1st Grade - Gateway 1

The instructional materials reviewed for Everyday Mathematics 4 Grade 1 meet expectations for assessing grade-level content. Summative Interim Assessments include Beginning-of-Year, Mid-Year, and End-of-Year. Above-grade-level assessment items are present but could be modified or omitted without a significant impact on the underlying structure of the instructional materials.

Examples of aligned assessment items include but are not limited to:

• Unit 3 Open Response Assessment, Item 1, “Use the number line to help you solve the story. You are collecting leaves. You have 3 leaves in your pocket. You pick up some more leaves. Now you have 10 leaves. How many leaves did you pick up?” (1.OA.1)
• Unit 4 Assessment, Item 6, “Ali has 7 red crayons, 3 yellow crayons, and 7 blue crayons. How many crayons does he have in all? Explain how you found the sum.” (1.OA.2)
• Unit 6 Cumulative Assessment, Item 2, “Alice says that if she knows that 8 + 9 = 17, then she also knows that 9 + 8 = 17. Is Alice correct? Explain why or why not.” (1.OA.3)
• Mid-Year Assessment, Item 13, “Shelby and James used paper clips to measure a marker. Shelby measured like this: James measured like this: Who measured correctly? Tell why you think so.” (1.MD.2)

There are some above-grade-level assessment items that can be omitted or modified. These include: 

• Unit 3 Assessment, Item 7, “Fill in the rule and the frames.” (4.OA.5)
• Unit 7 Assessment, Item 11, “Find the rule. Fill in the missing numbers.” Students look at a function table containing in and out boxes, determine the rule, and fill in the missing numbers. (4.OA.5)
• End-the-Year Assessment, Item 5, “Fill in the rule and the missing numbers.” Students find the pattern, subtract 10, and fill in the missing numbers and rule when shown 95, 85, 75, ___, ___, 45, 35. (4.OA.5)

The instructional materials reviewed for Everyday Mathematics 4 Grade 1 meet expectations for spending a majority of instructional time on major work of the grade.

• There are 9 instructional units, of which 6 units address major work of the grade or supporting work connected to major work of the grade, approximately 67%.
• There are 109 lessons, of which 72.5 address major work of the grade or supporting work connected to the major work of the grade, approximately 67%.
• In total, there are 170 days of instruction (109 lessons, 37 flex days, and 24 days for assessment), of which 101 days address major work of the grade or supporting work connected to the major work of the grade, approximately 59%. 
• Within the 37 Flex days, the percentage of major work or supporting work connected to major work could not be calculated because the materials suggested list of differentiated activities do not include explicit instructions. Therefore, it cannot be determined if all students would be working on major work of the grade.

The number of lessons devoted to major work is most representative of the instructional materials. As a result, approximately 67% of the instructional materials focus on major work of the grade.

The instructional materials reviewed for Everyday Mathematics 4 Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of supporting standards/clusters connected to the major standards/clusters of the grade include but are not limited to:

• In Lesson 1-1, Focus: Estimating and Counting Collections of Objects, students guess the number of crayons a teacher has in a bag. After students make estimations, they count the actual number of crayons and determine the reasonableness of their guess. This connects supporting standard 1.G.1, “Distinguish between defining attributes versus non-defining attributes,” to the major work of 1.NBT.1, “Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.” 
• In Lesson 1-8, Focus: Organizing and Representing Data in a Tally Chart, students count and tally topics such as how children get to school, their favorite recess activity, or type of bottom they are wearing given 3 categories. This data is then represented in tally tables and used to answer questions requiring data interpretation. This connects the supporting standard 1.MD.4, “Organize, represent, and interpret data with up to three categories,” to the major work of 1.OA.6, “Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.”
• In Lesson 4-6, Focus: Building a Superhero Bar Graph, students make a tally chart of what superhero power classmates would choose (to fly, be invisible, or have extra strength). Students then make a bar graph of the same data and answer questions comparing the data. This connects the supporting standard 1.MD.4, “Organize, represent, and interpret data with up to three categories,” to the major work of 1.OA 6, “Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.”
• In Lesson 7-11, Focus: Introducing the Minute Hand, students discuss the length of a minute and an hour, while identifying the minute and second hand on an analog clock. Students clap in unison and count up to 60 to know the length of a minute. This connects the supporting standard 1.MD.3, “Tell and write time in hours and half-hours using analog and digital clocks,” to the major work of 1.NBT.1, “Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.”
• In Lesson 8-6, Focus: Making a Shapes Bar Graph, students practice building composite shapes with square, triangle, and trapezoid pattern blocks. Students then record the number of shapes they used on a bar graph and work with a partner to ask questions about the graphs. This connects the supporting work of 1.G.2, “Compose two-dimensional shapes or three-dimensional shapes to create a composite shape,” to the major work of 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.”

The instructional materials reviewed for Everyday Mathematics 4 Grade 1 meet expectations that the amount of content designated for one grade level is viable for one year. 

Recommended pacing information is found on page xxii of the Teacher’s Lesson Guide and online in the Instructional Pacing Recommendations. As designed, the instructional materials can be completed in 170 days:

• There are 9 instructional units with 109 lessons. Open Response/Reengagement lessons require 2 days of instruction adding 9 additional lesson days.
• There are 37 Flex Days that can be used for lesson extension, differentiation, games, etc; however, explicit teacher instructions are not provided.
• There are 24 days for assessment which include Progress Checks, Open Response Lessons, Beginning-of-Year Assessment, Mid-Year Assessment, and End-of-Year Assessment.   

The materials note lessons are 60-75 minutes and consist of 3 components: Warm-Up: 10-15 minutes; Core Activity: Focus: 30-35 minutes; and Core Activity: Practice: 15-20 minutes.

The instructional materials reviewed for Everyday Mathematics 4 Grade 1 meet expectations for being consistent with the progressions in the Standards. The instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades and with work in future grades. The instructional materials also present extensive work with grade-level problems.

The instructional materials relate grade-level concepts explicitly to prior knowledge from earlier grades. Each Section Organizer contains a Coherence section with “Links to the Past”. This section describes “how standards addressed in the Focus parts of the lessons link to the mathematics that children have done in the past.” Examples include:

• Teacher’s Lesson Guide, Section 1 Organizer, Coherence, “Links to the Past” for 1.NBT.1, “In Kindergarten, children learned to count to 100 by 1s and by 10s.”
• Teacher’s Lesson Guide, Section 4 Organizer, Coherence, “Links to the Past” for 1.MD.2, “In kindergarten, children identified measurable attributes of objects, including length. They also used direct comparison to determine which of two objects is longer.”
• Teacher’s Lesson Guide, Section 5 Organizer, Coherence, “Links to the Past” for 1.NBT.4, “In Kindergarten, children developed an understanding of teen numbers as 10 ones and some further ones.”
• Teacher’s Lesson Guide, Section 6 Organizer, Coherence, “Links to the Past” for 1.OA.3, “In Unit 2, children developed the Turn-Around Rule as a strategy to more efficiently solve addition facts. The flexibility needed to make sense of this strategy was first developed in Kindergarten as children learned to decompose numbers less than or equal to 10 in different ways.”
• Teacher’s Lesson Guide, Section 8 Organizer, Coherence, “Links to the Past” for 1.G.2, “In Unit 7, children explored 2-dimensional shapes with different attributes, reviewing various common shapes such as triangles and rectangles. In Kindergarten, children composed small shapes to form larger shapes.”

The instructional materials relate grade-level concepts with work in future grades. Each Section Organizer contains a Coherence section with “Links to the Future”. This section identifies what students “will do in the future.” Examples include:

• Teacher’s Lesson Guide, Section 1 Organizer, Coherence, “Links to the Future” for 1.OA.5, “In Unit 3, children will utilize number lines to keep track of counts as they solve addition and subtraction problems. In Grade 2, children will use their understanding of the relationship between addition and counting to make sense of the properties of even and odd numbers.”
• Teacher’s Lesson Guide, Section 3 Organizer, Coherence, “Links to the Future” for 1.NBT.1, “In Unit 5, children will use the patterns they observed when counting within 100 to expand the number grid to larger numbers as they create number scrolls. In Grade 2, children will extend this even further as they count and represent numbers to 1000.”
• Teacher’s Lesson Guide, Section 4 Organizer, Coherence, “Links to the Future” for 1.MD.1, “In Unit 4, children will progress from direct comparisons of length to indirect comparisons of length using a third object. Then in Unit 5, they will use indirect comparisons to order heights of fixed objects that can’t be measured directly. In Grade 2, children will use standard units to express the difference in lengths of two objects.”
• Teacher’s Lesson Guide, Section 6 Organizer, Coherence, “Links to the Future” for 1.NBT.4, “In Unit 9, children will revisit adding and subtracting within 100. In Grade 2, children will extend their strategies to solve addition and subtraction problems within 1000, with a focus on developing fluency within 100.”
• Teacher’s Lesson Guide, Section 8 Organizer, Coherence, “Links to the Future” for 1.G.3, “In Unit 9, children will review partitioning into halves and quarters and continue to reason why decomposing into more equal shares creates smaller shares. They will build upon those ideas in Grade 2 as they learn to partition a whole into thirds.”

Lesson 3-5 contains content from future grades that is not clearly identified as such. In Focus: Reviewing Skip Counting on Number Lines, “When children have completed the journal page, encourage them to discuss and compare any patterns they see in the different skip-counts. Ask: Why does it take more hops to count to 20 by 5s than it does by 10s?” This lesson is labeled 1.NBT.1, “Counting to 120, starting at any number less than 120.” Counting by 5s and 10s is a Grade 2 standard (2.NBT.2, “Count within 1,000; skip-count by 5s, 10s, and 100s”).

The instructional materials give students extensive work with grade-level problems except for 1.NBT.1, “Count to 120, staring at any number less than 120.” This standard is addressed in the Focus section of several lessons throughout Units 1-5 and embedded in Daily Routines which explore and extend real-world application of math. However, 2 of these lessons, Lesson 1-11 and 3-8, involve number charts to 120. In addition, examples given to teachers were within 100 (Lesson 1-11, Focus: Introducing the number grid, the materials provide a total of 12 examples for students to practice counting up and counting back by 1s and 10s. All 12 examples are within 80. For example, “Start at 26 and count back 4 hops. Where do you land?” or “Start at 70 and count back 10 hops. Where do you land?”)

The instructional materials reviewed for Everyday Mathematics 4 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. Focus and Supporting Clusters addressed in each section are found in the Table of Contents, the Focus portion of each Section Organizer, and in the Focus portion of each lesson. Examples include:

• Lesson 1-9, Focus: Exploring with Pattern Blocks, Base-10 Blocks, and Geoboards is shaped by 1.NBT.A, “Extend the counting sequence.” Students use pattern blocks to create designs and patterns, base-10 blocks to build structures, and geoboards to make various shapes and pictures.
• Lesson 3-6, Focus: Introducing Addition on the Number Line is shaped by 1.OA.A, “Represent and solve problems involving addition and subtraction.” Students use a number line to solve addition and subtraction problems.
• Lesson 4-6, Focus: Building a Superhero Bar Graph is shaped by 1.MD.C, “Represent and interpret data.” Students create a bar graph representing which superpower classmates choose (to fly, to be invisible, or to be extra strong).
• Lesson 8-1, Focus: Constructing Straw Polygons is shaped by 1.G.A, “Reason with shapes and their attributes.” Students review defining attributes and create polygons using straws.
• Lesson 9-9, Focus: Reviewing Place Value is shaped by 1.NBT.B, “Understand place value.” Students use base-10 blocks to demonstrate 2-digit numbers.

The materials include problems and activities connecting two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. Examples include:

• In Lesson 1-5, Focus: Bunny Hop, while playing a game, students use a number line to count up and back. 1.OA.C, “Add and subtract within 20 connects” to 1.NBT.A, “Extend the counting sequence.”
• In Lesson 2-10, Focus: Introducing Addition Number Models, students “use plus and equal signs to write number models for change-to-more word problems.” 1.OA.A, “Represent and solve problems involving addition and subtraction” connects to 1.OA.C, “Add and subtract within 20.”
• In Lesson 3-6, Focus: Introducing Addition on the Number Line, students use a number line to solve addition problems and share their solution strategies. 1.NBT.A, “Extend the counting sequence” connects to 1.OA.C, “Add and subtract within 20.”
• In Lesson 4-8, Focus: Fact Strategy Review, students use strategies to solve addition facts and record the facts they know. 1.OA.B, “Understand and apply properties of operations and the relationship between addition and subtraction” connects to 1.OA.C, “Add and subtract within 20.”
• In Lesson 5-7, Focus: Measuring a Path, students measure the length of a crooked path with paperclips. 1.MD.A, “Measure lengths indirectly and by iterating length units” connects to 1.OA.C, “Add and subtract within 20.”
• In Lesson 5-11, Focus: Subtracting Animal Weights, students use a variety of strategies to find the difference in weights of pairs of animals. 1.NBT.B, “Understand place value” connects to 1.NBT.C, “Use place value understanding and properties of operations to add and subtract.”
• In Lesson 8-8, Focus: Introducing Time to the Half Hour, students shade a clock face and determine how much time this represents. 1.MD.B, “Tell and write time” connects with 1.G.A, “Reason with shapes and their attributes.”
• In Lesson 8-10, Focus: Reviewing Place Value on the Number Grid, students review place-value patterns shown on the number grid and model the patterns with base-10 blocks. 1.NBT.B, “Understand place value” connects to 1.NBT.C, “Use place value understanding and properties of operations to add and subtract.”
• In Lesson 9-5, Focus: Adding 2-Digit Vending Machine Prices, students use different strategies to add prices of items from a vending machine. 1.OA.A, “Represent and solve problems involving addition and subtraction” connects to 1.NBT.C, “Use place value understanding and properties of operations to add and subtract.”