1st Grade - Gateway 1

The instructional materials reviewed for HMH Into Math Grade 1 meet expectations for assessing grade-level content.

 Assessments are located in the Assessment Guide book. Assessments consist of a Prerequisite Skills Inventory, Middle-of-Year Test, End-of-Year Test, 18 Module Tests, and 6 Unit Performance Tasks. Each Module Assessment consists of a printable and interactive Form A and Form B.

The Interactive Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the Interactive End of Year Test assesses the full year of standards. For example, Middle of Year Test, Item 3, “Which of these shows how to use counting back to find 11 – 2?" (1.OA.1)

Module Tests are available digitally and in the Assessment Guide. Examples include:

• Module 3 Test, Forms A and B, Items 2, 3, and 5, students use the properties of operations as strategies to add and subtract. In Form A, Item 5, “What number will make the equation true? 4 + = 7 + 4.” (1.OA.3) 
• Module 6 Test, Forms A and B, Items 1-8, students solve addition and subtraction word Items within 20 involving situations of adding to, taking apart, putting together, with unknowns in all positions. In Form A, Item 3, “There are 16 children on the rug. There are 7 children standing. The rest are sitting. How many children are sitting on the rug? 16 =___ + 7, ____  children.” (1.OA.1) 
• Module 9 Test, Forms A and B, Item 2, students identify bundles of ten with given models. In Form B, Item 2, “How many groups of ten can be made from these blocks?” The picture shows 20 blocks arranged in a 4 by 5 array. (1.NBT.2.a) 
• Module 9 Test, Forms A and B, Items 3, 8, and 9, students use models to determine how many tens or asked to match a given number of tens as ___ tens and 0 ones. In Form B, Item 8, “Richard has 8 bags. He puts 10 blocks in each bag. How many blocks are in all the bags?”  (1.NBT.2c)
• Module 9 Test, Forms A and B, Items 4-6, students look at numbers 11-19 and select the correct answer of 1 ten and ___ ones. In Form B, Item 5, “Travis has 10 toy trucks. He gets 5 more toy trucks. How many toy trucks does Travis have now?____ ten _____ ones, _____ toy trucks.” (1.NBT.2b)
• Module 10 Test, Form A, Item 2, students count by ones to find a missing number. “Count by ones. What number is missing? 79, 80,___ , 82, 83?” (1.NBT.1)
• Module 12 Test, Items 1, 3, and 5, students add two-digit addends with single-digit addends to add within 100. In Form A, Item 3, “Liam has 14 baseball cards and 9 soccer cards. Which equation shows how many sports cards Liam has?” (1.NBT.4)
• Module 12 Test, Forms A and B, Items 7 and 8, students show ten more or ten less of a number using equations, word Items, or matching. In Form A, Item 7, “Draw a line from each number to the number that is 10 less. You will not use all the numbers.” (1.NBT.5)
• Module 12 Test, Forms A and B, Items 9 and 10, students solve word problems. In Form A, Item 10, “Noah sees 40 fish. There are 30 green fish. The rest are orange. How many orange fish does Noah see?” (1.NBT.6)
• Module 15 Test, Forms A and B, Items 1 and 2, students identify two-dimensional shapes using defining attributes and describe defining attributes. In Form A, Item 2, “Which shape has 6 sides and 6 vertices?” Students choose from a square, hexagon, and rectangle. (1.G.1) 
• Module 15 Test, Forms A and B, Items 3 and 6-7, students create composite shapes or identify shapes used to create composite shapes. In Form A, Item 3, “Which shape can be made by combining these 3 shapes?” (1.G.2)
• Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Module 3 Task 2, “Jamal has some marbles. He has 28 green marbles. If the number of blue marbles is 10 more than the number of green marbles, how many blue marbles does Jamal have? Write how you know.” (1.NBT.4) 

The instructional materials reviewed for HMH Into Math Grade 1 meet expectations for spending a majority of instructional time on major work of the grade.

• The approximate number of Modules devoted to major work of the grade (including assessments and supporting work connected to the major work) is 15 out of 18, which is approximately 83%.
• The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 87 out of 99, which is approximately 88%.
• The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 129 out of 160, which is approximately 80%.

 A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each module. As a result, approximately 88% of the instructional materials focus on major work of the grade.

The instructional materials reviewed for HMH Into Math Grade 1 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the instructional materials, major work of the grade is supported by non-major work.

Module 8, Data, engages students with 1.MD.4, (Represent and interpret data). Throughout the module connections are made to the major work of 1.OA.A, (Represent and solve problems involving addition and subtraction), and 1.OA.C, (Add and subtract within 20). Examples of how the materials connect supporting work to the major work of the grade include: 

• In Lesson 1, More Practice/ Homework, the supporting work of 1.MD.4 is connected to the major work of 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.) as students solve Problem 3, “How many more starfish are there than shells?  Write an equation to show how you know.”
• In Lesson 4, More Practice/Homework, the supporting work of 1.MD.4 is connected to the major work of 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10), as students solve Problem 1, Use the picture (6 golf balls and 9 tennis balls) to make a tally chart. Problem 2, “How many sports balls does Jo have? Problem 3, Are there more golf balls or tennis balls?”
• In Lesson 6, Build Understanding, the supporting work of 1.MD.4 is connected to the major work of 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10) as students solve Problem C, “Are there more dogs or cats? How many more?  Equation:_____________.”
• In Lesson 7, On Your Own, Problem 2, the supporting work of 1.MD.4 is connected to the major work of 1.OA.2 (Solve word problems that call for addition of three whole numbers whose sum is less than 20) and 1.OA.6 (Add and subtract within 20) as students “Make a bar graph to show the problem. Then use the problem to solve: Some leaves fall from a tree. 9 leaves are red. There are 5 more red leaves than orange leaves. There are 2 fewer yellow leaves than orange leaves. How many leaves fell from the tree?”

Instructional materials reviewed for HMH Into Math 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 160 days. The suggested amount of time and expectations for teachers and students in the materials are viable for one school year as written and would not require significant modifications.

• There are 115 days of instruction.
• There are 3 days per year for the Growth Measure Assessments.
• There are 6 Units. There is 1 day per Unit for the Performance Task total of 6 days.
• There are 18 Modules, with 1 day for each Module Opener, Are You Ready?, and 1 day for each Module Review and Module Test, for a total of 36 days.

The suggested pacing from the publisher is 1 day per lesson for most lessons. However, some lessons are listed for 2 days. There are no lessons that require more than 2 instructional days to complete. 

The instructional materials reviewed for HMH Into Math Grade 1 meet expectations for being consistent with the progressions in the Standards, providing all students with extensive work of the grade, and explicitly identifying prior knowledge needed for grade level work.

In the Planning and Pacing Guide, there is a Correlations Chart where all grade-level standards are represented. Tasks are aligned to grade-level work and are connected to prior knowledge. A typical lesson has Are You Ready? to assess student readiness for the upcoming module, Warm-Up Options, and Spark Your Learning activities intended to assist with activating prior knowledge. Build Understanding/Step It Out, On Your Own, and More Practice/Homework, which includes a Spiral Review, are available in most lessons. Additionally, every lesson provides Small Group Options or Math Center Options that can be used to plan for differentiated instruction.

 The instructional materials clearly identify for each module Teaching for Success that shows the progressions of the standards from “Prior Learning”, to “Current Development,” and to “Future Connections” respectively. In the beginning of each lesson, Mathematical Progressions include the same progressions with “Future Connections” explicit to the lesson. Examples of “Future Connections” include:

• Module 3, Lesson 2, Mathematical Progressions, Future Connections, “Children will add and subtract within 1,000, using strategies based on properties of operations (Grade 2, Lessons 13.6-13.7); Children will fluently add and subtract within 20 (Grade 2, Lessons 1.1-1).” 
• Module 6, Lesson 6, Mathematical Progressions, Future Connections, “Children will use addition and subtraction within 100 to solve word problems. (Grade 2, 14-3-14.5, 15.1-15.2); Children will solve two-step addition and subtraction word problems (Grade 2, Lesson 15.3).”
• Module 16, Lesson 4, Mathematical Progressions, Future Connections, “ Children will identify, describe, and draw two, three, or four equal shares. (Grade 2, Lessons 22.2-22.3); Children will identify these equal shares as halves, thirds, and fourths (quarters) (Grade 2, Lessons 22.2-22.3); children will use different ways to show halves, thirds, and fourths (quarters) (Grade 2, Lesson 22.5).” 

A typical lesson includes multiple opportunities for students to engage with extensive work of the grade. Build Understanding and Step It Out and Connect Concepts and Skills are intended to engage students with new grade-level content. During On Your Own (independent practice), and More Practice/Homework, students work with grade-level problems. For example:

• Unit 2 addresses Addition and Subtraction Situations and Data. Students engage with extensive work of the grade to understand “add to and take from” problems, “put together and take apart” problems, and comparison problems.
• Module 5, Lesson 4, On Your Own, Problem 2, “Bert has some markers. He gives 8 to Alex. Now he has 5 markers. How many markers did he have to start?” Students draw a picture and write an equation to represent the problem and find the number of markers.
• Module 6, Lesson 7, More Practice/Homework, Problem 2, students solve “The Beach Shop has 15 pails. The pails are red or blue. How many of each color could there be?”
• Module 7, Lesson 6, On Your Own, Problem 7, students solve comparison problems. “Ellen has 9 peaches. Saul has 14 peachers. How many fewer peaches does Ellen have than Saul? Draw a picture to show how to solve the problem.”
• Unit 5, Geometry, addresses two- and three-dimensional shapes, and introduces fraction foundations. 
• Module 14, Lesson 3, On Your Own, Problem 4, students compose new three-dimensional shapes. Students are given a picture of a 4 unit cube to solve “How can you make this shape using combined shapes?” Students can use unit cubes, rectangles, and other combined shapes to make the cube.
• Module 15, Lesson 5, On Your Own, Problem 2, students compose two-dimensional shapes. “Use 2 rectangles to make a square. Make a second square, just like the first. Put the 2 squares together to make another shape. What is the new shape?”
• Module 16 addresses fraction foundations. In Lesson 1, students take apart two-dimensional shapes. In Lesson 2, students explore equal and unequal shares. Lessons 3 and 4 students partition shapes into halves and fourths respectfully. Lesson 2, On Your Own, Problem 7, “Is half of a shape smaller or larger than the whole shape. Explain.” 

In addition to including Mathematical Progressions identifying prior learning for each lesson, the beginning of each module explicitly identifies and engages prior learning during the "Are You Ready?" activities designed to diagnose mastery, inform grouping and differentiation. Warm-Up Options in all lessons, and Spark Your Learning activities in Build Understanding and Connect Concepts and Skills lessons are intended to assist with activating prior knowledge. Examples include:

• Module 3, Are You Ready?, includes ways to make 5  (K.CC.4b), using symbols to add (K.OA.1) and drawing equal groups (K.CC.6). Problem 1, Use connecting cubes. “Show different ways to make 5. Color what you did.”
• In Module 10, Lesson 5, Mathematical Progressions, Prior Learning is identified. “Children used tens and ones to represent numbers to 20 (Grade K, 17.1, 17.2, 17.3, 17.4, 18.1, 18.2, 18.3).”
• In Module 18, Lesson 4, Spark You Learning, students show times on a clock. “Activate prior knowledge but showing children images of clocks. Ask: Which is the hour hand? Which is the minute hand? How can you tell which is the hour hand? How does the minute hand differ from the hour hand?”

The instructional materials reviewed for HMH Into Math Grade 1 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are visibly shaped by CCSSM cluster headings, including:

• In Module 2, Lesson 3, the Learning Objective, “Use counting on as a strategy to solve basic subtraction facts,” is shaped by 1.OA.C, (Add and subtract within 20).
• In Module 13, Lesson 2, the Learning Objective, “Add two-digit numbers within 100 using place value,” is shaped by 1.NBT.C, (Use place value understanding and properties of operations to add and subtract).
• In Module 14, Lesson 2, the learning objective, “Combine three-dimensional shapes to make composite shapes,” is shaped by 1.G.A, (Reason with shapes and their attributes).

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, and examples of this include:

• In Module 4, Lesson 1 , On Your Own  connects 1.OA.A, and 1.OA.C as students solve problems involving addition and subtraction and add and subtract within 20. Step It Out, Problem 2, “There are 13 birds in a tree. 9 are red. The rest are blue, How many blue birds are in the tree? Use addition to solve 13 - 9 = __. A. Use the numbers from the subtraction problem to write an addition equation.”
• Module 12, Lesson 1, Build Understanding, connects 1.NBT.B with 1.NBT. as students develop their understanding of place value and use that understanding to add and subtract. Task 1, “The Beach Shop has 30 adult sunglasses and 40 child sunglasses. B. How many sunglasses does the shop have? A. How can you show the problem? How can you write an equation to solve the problem? C. The shop has __ sunglasses.”
• In Module 13, Lesson 2, connects 1.NBT.C  and 1. NBT.B as students solve addition problems using place value understanding. Check Understanding, Problem 1, “Draw to show the numbers. Use tens and ones to add. Stuart has 34 stickers. He gets 42 more. How many stickers does he have now?” Students are given a tens and ones diagram.