1st Grade - Gateway 1

The instructional materials reviewed for Into Math Florida 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, 19 Module Tests, and 6 Unit Performance Tasks. Each Module Assessment consists of Form A and Form B.

The Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the End of Year Test assesses the full year of standards. For example:

• Middle of Year Test, Problem 3, “Lyla saw 3 cows in the grass. Then she saw 3 more cows. Which picture shows how many cows Lyla saw altogether?” (1.OA.1.1)

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

• Module 3 Test, Forms A and B, Problems 2, 3, and 5, students use the properties of operations as strategies to add and subtract. Students are given an equation and find another way to find the total. (1.OA.2.3)
• Module 6 Test, Forms A and B, Problems 1-8, students solve addition and subtraction word problems within 20 involving situations of adding to, taking apart, putting together, with unknowns in all positions.  Students find solutions for “how many” questions using sums and differences represented as objects, models, or equations. (1.OA.1.1).
• Module 9 Test, Forms A and B, Problem 2, students identify bundles of ten with given models. (1.NBT.2.2.a)
• Module 9 Test, Forms A and B, Problems 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. (1.NBT.2.2c)
• Module 9 Test, Forms A and B, Problems 4-6, students look at numbers 11-19 and select the correct answer of 1 ten and ___ ones. (1.NBT.1.2b)
• Module 10 Test, Form A, Problem 2, students are given a story problem of number of times one kid jumped compared to another kid. Students choose the correct comparison statement. (1.NBT.2.3)
• Module 12 Test, Problems 1, 3, and 5, students add two-digit addends with single-digit addends to add within 100. (1.NBT.3.4)
• Module 12 Test, Forms A and B, Problems 7 and 8, students show ten more or ten less of a number using equations, word problems, or matching sums and differences. (1.NBT.3.5)
• Module 12 Test, Forms A and B, Problems 9 and 10, students solve word problems, “Noah saw 40 fish. There were 30 green fish and the rest were orange. How many orange fish did Noah see?” (1.NBT.3.6)
• Module 15 Test, Forms A and B, Problems 1 and 2, students identify flat surfaces or faces of shapes. (1.G.1.1)
• Module 15 Test, Forms A and B, Problems 3 and 5-7, students create composite shapes or identify shapes used to create composite shapes. (1.G.1.2)

Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Example:

• Unit 3, Problem 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.3.4) 

The instructional materials reviewed for Into Math Florida 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 15.5 out of 19, which is approximately 82 percent.
• The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 84 out of 104, which is approximately 80 percent.
• The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 141 out of 167, which is approximately 84 percent.

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 80 percent of the instructional materials focus on major work of the grade.

The instructional materials reviewed for Into Math Florida 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.

Examples of how the materials connect supporting work to the major work of the grade include:

In Module 8, students are using data from graphs (1.MD.3.4) to add and subtract (1.OA.1), for example:  

• In Module 8, Lesson 1, More Practice/ Homework, students interpret picture graphs (1.MD.3.4), write addition and subtraction models (equations) to solve word problems (1.OA.1.1), and add and subtract within 20 (1.OA.3.6). 
• In Module 8, Lesson 6, Build Understanding, students interpret picture graphs (1.MD.3.4), write addition and subtraction models (equations) to solve word problems (1.OA.1.1), and add and subtract within 20 (1.OA.3.6).
• In Module 13, Lesson 3, Step It Out and On My Own, students compute the value of a combination of coins (1.MD.2.a.b), which connects to adding within 100 and adding using multiples of 10 (1.NBT.3.4).
• In Module 19, Lesson 1, students write the numbers for the hours on the clock and answer, “What are the numbers on the clock?” and “How does the hour hand move around the clock?” (1.MD.2.3), which is connected to counting to 120 (1.NBT.1.1).

Instructional materials for Into Math Florida First Grade 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 167 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 120 days of instruction.
• There are 3 days per year for the Interim Growth Assessments.
• There are 6 Units. One day per Unit for the Performance Task and Unit Opener review activities for a total of 6 days.
• There are 19 modules, and there are 2 days per module for the Module Are You Ready?, Module Review, and Module Test, for a total of 38 days.

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

The instructional materials for Into Math Florida 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, a Correlations Chart is included containing all grade-level standards. 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 My 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 content from future grade levels and use it to support the progression of the grade-level standards. Each Module and Lesson begin with Teaching for Success identifying the standards for “Prior Learning”, “Current Development”, and “Future Connections” respectively. Units begin with lessons connected to the standards from prior grades that are relevant to the current topic. Examples include:

• In Module 1, Lesson 1, Prior Learning-Modeled addition with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations (K.OA.1.1). This standard correlates with Grade K Lessons 5.1, 5.3, 5.5, 11.1, 11.3, and 11.5. The learning is connecting making sense of problems by developing an understanding of addition and use the relationships between quantities created by joining amounts (1.OA.1.1). From these lessons future connections include, using addition within 100 to solve one and two step word problems and using facts with a symbol for the unknown (2.OA.1.1). This standard correlates to Grade 2 Lessons 15.1 and 15.3.
• In Module 3, Lesson 2 identifies Prior Learning as K.OA.A.1, representing addition with objects, drawings, verbal explanations, expressions, or equations. The Current Development is identified as 1.OA.B.3, apply the Commutative property to addition. Future Connections are identified as 2.OA.B.2, fluently add and subtract using mental math.
• In Module 6, Lesson 6, Mathematical Progressions Across the Grades, Prior Grade K standard K.OA.1. (found in Lessons 2.1-2.5) is identified as prior learning. These standards review solving word problems with addition and subtraction within 10 and using symbols and drawings to represent problems. This learning is used to connect with the current development lessons which target 1.OA.1.1. In these lessons, students begin to solve word problems with addition within 20 having students putting together and taking apart, and using symbols to represent a problem with visual mathematical models. From these lessons, future connections will be made with Grade 2 standard 2.OA.1.1 in lessons 14.1-14.5 and 15.1-15.3, where students will use addition and subtraction within 100 to solve one and two-step word problems, involving putting together, taking apart, and comparing.
• In Module 17, Lesson 4, Mathematical Progressions Across the Grades, Prior Grade K standards K.G.1.2 and K.G.2.6 (found in Lessons 16.1-16.6) are identified as prior learning. These standards review identifying shapes and composed single shapes. This learning is used to connect with the current development lessons which target 1G.1.3. In these lessons, students begin to partition shapes into two or four equal shares and identify those equal shares as fourths or halves. From these lessons, future connections will be made with 2.G.1.3 in Lessons 22.1-22.5, where students will partition rectangles, identify, describe, draw equal shares, and use different ways to show equal shares.

Overall, the materials provide opportunities for students to engage in extensive grade-level work. For example: 

• Units 1 and 2 address addition and subtraction with data in preparation to assist students with developing understanding of numbers to 120 in Unit 3. 
• Unit 4 returns to addition and subtraction in base ten to extend students understanding of operations within the place value system. 
• These units support implementation of Units 5 and 6 (geometry and measurement) where students engage in understanding shapes, fractional parts, length and time. The majority of these lessons focus on supporting the major work of the grade level. 
• In Module 12, Lesson 5, students represent addition with tens and ones (1.NBT.3.4) through Motivate, Set the Stage, Task 1, Task 2, and On My Own.

Are You Ready? and Activate Prior Knowledge are included in lessons frequently for students to work with prior-grade standards in ways that support learning of grade-level problems. Examples include:

• In Module 3, Lesson 1, Are You Ready? includes ways to make 4 and 5 (K.CC.2.4b), using symbols to add (K.OA.1.1) and drawing equal groups (K.CC.3.6). 
• In Module 10, Lesson 5, Activate Prior Knowledge is used to assess and activate prior knowledge as needed through the Problem of the Day when students use a 100 chart, start at 99 (circle the number) and shade to count up nine more. Based on the Problem of the Day, students complete an Interactive Reteach or a prerequisite skills activity.
• In Module 18, Lesson 4, Spiral Review, students complete numbers up to 120 (Grade 1, Lesson 10.1). These spiral reviews are located in the More Practice/Homework section of the student materials.

The instructional materials for Into Math Florida 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 MAFS cluster headings, including:

• In Lesson 2.3, the learning objective, "Use counting on as a strategy to subtract", is shaped by 1.OA.3, Add and subtract within 20.
• In Lesson 14.2, the learning objective, "Move children from using models to adding 2 digit numbers using place value to add", is shaped by 1.NBT.3, Use place value understanding and properties of operations to add and subtract.
• In Lesson 15.2, the learning objective, "Compose three-dimensional shapes into composite shapes", is shaped by 1.G.1, 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 1, Lesson 3, On My Own connects 1.OA.1, 1.OA.2, and 1.OA.3 as students solve addition word problems, apply properties of operations, and make 10 to add.
• In Module 14, Lesson 2, Step It Out and On My Own connect 1.NBT.3 and 1.NBT.2 as students solve addition problems based on understanding place value.
• In Module 11, Lesson 3, connects 1.NBT.2 and 1.OA.4 as students use symbols for greater than, less than, and equal to in order to compare numbers.