4th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 100% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The materials reviewed for Grade 4 meet the expectations for gateway 1. These materials do not assess above-grade-level content, and they spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards, and students are offered extensive work with grade level problems. Connections are made between clusters and domains where appropriate. Overall, the Grade 4 materials are focused and follow a coherent plan.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 4 meet the expectations for this criterion by not assessing any topics before the grade level in which the topic is introduced in the standards. No above-grade-level content was assessed on mid-module or end-of-module assessments in any module. All assessments, rubrics and topics relate to Grade 4 standards. For example, students are assessed on understanding and fluency with multidigit multiplication, comparison of decimal fractions and using the four operations to solve problems. Overall, the instructional material meets the expectations for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 4 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each module.
- No above-grade-level content was assessed on mid-module or end-of-module assessments.
- All assessments, rubrics and topics relate to Grade 4 standards or below.
- The summative assessments focus on grade-level topics.
- Students are expected to become fluent in addition and subtraction with larger numbers within the first module.
- Students are allowed to choose a method for multiplication and encouraged to use a method based on place value.
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 reviewed for Grade 4 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters in 4.NBT and 4.NF and cluster A in 4.OA.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 4 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters in 4.NBT and 4.NF and cluster A in 4.OA.
- While some lessons include multiple standards, a large majority are explicitly focused on major work.
- Of seven modules, module 1 addresses major work exclusively. Modules 2, 3, 5, 6 and 7 devote a few lessons to additional and supporting work.
- Module 4 focuses on additional and supporting work.
- Of the 27 assessment days, 18 are devoted to major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 4 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, students are solving multiplicative comparisons and conversions using their understandings of place value and operations. The materials include a full program of study that is viable content for a school year, including 180 days of lessons and assessments. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade-level problems, even those who struggle, and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Module 1 includes a topic called "Place Value of Multidigit Whole Numbers," which is similar to the cluster heading "Generalize Place Value Understanding for Multidigit Whole Numbers." Connections are made between domains and clusters within the grade level. For example, fraction work is connected to data and measurement lessons. Overall, the Grade 4 materials support coherence and are consistent with the progressions in the standards.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 4 meet the expectations for supporting content as a way to enhance coherence. For Grade 4, reviewers focused on the use of data, factors and multiples, measurement, and conversion of measurements as methods for supporting operations with whole numbers and fractions.
- In module 2, students are solving measurement word problems using the four operations.
- In module 2, students are solving problems using metric conversion giving them practice with multidigit arithmetic.
- In module 2, conversion strategies are suggested including strategies relying specifically on place value.
- In module 3, factors and multiples are used for multidigit arithmetic.
- In module 5, students create line plots using fractional measurements.
- In module 5, students solve measurement word problems involving fractions.
- In module 7, students are solving multiplicative comparisons and conversions using their understandings of place value and operations.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for Grade 4 meet the expectations for this indicator by providing a viable level of content for one school year.
- Materials provide for 180 days of instruction and assessment.
- Lessons are expected to be 60 minutes.
- Lessons generally include fluency practice, application problems, concept development, and a student debrief.
- The materials are structured so that a teacher could make modifications if necessary.
- While a district, school or teacher would not need to make significant changes to the schedule set forth, reviewers indicated concerns for the volume of lessons.
- Some lessons may take longer than indicated.
- Days are included at the end of the year for culmination activities and preparation for summer practice.
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 Grade 4 are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.
- The problem types included in the application problems show an increasing level of difficulty.
- Foundational standards from Grade 3 or from previous Grade 4 work are included for each module.
- In later modules, standards from earlier in the school year are listed as foundational standards. For example, 4.OA.3 and 4.NBT.4 are taught in module 1 and then listed as foundational standards in module 2.
- Module 1 focuses on multidigit addition and subtraction. Module 2 includes problem solving with these strategies. Module 3 progresses to multiplication and division.
- Within the fraction progression, students first work with unit fractions, then fraction equivalence and ordering, then addition and subtraction and finally multiplication of fractions.
- Problem sets in each module offer students extensive work on grade-level problems.
- Within the differentiation sections, teachers are given suggestions for supporting struggling students while continuing to expect that students work on grade-level problems.
- Suggestions for supporting the English language learner (ELL) continue to reflect the high level of expectations for these students.
- Teacher notes include suggestions for advanced students to continue working within their grade level while deepening their understanding of the content.
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 reviewed for Grade 4 foster coherence through connections at the grade level.
- Module 1 includes a topic called "Place Value of Multidigit Whole Numbers," which is similar to the cluster heading "Generalize Place Value Understanding for Multidigit Whole Numbers."
- Module 2 is called "Unit Conversions and Problem Solving with Metric Measurement," which is similar to the cluster heading "Solve Problems Involving Measurement and Conversion."
- Module 5 has a topic called "Decomposition and Fraction Equivalence," which is similar to the cluster heading "Extend Understanding of Fraction Equivalence and Ordering."
- Module 5 connects 4.NF.A to 4.NF.B and connects both to 4.MD.A and 4.MD.B.
- Module 3 connects 4.OA.A to 4.MD.A.
- Module 3 connects 4.NBT.A and 4.NBT.B to 4.OA.A.
- Module 4 connects the measurement and geometry domains.