1st Grade - Gateway 1

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that they assess grade-level content.

The series is divided into topics, and each topic has a topic assessment that can be given both online and/or paper and pencil and a topic performance assessment. Additional assessments include a Grade 1 Readiness Test and four Cumulative/Benchmark Assessments addressing Topics 1-4, 1-8, 1-12, and 1-15. Assessments can be found in the Assessment Resource Book online or in print. The materials also include an ExamView Test Generator.

Examples of grade-level assessment items include:

• Topic 3, Topic Assessment, Problem 2, students solve, “Mark has 7 red marbles. He has 8 blue marbles. Which shows two ways to find how many marbles Mark has in all?” (1.OA.1.1, 1.OA.2.3, and 1.OA.3.6)
• Topic 4, Topic Assessment, Problem 1, students solve, “Frank has 15 books to read. He reads 9 of them. How many books does Frank have left to read?” (1.OA.1.1 and 1.OA.3.6)
• Topics 1-4 Cumulative/Benchmark Assessment, Problem 5, students solve, “Show how to use an addition fact to find 12-7.” (1.OA.3.6 and 1.OA.4.8)
• Topic 15, Problem 1.A., students solve, "Which shape shows 4 equal shares? Problem 1.B., students describe the shares in your answer to 1.A.” (1.G.1.3)

 
The following assessment items are from the Topic 13, Topic Assessment, correspond to Lessons 13-1 and 13-2, and align to 2.MD.8. These items align to Florida MFAS 1.MD.2.a.

• In Problem 3, students solve, “What is the value of 8 dimes?”
• In Problem 4, students solve, “What is the value of 6 dimes and 7 pennies?”
• In Problem 5, students solve, “How many dimes are in one dollar?”

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations for spending a majority of instructional time on major work of the grade. The evidence was collected from Topics, Performance Tasks, Topic Assessments, Benchmarks, Centers, and 3-Act activities.

• The approximate number of topics devoted to major work of the grade (including assessments and supporting work connected to the major work) is 7 out of 14, which is 50%.
• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 84 out of 107, which is approximately 79%.
• The number of days spent on major work of the grade (including supporting work connected to major work of the grade) is 118 days of 145 days, approximately 81%.

A lesson level analysis is most representative of the instructional materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each topic. As a result, approximately 79% of the instructional materials focus on major work of the grade.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

The publishers identify connections between supporting content and major work on the Topic Planner pages in the Teacher’s Edition. For example:

• In Topic 6, students are organizing, representing, and interpreting data (1.MD.3.4) and making connections to answering, “questions about the total number of data points, how many in each category, and how many more or less in one category then another.” (1.OA.3.5)
• Lesson 6-1, Independent Practice, students use a tally chart of colored socks to answer, “How many socks are there in all?”
• Lesson 6-4, Solve & Share Activity, students solve, “At the park, Susan sees 13 animals in all. 9 are birds. The rest are rabbits. How can Susan complete the table to show this? Show your work.”
• Lesson 6-5, Visual Learning and Animation, students add three tally marks and solve, “How many votes does each sport have? Use pictures, words, or equations to explain.”
• Topic 14, students reason about shapes and their attributes, then use these to make connections to major work of the grade. 
• Lesson 14-3, Solve and Share, students reason about shapes and their attributes (1.G.1.1) and extend the counting sequence (1.NBT.1.1) by counting on each time they find a new rectangular shape in their classroom.
• Lesson 14-5, Solve and Share, students use ten pattern blocks to build a two-dimensional boat (1.G.1.2), then use what they know about tens to determine how many pattern blocks they would need to make six boats (1.NBT.2.2.a and 1.NBT.2.2.c).
• Lesson 14-8, Solve and Share, students use cubes to build rectangular prisms (1.G.1.2) and then count how many cubes they used (1.NBT.1.1).

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades.

The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications. As designed, the instructional materials can be completed in 145 days.

• There are 107 content focused lessons.
• There are 8 days for 3-Act Math Activities.
• 30 days of Topic Reviews and Assessments.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet the expectations for being consistent with the progressions in the standards. Content from prior grades is identified and connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, the materials develop according to the grade-by-grade progressions in the standards. Typically, material related to prior and future grades is clearly identified and related to grade-level work. In the Teacher Edition Program Overview, all grade-level standards are present as noted in the Correlation to Florida Grade 1 Standards.

The Teacher Edition contains a Topic Overview Coherence: Look Back and Look Ahead, and a Lesson Overview Coherence: Look Back and Look Ahead, which identify connections to content taught in previous grades, indicating the relevant topics and/or lessons. In addition, the sections include connections to content taught in future grades, topics, or lessons. Though explicit connections are made to prior and future mathematical content, no standards are listed in either Look Back or Look Ahead. For example, in the Topic 5 Overview, Coherence:

• The Look Back states, “Grade K, Compare Numbers - In Topic 4, students began to develop an understanding of equality when they determined whether two groups of objects are equal in number and when they compared two numbers between 1 and 10.”
• The Look Back also states, “Earlier in Grade 1, Add and Subtract within 20 - In Topics 1 and 2, students developed fluency with addition and subtraction within 10. In Topics 3 and 4, students used strategies, properties, and the relationship between addition and subtraction to add and subtract within 20.
• The Look Ahead states, “Later in Grade 1, Compare Numbers - In Topic 9 students will use >, <, and = to compare numbers. They will apply their understandings of equality and use the equal sign when the values on both sides of an equation are the same.”
• The Look Ahead also states, “Grade 2, Addition and Subtraction Equations - Throughout Grade 2, students will continue to work with addition and subtraction equations. They will interpret, write, and complete equations as they develop fluency with addition and subtraction within 100, and practice strategies for adding and subtracting within 1,000.”

The instructional materials support the progressions of the standards. The Topics for Grade 1 address the following domains:

• Operations & Algebraic Thinking begins in Topic 1: Understand Addition and Subtraction; Topic 2: Fluently Add and Subtract within 10; Topic 3: Addition Facts to 20: Use Strategies; Topic 4: Subtraction Facts to 20: Use Strategies; and Topic 5: Work with Addition and Subtraction Equations.
• Number & Operations in Base Ten is addressed in Topics 7 through 11. Topic 7: Extend the Counting Sequence; Topic 8: Understand Place Value; Topic 9: Compare Two-digit Numbers; Topic 10: Use Models and Strategies to Add Tens and Ones; and Topic 11: Use Models and Strategies to Subtract Tens and Ones.
• Measurement and Data is addressed in Topic 6: Represent and Interpret Data and Topic 12: Measure Lengths.
• Geometry is addressed in Topic 14: Reason with Shapes and their attributes and Topic 15: Equal Shares of Circles and Rectangles.

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. For example:

• In Lesson 3-8, Solve Addition Word Problems with Facts to 20, Independent Practice Problem 5, “14 cans are on the table. 5 cans are big and the rest are small. How many small cans are on the table?” (1.OA.1.1)
• In Lesson 5-3, Make True Equations, Problem Solving, Problem 15, “Jose has 5 red crayons and 8 blue crayons. Tasha has 10 red crayons and some blue crayons. If Tasha has the same number of crayons as Jose, how many blue crayons does she have? Tell how you know.” (1.OA.4.7)
• In Lesson 6-1, Organize Data Into Three Categories, “Judy wants to show a friend how many crayons she has of each color.  How can she show this? Show one way.” There is a drawing with 4 green, 2 yellow, and 1 blue crayons at the bottom of the page. (1.MD.3.4)
• Lesson 11-4, Use Addition to Subtract Tens, Visual Learning Bridge, Convince Me, “How can using addition help you solve subtraction problems?” In Guided Practice Problem 2, students solve “30 + _ = 90, so 90 - 30 = _.” (1.NBT.3.6)

Each topic also includes: digital practice, extra worksheets, reteach to build understanding, build mathematical literacy, enrichment activities, envision STEM activities, leveled reading, and problem solving.

​The instructional materials reviewed for enVision Florida Mathematics Grade 1 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the Standards.

Examples of learning objectives visibly shaped by CCSSM cluster headings include:

• In Lessons 2-3 and 2-4, the objectives are, “Solve problems using near doubles facts” and “Use a ten-frame to solve addition facts with 5 and 10,” respectively, and shaped by 1.OA.3, Add and subtract within 20.
• In Lessons 7-3 and 7-5, the objectives are, “Count on a number chart to 120” and “Count to 120 using an open number line,” respectively, and shaped by 1.NBT.1, Extend the counting sequence.
• In Lessons 12-1 and 12-2, the objectives are, “Order objects by length” and “Indirectly compare objects by length,” respectively, and shaped by 1.MD.1, Measure lengths indirectly and by iterating length units.

Materials include problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, in cases where the connections are natural and important.

• In Lesson 3-4, students use doubles facts to help solve doubles-plus facts within 20, connecting 1.OA.1, Represent and solve problems involving addition and subtraction, to 1.OA.3, Add and subtract within 20.
• In Lesson 8-5, Visual Learning Animation Plus, students solve, “How many tens and ones are in 45? Draw the tens. Then draw the ones. You can count by 10s and 1s to check your work.” This problem connects 1.NBT.1, Extending the counting sequence, to 1.NBT.2, Understand place value.
• In Lesson 10-10, Independent Practice, students solve, “Find 19+42. 9+2=_____; 10+40=_____; 19+42=_____.” This problem connects 1.NBT.2, Understand place value, and 1.NBT.3, Use place value understanding and properties of operations to add and subtract.