6th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 85% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 6 / 8 |
The instructional materials reviewed for Grade 6 meet the expectation for alignment to the CCSSM. For focus, the instructional materials meet the criteria for the time devoted to the major work of the grade. Also, the majority of the chapters and the respective days allocated in the timeline align to the major work of this grade. For coherence, supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 6 meet the expectations for assessing grade-level content. Prerequisite skills from previous grades are assessed in the "are you ready" assessments. Content from future grades is not assessed.
Indicator 1a
The instructional materials reviewed for Grade 6 meet the expectations for assessing grade-level content. The materials also include assessment material for previously learned material to determine if students have the needed prerequisite skills. Overall the instructional materials only assess the grade-level content for Grade 6 and prerequisite skills and do not assess content from future grades.
- Module quizzes, assessment-readiness review, end-of-unit review and a performance task are included in each unit. In all of these assessment materials, only Grade 6 material was assessed.
- Each module has an "are you ready" assessment. This covers skills from previous grades that will be needed in order to complete the module successfully.
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 6 are developed so that students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. Seventy-three percent (73%) of the lessons address the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 6 meet the expectations for spending the large majority of class time on the major work of each grade. Forty of 55 lessons (73%) are spent on the major work. Based on the pacing guides in the teacher edition, about 94 of the 150 teaching days (63%) are spent on the major work of the grade. The required fluencies account for another 20 days (76% total).
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional material reviewed for Grade 6 partially meets the expectations for coherence and consistency with the CCSSM. The majority of the chapters and the respective days allocated in the timeline align to the major work of this grade. Supporting work is clearly connected to the focus of the grade and is done so in a meaningful way. Coherence is also evident in the instructional materials including problems and activities that serve to connect two or more clusters in a domain and that connect two or more domains in a grade. The weak point is that it only partially meets the expectations for the materials being 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 6 meet the expectations for the supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.
There are many examples in the modules of unit 6 (Relationships in Geometry) where the supporting content links to and enhances the major clusters. Modules 13, 14 and 15 teach the supporting cluster 6.G.A by building coherence with major clusters 6.EE.B and 6.NS.A. Unit 7 (Measurement and Data) uses fractions and decimals in the data sets and involves addition, subtraction and division, supporting the major work of extending the number system to the rational numbers.
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 6 partially meet the expectations for viability for one school year in order to foster coherence between grades. With only 150 days of lessons accounted for, teachers would need to find supplemental materials beyond the assessments to meet a full year of instructional time. Overall, the amount of content designated for this grade level is short of the amount of material needed to make it truly viable for one school year.
- According to the pacing guide, there is a suggested 150 days of lessons for 45-minute classes. There is guided practice and independent practice for each lesson. There is also a quiz and a formative assessment check for each module. All of this is included in the pacing guide.
- A summative end of the unit test is not included in the pacing guide. Adding one day per unit would bring the total to 157 days.
- There are many references in the teacher guide to online resources that provide more practice opportunities, however these are not available in the basic program.
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 6 partially meet the expectations for the material to be consistent with the progressions in the standards. The strongest point is that at the beginning of each module there is an "unpacking the standards" component. Although there is a page with the progressions listed, there are no references to other grades' standards within the lessons. Overall, the materials in Go Math - Grade 6 to some extent identify the progressions from prior grades in the standards.
- In the beginning of each module there is a section called "Unpacking the Standards." This puts the standards into students' language and provides examples of what they will be learning.
- This aligns with the standards and then demonstrates that students will be working only within the grade-level expectations.
- In an example on pages 1E-1F in unit 1 in the teacher edition there is a mathematics background that lets the teacher know what students should know before each lesson.
- There were no references to other grades within the lessons.
- There is a page that shows progressions in Grades 6, 7, and 8, but there is no reference to Grade 5.
The instructional materials reviewed for Grade 6 partially meet the expectation of giving all students extensive work with grade-level problems. Overall, the materials give students of varying abilities some, but not extensive, work with grade-level problems.
- The lessons are broken down into five sections: Engage, Explore, Explain, Elaborate and Evaluate. There are also tips and ideas for differentiating and extending the material.
- The teacher edition includes references to online additional resources, including "Math on the Spot," a video available by scanning the QR code in the student edition. However the teacher edition does not contain all of these resources.
The instructional materials reviewed for Grade 6 partially meet the expectation of relating grade-level concepts explicitly to prior knowledge from earlier grades. Overall, materials only generally relate grade-level concepts explicitly to prior knowledge from earlier grades.
- There is a chart at the beginning of each unit and module that relates new content to previously taught content, either earlier in the grade or from previous grades.
- The only place the Grade 5 level is explicitly mentioned is in the beginning of the Grade 5 review. The standards are unpacked, but do not mention the connection or how it relates to Grade 5, even when the cluster says "apply and extend previous understanding."
- At the front of each unit there is a "before, in this unit, and after" section at the bottom of the page. This is a good reference within the Grade 6, but it does not refer to previous grade work nor does it extend to future work beyond Grade 6.
- Students are assessed on prior knowledge at the beginning of each module. For example, unit 2, page 72-73F gives the math background resources.
- The publisher does print the progressions of the CCSSM in the teacher edition. However the document only has the progressions for Grades 6, 7 and 8. It does not show how the Grade 6 work is connected to Grade 5.
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 6 meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. The standards are referred to throughout the materials. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings.
- Each lesson has an essential question that aligns with the cluster headings.
- Unit 3 aligns with 6.RP, and units 4 and 5 align with 6.EE, which are major work clusters of Grade 6.
- There are also specific "Cluster Connection" identifiers in the teacher edition, such as those on pages 149, 253, and 423
- Unit 4, module 9, teacher edition, pages 237-39 clearly explain mathematical practices along with the domains and strands of the focus work,
The instructional materials include problems and activities that serve to connect two or more clusters in a domain and two or more domains in a grade in cases where the connections are natural and important.
- The materials connect two or more clusters within the grade:
- Unit 4 connects 6.EE.1, 6.NS.3 and 6.RP.3.C.
- Unit 5 connects 6.EE and 6.NS.
- Unit 6 connects 6.G.1 and 6.EE.7 as well as 6.G and 6.NS.
- The beginning of each unit and module clearly defines where these connections take place-critical area is defined, along with Common Core domains. For example, unit 3, module 8 (percents) gives the CCSSM, the mathematical practice(s), the essential question and questioning strategies, along with an activity that connects fractions and percents, which are major work of the grade level.