1st Grade - Gateway 1

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

The i-Ready Classroom Mathematics assessments are found in the Teacher Toolbox and include  Unit Assessments. The Grade 1 materials contain six units, with each unit providing numerous opportunities for both formative and summative assessments. Summative assessment items include:

• Unit 2, Assess, Unit Assessment, Form A, Item 7, “How can I use doubles to find 8+9? Circle.” Equations to choose from include: 8+9+1, 8+8+1, 9+9+1. (1.OA.6)

• Unit 3, Assess, Unit Assessment, Form B, Item 5, “How many more children choose [picture of Play-Doh] than [picture of scissors]? [BLANK] more children choose [picture of Play-Doh] than [picture of scissors].” A graph is shown depicting students' favorite activities: scissors, crayons, and Play-Doh. (1.MD.4)

• Unit 4, Assess, Unit Assessment, Form A, Item 3, “Find all the numbers that make the comparison true. Circle. ___<32.” Answer choices include: 23, 30, 35, and 50. (1.NBT.3)

• Unit 5, Assess, Unit Assessment, Form B, Item 2, “Find 52+34. 52+34=___.” (1.NBT.4)

• Unit 6, Assess, Unit Assessment, Form A, Item 7, “Three sandwiches are the same size. Rene cuts one sandwich into halves. Salam cuts one sandwich into fourths. Noa cuts one sandwich into quarters. Whose parts are largest? Circle.” Answer choices include: Renee, Salam, and Noa. (1.G.3) 

i-Ready Classroom Mathematics Grade 1 includes an item that is above-grade-level but could be removed or modified without impacting the structure of the materials. For example:

• Unit 5, Assess, Unit Assessment, Form A, Item 12, “Jabari has 25 stickers. He buys 43 more stickers. How many stickers does Jabari have now? Jabari has ___ stickers now.” Directions are provided to the teacher to indicate children may use a 100 chart, base ten blocks, drawing, or mental math to solve the problem. This problem is aligned to 1.NBT.4 (Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten). This problem better aligns to 2.OA.1 (Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations for giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

According to the Program Overview, Program Organization document, “The lessons in i-Ready Classroom Mathematics span multiple days and integrate several standards to help students make connections and develop a deep understanding.” There are three types of lessons: 1. Strategy Lessons, which comprise the majority of lessons in the program and “help students make important connections and deepen their understanding while acquiring and developing mathematical skills and strategies,” 2. Understand Lessons, which “begin with the word “Understand” focus primarily on conceptual understanding and occur at key points in the instructional sequence,” and 3. Math in Action Lessons, which occur at the end of each unit and “review and apply unit content and teach students how to develop complete responses to a performance task.” 

The i-Ready Classroom Mathematics materials provide a consistent structure within each lesson, which is a session or “day”, and each “plays a different role in supporting student understanding.” “Each session takes 45-60 minutes to complete and includes time for instruction, practice, and differentiation.” Day 1 consists of an Explore session which “connects prior knowledge and introduces new content.” Days 2-4 consist of Develop sessions which “build multi-dimensional understanding using rich tasks, problem solving, discourse, and multiple representations.” Day 5 consists of a Refine session which “strengthen skills and understanding with in-class practice time” and “reteach, reinforce, and extend learning.” The materials present all students with opportunities to meet the full intent and engage in extensive work with each grade-level standard. Examples include:

• Unit 2, Lesson 7, Sessions 2 and 3, engage students with the full intent and extensive work of 1.OA.2 (Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20…). Lesson 7, Add Three Numbers, Session 2, Develop, students “Develop strategies for adding three addends” and “Recognize that number partners for 10 can be used to efficiently group and add three addends.” Try-Discuss-Connect, “How can you group three numbers to add them?” Try It, “Read the problem aloud: Asha makes 5 puppets. Jay makes 4 puppets. Tomas makes 6 puppets. How many puppets do they make?” Make Sense of the Problem, “Use Act it Out to help children make sense of the problem. Have children work independently on Try It.” Connect It, Facilitate Whole Class Discussion, “Help children make sense of different ways to combine three addends by comparing the model in Model It to their own. After individual think time, have children share and discuss their ideas. Children may also use pictures, numbers, or words to record ideas. ASK How did you show 5, 4, and 6? How does Model It show 5, 4, and 6? LISTEN FOR explanations of different approaches to adding 5, 4, and 6 accompanied by recognition that the model shows adding 5+4+6 by first finding number partners to 10 (4 and 6), adding them, and then adding 5 more ones to make 15. ASK, “How can finding partners for 10 help you add three numbers?” LISTEN FOR children to say that they can find two of the three numbers that add to 10. Then they can find the total by thinking about 10 and some more ones.” Session 3, Develop,  students “Develop addition strategies for adding three numbers.” and “Recognize that doubles facts can be used to efficiently add three numbers.” Try-Discuss-Connect, “How can grouping numbers in different ways help you solve problems?” Try It, “There are 2 triangle blocks, 6 square blocks, and 2 hexagon blocks. Make Sense of the Problem, “Use Say It Another Way to help children identify what they need to know and find. Have children work independently on Try It.” Discuss It, Support Partner Discussion, “After children have worked independently on Try It, have them respond to Discuss It with a partner. If children need support in getting started, prompt them to ask each other questions such as: How did you decide which two numbers to add first? How did adding these two numbers first help you find the total?” Facilitate Whole Class Discussion, “Have selected children share their strategies in the order you have decided on. ASK How does [child name]’s strategy show finding 2+6+2? LISTEN FOR children to note strategies, such as using drawings to count all or count on or recognizing 2 and 2 as a double fact.” 

• Unit 3, Lesson 14, Sessions 2-4, engage students with the full intent and extensive work of 1.OA.7 (Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false…). Lesson 14, True and False Equations, Session 2, Develop, students “Develop an understanding that an equation connects two equal quantities.” and “Recognize when equations are true or false.” Independent Practice, Student Worktext, “Is the equation true or false? Color connecting cubes to show your thinking. Trace or cross out the = sign. 8+1=13-7” An image shows eight orange cubes affixed to a blue cube and four white cubes. Session 3, Develop, students “Develop strategies to find missing numbers in equations” and “Recognize that when finding a missing number, they are finding a number that makes the equation true.” Apply It Activity, Missing Match, “Roll the number cube. Turn over one equation card. Decide if your number makes your equation true. If it does, keep the card. Record the equation. If it does not, put the card back.” The student workbook has 10 equation templates with a blank line, circle, blank line, equal sign, and a blank line for students to record the equations. Session 4, Refine, students “Refine ideas about equal quantities and finding missing numbers.” Number Sense, Which One Doesn’t Belong, “Show the slide. ASK: Which three make a set? Which one doesn’t belong? Encourage children to make time and look at the slide. Have children turn and talk about which one they think does not belong. LISTEN FOR a variety of solutions to support whole class sharing.” Facilitate Whole Class Discussion, “Which three make a set? Which one doesn’t belong? Does anyone have a reason ___ equation does not belong?” 

• Unit 4, Lesson 17, Sessions 2-4, engage students with the full intent and extensive work with 1.NBT.3 (Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <). Session 2, Develop, students “Develop understanding of using tens and ones to compare numbers” and “Recognize that the greater than and less than symbols can be used to describe comparisons.” Try-Discuss- Connect, “How can we use base-ten blocks to compare numbers?” Try It, “Read the problem aloud, There are 38 baby puffins. There are 51 adult puffins. Are there more adult or baby puffins?” Discuss It, Support Partner Discussion, “After children have worked independently on Try It, have them respond to Discuss It with a partner. If children need support in getting started, prompt them to ask each other questions, such as: How can you compare the groups? Encourage children to use the terms tens and greater or more as they discuss their solutions.” Model It, “ASK How do you know the base-ten blocks represent 38 and 51? LISTEN FOR children to explain how to count tens and ones to confirm the blocks show 38 and 51.” Apply It, “How can you use symbols to show how numbers compare? This activity has children use symbols to write comparisons. Tell children they will use symbols to show comparisons. ASK How can you use the words less than and greater than to compare 3 and 6?” Students play a game. “Each player spins the spinner twice, using the first number spun as the number of tens and the second number as the number of ones. They build their number with base-ten blocks.” “Have students compare their numbers. The player with the greater number covers that number on the 100 chart with a counter. If the numbers are equal, no number gets covered. Have students record six of their comparison statements using symbols <, >, or =.” Session 3, Develop, students “Develop using tens and ones to compare.” and “Recognize that the number with more tens will always be greater.” Try-Discuss-Connect, “How can you compare numbers that have the same number of tens?” Try It, “Read the problem aloud: Emma has 73 animal cards. Joy has 78 animal cards. How can you compare the number of cards Emma and Joy have?” Facilitate Whole Class Discussion, “Have selected students share their strategies in the order you have decided on. ASK How does [child’s name] strategy show modeling and comparing 73 and 78?” Apply It, Flip and Compare, “How can you compare numbers using tens and ones? This activity guides children to compare numbers by using the tens and ones digits. Tell children they will be doing an activity to compare numbers. Arrange children in pairs and distribute the base-ten blocks, cards and place-value workmats. Tell children that on each turn, both children will flip two cards over from the deck, lay them in the place-value chart to describe a two-digit number, and guild their number with blocks. Partners work together to compare the numbers. Each child records the comparison, using their number as the first number in the comparison. For example, one partner records 65>37. The other records 37<65. Have children check each other’s work. Repeat to record 8 comparisons.” Session 4, Refine, students “Refine ideas about comparing two-digit numbers using tens and ones.” Make Connections, “How can you find a number that is greater than or less than another number? Children apply and explain their strategies for comparing numbers.” The teacher facilitates a whole group discussion by asking, “How do the base-ten blocks show that 76 is greater than 65?”, “How does the place-value chart show that 76 is greater than 65?”, and “Are there some numbers other than 76 that make the comparison true? Explain. What are some examples?” Students may use drawings or base-ten blocks based on the questions asked.  

• Unit 6, Lesson 24, Sessions 1-3 and 5, engage students with the full intent and extensive work with 1.MD.3. (Tell and write time in hours and half-hours using analog and digital clocks.) Session 1, Explore, students “Explore the idea that activities happen at different times of the day.” and “Explore the placement of numbers on an analog clock.” Discover it, “Point to the analog clock and say: This is an analog clock. Each number on the clock represents 1 hour. An hour is a unit of time. Have children count the hours on the analog clock from 1 to 12. Tell children that the arrows on the clock are called hands and that the hands point to the hour and minutes. A minute is also a unit of time. Point to the digital clock and say: This is a digital clock because it shows the time using only digits. The first space shows the hour, and the second space shows the minutes.” Session 2, Develop, students “Develop understanding that the hands on an analog clock indicate the time.” and “Recognize that the hour hand tells the hour and the minute hand tells the minute(s).” Apply It, “Tell children that they will be playing a game where they will find pairs by matching an analog clock to a digital clock that shows the same time. Give each pair of children a set of cards. Have them mix up the cards and place them face down in an organized arrangement. Have children take turns turning over two cards and reading the times on the cards aloud. If the time shown on both cards is the same, the child takes the cards. If they are not the same, the child turns the cards facedown. The game ends when all cards have been used. The child with more pairs when the game ends is the winner. Tell children to record three turns on their workmat.” The student workmat has three analog clocks without hands and three digital clocks without numbers for students to use to record their matches. Session 3, Develop, students “Develop understanding that when the minute hand travels halfway around the clock, a half-hour has passed.” and “Recognize times on analog and digital clocks to the half hour.” Centers, Differentiation, and Practice, Differentiation, “Use the demonstration clock to show 3 o’clock. ASK What time is shown on the clock? How do you know? [The time is 3:00, because the hour hand is on the 3 and the minute hand is on the 12.] Turn the minute hand on the demonstration clock to show 3:30. ASK Has the time reached 4 o’clock yet? How do you know? [The hour hand is between the 3 and 4, and the minute hand is on the 6. Therefore, the clock is not showing 4:00.] Show 4:00 on the demonstration clock. As you do so, allow children to notice how the hour hand moves forward as the minute hand moves around the clock. Give each child a completed analog clock. Have them color the space between each hour to identify the space that belongs to each hour.” Session 5, Refine, students “Refine understanding of telling time to the hour and half hour.” Apply It Problems, “Show the time on the analog clocks.” Student workmat has 5 digital clocks showing various times with 5 matching analog clocks with no hands.

• Unit 6, Lesson 23, Sessions 2-3, engage students with the full intent and extensive work of 1.G.3 (Partition circles and rectangles into two and four equal shares…). Session 2, Develop, students “Develop understanding that shapes can be partitioned into two or four equal parts in different ways.” and “Recognize halves, fourths, and quarter.” Try-Discuss-Connect, “How can you divide a shape into two or four equal parts?” Try It, “Read the problem aloud: Groups of swimmers want to share the pool equally. Show how 2 groups could share the pool equally. Then show how 4 groups could share the pool equally. Show two different ways for each.” Facilitate Whole Class Discussion, “Have selected children share their strategies in the order you have decided on. ASK How does [child name]’s drawing show sharing equally? LISTEN FOR an explanation of how the child divided the pool into two equal parts and into four equal parts. Guide children to Compare and Connect the strategies.” Select and Sequence Strategies, “One possible order for whole class discussion: Drawing vertical lines to show two or four equal parts; Drawing horizontal lines to show two or four equal parts; Drawing one vertical line and one horizontal line to show four equal parts; Drawing diagonal lines to show two or four equal parts.” Model It, “If no child presented the model shown on the Student Worktext page, connect the drawings to children’s models by having children identify how the drawings represent the problem. ASK How does Model It show how two groups can share the pool equally? What name does Model It use for the equal parts? LISTEN FOR understanding that the pool is divided into two equal parts. Each group gets one equal part. Ensure children identify that a half is the name for one part of a shape that is divided into two equal parts. ASK How does Model It show how four groups can share the pool equally? What name does Model It use for the equal parts? LISTEN FOR understanding that the pool is divided into four equal parts. Each group gets one equal part. Ensure children identify that a fourth or a quarter is the name for one part of a shape that is divided into four equal parts.” Session 3, Develop, students “Develop understanding of the relationship between equal parts of a shape and the whole shape.” and “Recognize the relationship between halves and fourths.” Apply It Activity, Color Equal Parts, “Take turns. Choose a card and divide one shape. Repeat until you divide all the shapes. Then choose a card and color one part. The first to color all the parts wins.” Image of a rectangle partitioned into 4 equal parts with 3 of the parts colored blue. Below the directions are images of 3 rectangles and 3 circles where students are to do their work. Apply It, Color Equal Parts, “What do you notice about halves and fourths (or quarters) of the same shape? This activity guides children to practice partitioning shapes into equal parts and to see that half of a shape is larger than a fourth or a quarter of the same shape. Start by having children take turns choosing cards to make their own game board. For each card, the child chooses one of their shapes to partition into the parts named on the card (halves, fourths, or quarters). They draw to partition the shape. Children continue until they have partitioned all six of the shapes on their own game board. Once children have completed their game boards, have them play the game. Children choose a card and then color one part that matches their card. If they choose a part they cannot color (such as choosing a fourth, but having no fourths left), then they skip their turn. Tell children that the winner is the first child to color the whole game board. If no child has colored in their game board by the time the game ends, then the child with more shapes fully colored in wins. As children play, encourage them to discuss what they notice about the halves, fourths, and quarters.” Facilitatie Whole Class Discussion, "LISTEN FOR understanding that it is easier to win with a game board with more halves. Because halves of a shape are larger than fourths or quarters, you can color the game board faster."

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of the grade. 

• The approximate number of Units devoted to major work of the grade, including supporting work connected to major work is 5 of 6 units, approximately 83%.

• The number of Lessons (Strategy and Math in Action) devoted to major work of the grade, including supporting work connected to major work is 28 of 32, approximately 88%. 

• The number of instructional days (including Strategy and Math in Action Lessons, and Unit assessments) devoted to major work of the grade, including supporting work connected to major work is 127 of 148, approximately 86%.

An instructional day analysis is most representative of the instructional materials because this comprises the total number of Strategy Lessons, Math in Action Lessons, and Unit Assessments. As a result, approximately 86% of the instructional materials focus on the major work of the grade.

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

The materials are designed so supporting standards/clusters are connected to the major standards/ clusters of the grade. Within Program Implementation, Correlations, Content Focus in the Common Core State Standards (CCSS), teachers are encouraged to "Use the tables to help inform i-Ready Classroom Mathematics instructional pacing so that students spend the majority of their time on the work of the major clusters, with time spent on supporting and additional clusters used to enhance that work." Examples of connections include:

• Unit 3, Lesson 13, Collect and Compare Data, Session 3, connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories…) to the major work of 1.OA.1 (Use addition and subtraction within 20 to solve word problems…) and 1.OA.2 (Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20…) as students analyze data in graphs and charts. Session 3, Model It, “ASK How does the number chart help you compare the data? LISTEN FOR children to say that they can compare the totals in the number chart using subtraction. For example, they can see that 2 more children choose soccer than basketball because 7-5=2.” Connect It, “ASK How can using a number chart help you compare groups of data? LISTEN FOR children to say that they can subtract the totals to find how many more or fewer tally marks one sport has than the other.” Centers, Differentiation, and Practice, Independent Practice, “How many more [orange fish] than [yellow fish]? How many fewer [yellow fish] than [blue fish]? … How many cats in all?__+__+__=__.” 

• Unit 3, Math In Action: Design a Park, connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories…) to the major work of 1.OA.1 (Use addition and subtraction within 20 to solve word problems...) and 1.OA.2 (Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20…) as “children apply skills from the unit to solve real-world problems related to a new park. Problems involve adding and subtracting numbers up to 20 to select equipment for the park and using class data about the equipment to make and analyze a picture graph.” Session 1, Apply It, Design a Park Activity, Student Book, “You get to choose the objects for a new park. Plan for exactly 20 people to use the park at the same time. Choose only one big object. A big object can hold more than 7 people. Show your work.” 

• Unit 4, Math In Action: Plan a Pollinator Garden, connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories....) to the major work of 1.NBT.1 (Count to 120, starting at any number less than 120…) as “children apply skills from the unit to solve real-world problems related to planning a pollinator garden. Problems involve planning the food and water for a new pollinator garden, counting and comparing food sources, and using class data about the pollinator garden plans to make and analyze a picture graph.” Session 2, Collect, Organize, and Interpret Data, the teacher creates a chart paper titled “Our Flowers” with three columns labeled with headers at the bottom, “1 to 40 squares,” “41 to 80 squares,” and “81 to 120 squares.” The teacher assists students with “Build a class picture graph to help children count and compare the number of plans that use each range of squares.” “On chart paper, set up a picture graph with three columns. Have each child draw a simple flower symbol on their sticky note on the picture graph. Together, count the sticky notes in each column.”

• Unit 6, Lesson 24, Tell Time, Session 3, connects the supporting work of 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…) as students tell time in half-hours on an analog clock and count the tick marks to find out where the hand will point at 3:30. Session 2, Try-Discuss-Connect, Try It, “Read the problem aloud: The obstacle course starts at 3:30. This means 30 minutes after 3:00. Start at 12 on the analog clock. Count each tick mark to find out where the minute hand will point at 3:30.” 

Evidence of supporting work not connected to major work of the grade, but the separation is mathematically reasonable:

• Unit 3, Lesson 13, Collect and Compare Data, addresses the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories…). An opportunity is missed to connect this work to the major of 1.OA.7 (Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false…) and 1.OA.8 (Determine the unknown whole number in an addition or subtraction equation…)  Session 5, Refine, Number Sense, “ASK: What can you count? How many do you see? Encourage children to take time and look at the picture. Have children turn and talk about what items they counted and how many they saw. Listen and look for a variety of solutions for whole class sharing.” An image is provided of four people. 

• Supporting standards from 1.G.A occur in Lessons 22 and 23 and are not connected to major work.

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

The materials are designed so major standards/clusters are connected to the major standards/ clusters of the grade as well as supporting standards/clusters being connected to supporting standards/clusters. Within Program Implementation, Correlations, Content Focus in the Common Core State Standards (CCSS), teachers are encouraged to "Use the tables to help inform i-Ready Classroom Mathematics instructional pacing so that students spend the majority of their time on the work of the major clusters, with time spent on supporting and additional clusters used to enhance that work.” Examples of connections include:

• Unit 1, Lesson 4, Use Addition to Subtract connects the major work of 1.OA.B (Understand and apply properties of operations and the relationship between addition and subtraction.) to the major work of 1.OA.C (Add and subtract within 20.), as students complete the number bonds and equations that match. Session 3, Develop, Independent Practice, Problem 2, “Complete the number bond. Write equations.” The number bond shows 10 bonded to 7 and a missing addend. Space is provided to write two equations. 

• Unit 2, Lesson 9, Use Ten to Subtract connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction.) to the major work of 1.OA.C (Add and subtract within 20.), as children make sense of the problem and use different ways to model and solve the problem. Session 3, Develop, Try It-Discuss-Connect, Student Worktext, Problem 1, “13 blocks are on the floor. Greg puts away 4 blocks. How many are still on the floor? Ensure children understand that there are different ways to model and solve the problem. Have children work independently on Try It.”

• Unit 3, Lesson 11, Solve Word Problems to 20 connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction.) to the major work of 1.OA.B (Understand and apply properties of operations and the relationship between addition and subtraction.), as students solve a word problem involving addition and subtraction within 20 and understand the relationship between addition and subtraction. Session 3, Develop, Try-Discuss-Connect, Student Worktext, “Seth has 14 stickers. He gives away some stickers. Now Seth has 8 stickers. How many stickers did he give away?” Model It, “If no child presented the model shown on the Student Worktext page, connect the number path and equations to the children’s models by having children identify how they represent the problem. ASK Why can you write both a subtraction and an addition equation? LISTEN FOR children to explain how both the subtraction equation and addition equation represent the problem situation. ASK How did you choose which equation to solve? LISTEN FOR children to explain their choices. For example, a child may say they like adding, so they choose to use an addition equation. ASK How can using a fact family help you solve a word problem? LISTEN FOR understanding that you can use either subtraction or addition facts from a fact family to solve.”

• Unit 4, Lesson 16, Numbers to 120 connects the major work of 1.NBT.A (Extend the counting sequence.) to the major work of 1.NBT.C (Use place value understanding and properties of operations to add or subtract.), as students use the hundreds chart to add and subtract. Session 2, Develop, Try-Discuss-Connect, Student Worktext, “A small roadrunner eats 88 seeds. A large roadrunner eats 10 more seeds. How many seeds does the large roadrunner eat?” Model It, “If no child presented the model shown on the Student Worktext page, connect the 100 chart to the children’s models by having children identify how it represents the problem. ASK What part of the problem does the circled number represent? What does the highlighted number represent? LISTEN FOR children to say that the circled 88 represents the 88 seeds the small roadrunner eats. The highlighted 98 is 10 more than 88, so it represents the seeds the large roadrunner eats. ASK What do you notice about where 88 and 98 are on the chart? LISTEN FOR children to note that 98 is directly below 88 on the chart.”

• Unit 6, Math In Action: Craft a Kite connects the supporting work of 1.MD.C (Represent and interpret data.) to the supporting work of 1.G.A (Reason with shapes and their attributes.), as children collect and analyze data related to their kites. Session 1, Math in Action, Apply it, “Have children choose a kite sail shape and plan their design, using one copy of the kite sail and/or tools such as pattern blocks or geoboards.” Session 2, Collect, Organize, and Interpret Data, Student Worktext, “Does your big kite show halves, fourths, or neither?” Class Data Displays, “Build a class data display that will help children count and compare the number of groups of kites that show halves, fourths, or neither. Next ask: What does our data display show? How can we organize the data so that it shows us how many of our big kites show halves, fourths, or neither? Have children from each group combine their sticky notes in a stack to show the groups of two or four.”

Evidence of major work not connected to major work of the grade, but the separation is mathematically reasonable:

• Unit 4, Lesson 16, Numbers to 120 is missing a connection between 1.NBT.A (Extend The Counting Sequence) and 1.NBT.C (Use Place Value Understanding And Properties Of Operations To Add And Subtract). The curriculum has aligned 1.NBT.A.1 and 1.NBT.C.5 to this specific lesson. While the lesson does correctly address these two standards, there is a missed opportunity to connect them. Session 1 dedicates time to exploring numbers beyond 100 (up to 120) through conversation and activities. The remaining sessions focus on finding 10 more or 10 less than a particular number and the patterns that emerge from that. However, all numbers with which students are to find 10 more or 10 less are all less than 100. This is a great place to start as students are beginning to see the patterns of 10 more or 10 less. There is an opportunity to extend that learning to numbers beyond 100, especially within the Centers, Differentiation, and Practice section of Sessions 3-5. (For example, in Session 4, Centers, Differentiation, and Practice, the teacher is doing a 1-question check for understanding. There is guidance for how to support students who do not understand but no guidance around how to challenge students who have shown they understand the patterns of 10. Another example, Session 3, Centers, Differentiation, and Practice, students placed in the Extend group are asked to play a game that was played in class but with no counting cubes as support.)

The materials reviewed for i-Ready Classroom Mathematics Grade 1 meet expectations that content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

Each Unit contains a Beginning of Unit section that provides several resources including a Lesson Progression and Math Background document.  The Lesson Progression document identifies “Which lessons are students building upon?” and “Which lessons are students preparing for?” This Lesson Progression document identifies the connections to future and prior work. Additionally, the Math Background identifies “Information to unpack the learning progressions and make connections between key concepts.”

Each Lesson contains a Learning Progression that also identifies connections to future and prior work and a Prior Knowledge section that identifies prior skills. Examples of connections made to future grades include:

• Unit 2: Addition and Subtraction Within 20, Lesson 9, Use a Ten to Subtract, Learning Progression, “In This Lesson, Children build on what they learned as they adapt the addition strategy of making a ten to subtract from teen numbers. As children break apart the number being subtracted, they make thoughtful choices about the decomposition. They subtract one part to get to 10 and then subtract the remaining part by using their familiarity with subtraction facts for 10. This strategy of using 10 as a benchmark number helps children develop mental math skills and moves them toward fluency” and “Later, In Grade 2, children work to become fluent with addition and subtraction up to 20. They also develop and use similar decomposition strategies to subtract one- and two-digit numbers from numbers up to 100.”

• Unit 4: Using Tens and Ones to Organize and Count, Math Background, Future Learning, “Children will move on to use their understanding of place value to add and subtract. They will: add and subtract multiples of 10; add and subtract 10 from any number;  use place value understanding to add two-digit numbers; in Grade 2, extend their understanding of place value to three-digit numbers.”

• Unit 6: Geometry and Measurement, Lesson 23, Break Shapes into Equal Parts, Learning Progression, “Later, In Grade 2, children partition shapes into two, three, or four equal parts and learn to partition a rectangle into rows and columns of same-size squares. In Grade 3, children build on their knowledge of partitioning shapes as they are introduced to fractions as numbers that represent one or more equal parts of a whole. Children also use their understanding of equal parts in Grade 3 when they learn about division.”

Examples of connections made to prior grades include:

• Unit 1: Relating Addition and Subtraction, Lesson 4, Use Addition to Subtract, Prior Knowledge, “Add within 10 using the count-on strategy”,“Use a number path to count on”, “Subtract within 10 by counting back”, and “Understand the symbols +, -, and =.”

• Unit 4: Using Tens and Ones to Organize and Count, Lesson 16, Numbers to 120, Prior Knowledge, “Count to 100 by 1s and 10s. Represent two-digit numbers as tens and ones. Understand 10 ones can be represented as 1 ten.”

• Unit 6: Geometry and Measurement, Lesson 23, Break Shapes into Equal Parts, Prior Knowledge, “Identify circles, squares, and rectangles. Compose shapes to form larger shapes. Draw shapes. Understand the concept of equivalence.” Learning Progression, “Previously, From previous work in Kindergarten and Grade 1, children are familiar with circles, squares, and rectangles, and they understand equivalence in the context of numerical equality. Earlier in Grade 1, children used two or more shapes to make a new composite shape. They noticed smaller shapes within a larger shape.”