The instructional materials reviewed for enVisionMATH California Common Core Grade 1 do not meet expectations for assessing grade-level content.

The following are examples where the assessment items are representative of alignment to the Grade 1 expectations:

• Topic 1, Lesson 1.7 - Digital Quick Check: On item 1, students use the commutative property of addition “3 + 4 = 7, 4 + 3 = 7” with pictures of counters. (1.OA.3)
• In the Topic 1 Assessment, item 13, students use a picture of counters to complete the equation “8 + __ = 9 and __ + 8 = 9.” Counters are used.
• In the Topic 1 Performance Task, page 38, students draw a picture with 9 boxes (some are big and some are little). A partial word problem is provided, “Susie has 9 boxes. Some are big. The rest are little.” Students determine the quantities of big and little. They write an addition sentence to tell about the boxes and then write a different one (commutative property). (1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.) A rubric is included.
• Topic 2, Lesson 2.4 - Digital Quick Check: On item 1, students are provided a picture of a domino face with one side missing and a 4 on the other side. Students determine the subtraction equation that relates to the picture if the domino faces summed to 7. (1.OA.4)
• In the Topic 5 Performance Task, page 202, students solve a word problem using counters on a ten frame. They write an equation that matches the story problem. In the second part of the problem they subtract using the ten frame and write an equation. 1.OA.A.1, 1.OA.B.3. A 3-point rubric is included.
• Topic 9, Session 9.1 - Digital Quick Check: On item 3 students find 10 less than 78 in a word problem. (1.NBT.5)
• Topic 10, Lesson 10.4 - Digital Quick Check: On item 1 students use mental math to add 40 + 49. No pictures or models are present.
• Topic 11, Lesson 11.4 - Digital Quick Check: On item 1 students mentally solve 50 - 10. (1.NBT.5)

The following are examples where the assessment items are above grade level and cannot be modified or deleted without causing a significant impact on the underlying structure of the materials:

• In the Topic 9-12 Benchmark Test, item 2 states, “Which string is the longest?” There are 4 strings for students to compare. 1.MD.1 states that students, “Order three objects by length; compare the lengths of two objects indirectly by using a third object.” Item 10 states, “Which is the best estimate for the length of the pencil?” 1.MD.2 states that students, “Express the length of an object as a whole number of length units.” Estimating is 2.MD.3.
• Online Topic 10 Assessment items 14 - 17 - Students add 2-digit numbers with a 2-digit number (2.NBT.5); e.g., item 14: “26 + 22” and item 15: ”62 + 17”
• Topic 12 Unit Assessment
  • Item 5: students circle the best unit to measure a pail. This is 2.MD.1; select the appropriate tool.
  • Item 6: students estimate how long a chain is with no benchmark number. This is 2.MD.3.
• Enhanced Topic 13 Assessment states, “Which tells the time it will be in 30 minutes? Put a circle around the time.” Students use elapsed time in order to solve the problem. (3.MD.1)
• In Topic 13 Unit Test, items 5 and 6 show a table with four categories; 1.MD.4 states that students compare up to 3 categories.
• In Topic 13 Performance Task, page 430, item 2, students name the movie that starts a half hour after Dances with Dinosaurs (information is taken from a table). In item 3, students write the names of two movies that start an hour apart. Elapsed time is 3.MD.1.
• Online Topic 13 Assessment, item 3 states, “Read the clocks. Find the pattern. What comes next?” This is assessing elapsed time. (3.MD.1)
• Topics 13-16 Benchmark Assessment
  • Item 3 states, “A zoo has different animal shows. Each show comes right after the one before it. Which show lasts for 2 hours?” This goes beyond 1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks) to 3.MD.1 using elapsed time.
  • Item 13 shows a zoo schedule where students are asked to tell which show lasts for 2 hours. There are 4 shows listed, which is not in 1.MD.4 that limits the categories to 3. This problem also asks students to determine which show lasts for 2 hours.
  • In item 16, students are asked items about a pictograph with four categories. 1.MD.4 states to only compare 3 categories.
• Topic 14 assessments have items that address standard 2.MD.10.
  • Digital Quick Check items 1 and 2, “4 Favorite Pets” uses four categories rather than three.
  • Online Assessment items 4 through 12 and 18-20 use four categories rather than three.
• Online Topic 16 Assessment
  • Item 2 states, “How would you cut the sheet of construction paper so 6 people would each get the same amount to use in a craft?” This is a 3.NF.1.
  • Item 4 states, “How would you cut the braiding so 3 people would each get the same amount to use in a craft?” Thirds first appear in 2.G.3. and the rope is not illustrative of either of the specified shapes (rectangles and circles).
  • Item 6 has answer choice B representing a circle partitioned into fifths. Fifths are introduced in 3.NF.

The following example is where the assessment items are not addressed causing a significant impact on the underlying structure for Grade 1 expectations:

• There are no items that address 1.G.1 [Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes], where students draw shapes that possess defining attributes.

The instructional materials reviewed for enVisionMATH California Common Core Grade 1 do not meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Several examples of missing opportunities for supporting work to engage students in the major work of the grade include:

• In Topic 13, five lessons (13-1 through 13-5) have missed opportunities to connect 1.MD.3 to 1.NBT.1. (Count to 120, ... ) For example, in lesson 13-1, page 411: “How many numbers are there?” and “There are 60 minutes in an hour.” Students do not practice oral counting to 60 for minutes, and they do not practice oral counting the hours to enhance their counting to 120.
• In Topic 14, Lessons 14-6 and 14-7 miss opportunities to connect 1.MD.4 to the major standard 1.OA.1. The majority of the work is making graphs using tally marks then turning those into picture graphs. The lessons each have questions about the graphs; however, one question asks students, “How many more or less are in one category than in another?” (1.MD.4) The majority of the questions center around, “Which activity is the favorite?” or “Which kind of music is the favorite?”
• Topic 16 consists of students partitioning shapes. There are four lessons included in this topic. The topic is treated separately from major work of the grade. There is a missed opportunity with connecting 1.G.3 to 1.OA.7. (Understanding the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.) For example, in lesson 16-4, page 528, students solve word problems such as, “Pedro made a flag with 4 equal parts. He made 2 parts of his flag yellow. What part of the flag is yellow?” and “Dan drew a flag with 4 equal parts. He made 1 part green. Which picture did Dan draw?” In previous chapters, students examined how 4 = 2 + __ models pictures of fractions of equal sizes, but the materials do not make a connection to equations in this lesson.