buddy can be utilized), Differentiation after a Topic (based on the online topic assessments where Visual Learning Animations Plus are then assigned), and Differentiation after a Group of Topics (based on the online cumulative benchmark assessments where students can then receive remediation or enrichment). The teacher can track progress using Assignment Reports and analyze Usage Data.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Each lesson offers differentiated instruction to extend the concepts in the lesson and provides opportunities to challenge advanced students:

• Extensions are found at the end of every Solve & Share;
• Higher Order Thinking items within the Independent Practice and Problem Solving section;
• Enrichment pages as a result of the Quick Checks in every lesson;
• Opportunities to engage in STEM activities during the activity centers;
• Noted advanced problems to complete during the Additional Practice portions of each lesson; and 
• Differentiation after a group of Topics based on the online cumulative benchmark assessments where students can then receive enrichment.

​The instructional materials for enVision Florida Mathematics Grade 1 meet the expectations for providing a balanced portrayal of various demographic and personal characteristics.

• The lessons contain tasks including various demographic and personal characteristics. All names and wording are chosen with diversity in mind and the materials do not contain gender biases.
• The materials mostly contain pictures of objects or cartoonish drawings instead of photos or drawings of people.
• The materials reference roles instead of pronouns (e.g., the players, book fair, sailboats, collection of toy cars, piggy banks, carton of eggs).
• The materials include a set number of names used throughout the problems and examples (e.g., Carlos, Jada, Martha, Carl, Benito, Drake, Daniel, Yasmin, Jonathan). These names are presented repeatedly and in a way that does not stereotype characters by gender, race, or ethnicity.