1st Grade - Gateway 1

The instructional materials reviewed for Eureka Grade 1 meet expectations that they assess grade-level content. Each Eureka Module includes one or more assessments that hold students accountable for Grade 1 content. These assessments are the Mid-Module and End-of-Module assessments. Examples of the assessments include:

• In Module 1, Mid-Module Assessment Task: Students use addition and subtraction to solve word problems (1.OA.1) with numbers represented in various forms (number sentences, story problems). Additionally, students write explanations for their thinking. This various work covers all standards within Operations and Algebraic Thinking for Grade 1.
• In Module 2, Mid-Module Assessment Task: Students develop addition and subtraction strategies using drawings, written explanations, number bonds, and number sentences (1.OA.2). There are some questions that use money for context, but the questions assess addition/subtraction strategies and not money. Question 1 states, “Pedro has 8 pennies. Anita has 4 pennies. Olga has 2 pennies. a. Whose pennies together make ten? b. How many pennies do Pedro, Anita and Olga have in all? Explain your thinking using a math drawing and a number sentence. Complete the statement. Pedro, Anita and Olga have ______ pennies in all.”
• In Module 5, End-of-Module Assessment Task: Students identify, partition and describe attributes of shapes (1.G.1). Question 2 states, “Is the shape a triangle? If it is, write YES on the line. If it is not, explain why it is not a triangle on the line.”

Assessment items aligned to 1.OA.2 do not require students to use a symbol to represent an unknown in any position in an equation.

The instructional materials reviewed for Eureka Grade 1 meet expectations for spending a majority of instructional time on major work of the grade. This includes all clusters within the domains 1.OA, 1.NBT and cluster A in 1.MD.

• More than 65 percent of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
• Of the 153 lesson days, approximately 134 days (88 percent) are spent on the major clusters of the grade.
• Of the six modules, Modules 1, 2 and 4 focus on major work. Module 3 devotes 11 of 13 lessons to major work. Module 6 includes five lessons on supporting work.
• Of the 27 assessment days, 25 assess major work.

The instructional materials reviewed for Eureka Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade. For example:

• In Module 3, Lesson 12: 1.MD.C supports the major work of 1.OA.1. Students create bar graphs with three different data points and answer questions related to the number of objects. This is connected to major standard 1.OA 1 as students count and use addition and subtraction to find how many more or less in a category.
• In Module 5, Lesson 1: 1.G.1 supports the major work of 1.NBT and 1.OA.B. Students identify and compose shapes while using their counting skills. Problem Set Question 1 states, “Circle the shapes that have 5 straight sides. Draw a shape that has 3 straight sides. Draw another shape with 3 straight sides that is different from 4(a) and from the ones above.”
• In Module 6, Lesson 22: 1.MD.3 supports the major work of 1.OA.2. Students use money, addition and problem solving skills. Homework Questions 2 and 3 state, “Lee has one coin in his pocket, and Pedro has 3 coins. Pedro has more money than Lee. Draw a picture to show the coins each boy might have.” and “Bailey has 4 coins in her pocket, and Ingrid has 4 coins. Ingrid has more money than Bailey. Draw a picture to show the coins each girl might have.”
• In Module 6, Lesson 23: 1.MD.3 supports the major work of 1.OA.6. Students work with coin amounts while using addition skills. Problem Set Question 1 states, “Add pennies to show the written amount (Shows various coins that must be added onto in order to arrive at the given written amount).”

Instructional materials for Eureka Grade 1 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 180 days. The suggested amount of time and expectations of the materials for teachers and students are viable for one school year as written and would not require significant modifications.

The instructional materials consist of 6 Modules. Instruction and assessment days are included in the following count:

• Module 1: 45 days
• Module 2: 35 days
• Module 3: 15 days
• Module 4: 45 days
• Module 5: 15 days
• Module 6: 35 days

All lessons are paced to be 60 minutes in length. Lessons include fluency practice, application problems, concept development and a student debrief. Lessons vary in amount of time spent on various sections, but time estimates are reasonable and appropriate for the activities described. Module 6 includes three days of Culminating Experiences that include culminating activities and preparation for summer practice.

The instructional materials for Eureka Grade 1 meet expectations for the materials being consistent with the progressions in the standards. The instructional materials give all students extensive work with grade-level problems and identify as well as explicitly connect grade-level work to prior or future grades. Each module starts with a summary of what concepts will be taught within that module.

The lessons support the progression of Grade 1 standards by explicitly stating connections to prior or future grades. The following examples are from Module 6:

• “In the final module, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards.”
• “Students extend their understanding of tens and ones with numbers to 100 . Students then count and write numbers to 120 using both standard numerals and the unit form.”
• “In Topics C and D, students again extend their learning from Module 4 of the numbers to 100 to add and subtract.”
• “Halfway thru Module 6, students are introduced to nickels and quarters, having already used pennies and dimes in the context of their work with numbers to 40 in Module 4.”
• “If students are readily able to apply their learning from Module 4 to Module 6, consider consolidating lessons in Topics A, B, and C.”

Foundational standards from Kindergarten are included. An example from Module 1 is:

• Count to tell the number of objects K.CC.4.b | K.CC.4.c
• Counting & Cardinality K.CC.2 | K.CC.4.b | K.CC.4.c
• Know number names and the count sequence K.CC.2
• Operations & Algebraic Thinking K.OA.3 | K.OA.4 | K.OA.5
• Understand addition, and understand subtraction K.OA.3 | K.OA.4 | K.OA.5

Materials begin with fluency in addition and subtraction to 10, which reinforces material taught near the end of the kindergarten sequence. Module 1 specifically references students in kindergarten learning to find sums to create 10 from a given number and has students work to build tens from 6, 7, 8, etc. Materials specifically reference the words put together for adding as the kindergarten materials do.

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. The following examples are from Module 4:

• In Lesson 2, students build upon prior work with place value to 20. Students create tens and ones using fingers, linking cubes, dimes, and pennies to represent numbers to 40 in various ways. Students use a place value chart to organize units. Core Addition Fluency Review Question 15 states, “Choose a number less than 40. Make a math drawing to represent it, and fill in the number bond and place value chart.
• In Lesson 7, students compare quantities and begin using the symbols for greater than and less than. Students demonstrate their understanding of place value. Problem Set Question 5 states, “Circle the number that is greater in each pair: 1 ten 2 ones or 3 tens 2 ones”
• In Lesson 16, students work on the addition and subtraction of tens, using understanding of place value. For example, 30 +10 = 40 is 3 tens + 1 ten =4 tens. Exit Ticket Question 5 states, “Draw dimes and pennies to help you solve the addition problem. 13 + 20”
• In Lesson 20, students work with larger quantities and place value to add 2 digit numbers. Problem Set Question 5 states, “Ben has 6 baseball practices in the morning this month. If Ben also has 6 practices in the afternoon, how many baseball practices does Ben have?”

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

Materials include learning objectives that are visibly shaped by CCSSM cluster headings.

• In Module 3, Lesson 6: “Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving compare with difference unknown word problems.” is shaped by 1.MD.A, “Measure Lengths Indirectly and by Iterating Length Units.”
• In Module 6, Lesson 11: “Add a Multiple of 10 to Any Two -Digit Number Within 100.” is shaped by 1.NBT.C, “Use Place Value Understanding and Properties of Operations to Add and Subtract.”

Materials include problems and activities that 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.

• In Module 3, Lesson 12: Measurement and Data (1.MD) connects to Operations and Algebraic Thinking (1.OA). Students solve addition and subtraction word problems from data given in a graph.
• In Module 2, Lesson 28: Number and Operations in Base Ten (1.NBT) connects to Operations and Algebraic Thinking (1.OA). Students solve word problems using place value understanding.