5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 71% |
|---|---|
Criterion 1.1: Focus | 0 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 6 / 8 |
The instructional materials reviewed for enVisionMATH California Common Core Grade 5 partially meet expectations for focus on major work and coherence in Gateway 1. The instructional materials do not meet expectations for focus as they assess topics before the grade level in which the topic should be introduced, but they do devote the large majority of class time to the major work of the grade. The instructional materials partially meet the expectations for coherence by including an amount of content designated for one grade level that is viable for one school year and fostering coherence through connections at a single grade.
Criterion 1.1: Focus
The instructional materials reviewed for enVisionMATH California Common Core Grade 5 assess topics before the grade level in which the topic should be introduced. There are assessment items that assess above grade level statistics and probability standards.
Indicator 1a
The instructional materials reviewed for enVisionMATH California Common Core Grade 5 do not meet expectations for assessing grade-level content. Most of the assessments include material appropriate for Grade 5; however, there are seven assessment items that assess above grade-level statistics and probability standards.
In the Teacher Edition, a Topic Test is available for each of the sixteen topics. In Topic 14, the instructional materials assess content that aligns to 6.SP.5. For example:
- In the Topic 14 Topic Test, question 1 states, “As part of a class fundraiser, students received money for each lap they ran around the school’s parking lot. What is the outlier in this set of data?”
- In the Topic 14 Topic Test, question 5 states, “What is the outlier in the set of data for Exercise 4?”
- In Topic 14 Topic Test, question 12 states, “Is there an outlier in this set of data? Explain how you decided.”
- In the Topic 14 Performance Assessment, question 3 states, “Suppose 10 students were absent the last day of the data. How would that change the data?” The sample answer states, “The number of students present would be 12. The range would increase. 12 would be an outlier because it is not close to any of the other data points.”
Examples of the instructional materials assessing grade-level content include:
- In the Topic 2 Topic Test, question 4 states, “Beth worked 33.25 hours last week and 23.75 hours this week. How many total hours did she work? Use mental math to solve.” Students add decimals to hundredths. (5.NBT.7)
- In the Topic 9 Topic Test, question 7 states, “Teri and her friends bought a party-size sandwich that was 7/9 yard long. They ate 2/3 of a yard. What part of a yard was left?” Students subtract fractions with unlike denominators (5.NF.1)
- In the Topic 16 Topic Test, question 6 states, “Which ordered pair is located on the line shown on the graph?” Students find a point on the coordinate plane and write the ordered pair. (5.G.1)
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.
Students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. The instructional materials devote approximately 70 percent of class time to the major work of Grade 5.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for enVisionMATH California Common Core Grade 5 meet expectations for spending a majority of instructional time on major work of the grade.
- The approximate number of topics devoted to major work of the grade (including assessments and supporting work connected to the major work) is 11 out of 16, which is approximately 69 percent.
- The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 109.5 out of 156, which is approximately 70 percent.
- The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is approximately 22 out of 31, which is approximately 71 percent.
A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work, and the assessments embedded within each topic. As a result, approximately 70 percent of the instructional materials focus on 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 enVisionMATH California Common Core Grade 5 partially meet expectations for coherence. The instructional materials include an amount of content designated for one grade level that is viable for one school year and foster coherence through connections at a single grade. The instructional materials also miss some connections between major and supporting work and do not clearly identify content from prior and future grade levels.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for enVisionMATH California Common Core Grade 5 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are not always used to support major work of the grade and often appear in lessons with few connections to the major work of the grade.
Throughout the series, supporting standards/clusters are typically taught in isolation and rarely connected to the major standards/clusters of the grade. Students can often complete problems aligned to supporting work without engaging in the major work of the grade. The following examples illustrate missed connections in the materials:
- In Topic 13 Lesson 13-6, students convert metric units of mass. The supporting standard 5.MD.1 has a natural connection to 5.NBT.7 when multiplication and division are used to convert metric units to the hundredths place. This connection is not supported in the lesson as all metric conversions are made with only whole numbers. Problem Solving question 28 states, “Hummingbirds found in North America weigh about 3 grams. How many milligrams is this?”
- In Topic 14 Lesson 14-1, students analyze and create line plots from given data sets. The supporting standard of 5.MD.2 is aligned to this lesson. 5.MD.2 has a natural connection to the major work cluster 5.NF.B, apply and extend previous understandings of multiplication and division to multiply and divide fractions. Throughout the lesson, students create line plots with fractional units, but there is no measurement unit assigned, and they do not use operations to solve problems. Students interpret points on a line plot while using fractional representations but do not use operations to solve problems. Guided Practice question 1 states, “How many giraffes are 14 1/2 feet tall?” The major work of 5.NF.B is not supported by 5.MD.2 in this lesson.
Examples that illustrate connections in the materials include:
- In Topic 3 Lesson 3-6, supporting cluster 5.NBT.B connects to the major cluster 5.OA.A when students interpret story problems, construct bar model diagrams, and write expressions with a letter for the unknown value. Guided Practice question 1 states, “Copy and complete the picture and write an equation. Solve. Sharon’s Stationary Store has 219 boxes of cards. May’s Market has 3 times as many boxes of cards. How many boxes of cards does May’s Market have?”
- In Topic 14 Lesson 14-4, students use powers of 10 in metric conversions (5.MD.1) with place-value strategies involving whole numbers and decimals (5.NBT.7). The supporting standard 5.MD.1 connects to the major work standard 5.NBT.7.
- In Topic 8 Lesson 8-3, students write and evaluate numerical expressions that include decimals (5.OA.1). Independent Practice question 9 states, “Evaluate each expression. 112.5 - (3.3 / 0.6) x 2” The supporting standard 5.OA.1 connects to the major work standard 5.NBT.7.
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 enVisionMATH California Common Core Grade 5 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 162 days.
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.
The instructional materials consist of 108 lessons that are listed in the Table of Contents. Lessons are structured to contain a Daily Review, Develop Concept-Interactive, Develop Concept-Visual, Close/Assess and Remediate, and Center Activities.
The instructional materials consist of 54 reteaching lessons and assessments that are listed in the Table of Contents. These include Reteaching, Topic Tests, Performance Assessments, Placement Test, Benchmark Tests, and End-of-Year Test.
The publisher does not provide information about the suggested time to spend on each lesson or the components within a lesson. The Implementation Guide has a chart that suggests times for a multi-age classroom. The lessons within the multi-age classroom are structured differently than a single-age classroom. The multi-age lessons are structured to contain Problem Based Interactive Learning, Guided Practice, Center Activities, Independent Practice, Small Group Strategic Intervention, and Digital Assignments/Games. The suggested time for the multi-age lesson is 50-75 minutes per lesson.
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 for enVisionMATH California Common Core Grade 5 partially meet expectations for the materials being consistent with the progressions in the standards.
The instructional materials do not clearly identify content from prior and future grade levels and do not use it to support the progressions of the grade-level standards.
Prior and future grade-level work is not clearly identified within each lesson. For example:
- In Topic 1 Lesson 1-2, the Teacher Edition lists the standard 5.NBT.3a as the focus of the lesson. Students represent fractions as decimals to the hundredths place. This is prior grade-level content aligned to 4.NF.2.
- In Topic 3 Lesson 3-3, the Teacher Edition lists the standard 5.NBT.5 as the focus of the lesson. Students use manipulatives and other strategies to multiply two digits by two digits. This is prior grade-level content aligned to 4.NBT.5.
- In Topic 14 Lesson 14-1, the Teacher Edition lists the standard 5.MD.2 as the focus of the lesson. Students find the outlier from a set of given numbers. This is future grade-level content aligned to 6.SP.5.
Some of the lessons include a section in the Teacher Edition called, Link to Prior Knowledge. The Link to Prior Knowledge poses a question or strategy that has previously been learned for students to connect to the current lesson. The Link to Prior Knowledge does not explicitly identify standards from prior grades. For example:
- In Topic 9 Lesson 9-4, the Link to Prior Knowledge states, “How can you represent the fraction that measures each length of string? (Sample answers: Use fraction strips, use a number line, or draw a picture.)” The publisher does not connect this prior knowledge to a specific prior grade level.
The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems.
The majority of lessons within the 16 topics focuses on and provides students with extensive opportunities to practice grade-level problems. Within each lesson, students practice grade-level problems within Daily Common Core Review, Practice, Reteaching, Enrichment, and Quick Check activities. For example:
- In Topic 2 Lesson 2-4, the Teacher Edition lists the standard 5.NBT.7, Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used, as the focus of the lesson. Students subtract decimals to hundredths using concrete models or drawings and strategies based on place value. Guided Practice question 3 states, “Use hundredths grids to add or subtract. 2.73 - 0.94”
- In Topic 5 Lesson 5-3, the Teacher Edition lists the standard 5.NBT.6, Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models, as the focus of the lesson. Students find whole-number quotients of whole numbers as well as illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Guided Practice question 1 states, “Use the model to find the quotient. 288/12”
- In Topic 9 Lesson 9-7, the Teacher Edition lists the standard 5.NF.1 as the focus of the lesson. Students add and subtract fractions with unlike denominators. Independent Practice question 10 states, “2/3 - 7/12 = ___”
The instructional materials contain a Common Core State Standards Skills Trace for each topic that can be found the Printable Resources section of the Program Resources Document. This document contains the grade-level standards for each topic and the standards from previous and future grade levels that are related to the standards focused on in the specified topic. The document states the specific topic numbers from previous and future grades to which the grade-level standards are related.
- In Topic 8, the skills trace lists the standard 5.OA.1 as the focus of the topic. This standard is linked to a “Looking Back” list where it lists the standards 4.OA.2 and 4.OA.5 as the focus in Topics 1 and 2 within the Grade 4 instructional materials. The standard 5.OA.1 is also linked to a “Looking Ahead” list where it lists the standards 6.EE.2b, 6.EE.2c and 6.EE.3 as the focus in Topic 1 within the Grade 6 instructional materials.
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 enVisionMATH California Common Core Grade 5 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.
Each topic is structured by a specific domain and the learning objectives within the lessons are clearly shaped by CCSSM cluster headings. For example:
- In Topic 5 Lesson 5-7, the lesson objective states, “Students will find one-digit quotients where the divisor is a two-digit number.” This is shaped by the cluster 5.NBT.B, Perform operations with multi-digit whole numbers and with decimals to hundredths.
- In Topic 12 Lesson 12-2, the lesson objective states, “Students will count cubic units and use volume formulas to find the volume of rectangular figures.” This is shaped by the cluster 5.MD.C, Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
- In Topic 13 Lesson 13-3, the lesson objective states, “Students will convert from one unit of customary weight to another and apply this skill to compare quantities.” This is shaped by the cluster 5.MD.A, Convert like measurement units within a given measurement system.
Instructional 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 the connections are natural and important.
- In Topic 7 Lesson 7-1, cluster 5.NBT.A connects to cluster 5.NBT.B when students solve division problems using powers of 10. Guided Practice question 2 states, “Use mental math to find each quotient. $$126.4\div 10^2$$”
- In Topic 16 Lesson 16-3, domain 5.G connects to domain 5.OA when students use coordinate graphs to explore relationships between two rules. Independent Practice question 6 states, “Complete the table at the right and graph the data using sunflower for the x-axis and corn for the y-axis.”