5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
The materials reviewed for Grade 5 meet the expectations for Gateway 1. Although there are some questions that align to and/or assess standards that are beyond Grade 5, the inclusion of these questions is either mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials, and these materials spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. Although materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades, the materials develop according to the grade-by-grade progressions in the Standards. Students are given extensive work on grade-level problems, and connections are made between clusters and domains where appropriate. Overall, the materials meet the expectations for focusing on the major work of the grade, and the materials also meet the expectations for coherence.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 5 JUMP Math meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Although there are some questions that align to and/or assess standards that are beyond Grade 5, the inclusion of these questions is either mathematically appropriate or, where not appropriate, their omission would not significantly alter the structure of the materials.
Indicator 1a
The instructional materials reviewed meet the expectations for assessing the grade-level content and, if applicable, content from earlier grades. The Sample Unit Quizzes and Tests included in the Teacher Resources Part 1 Section K and Teacher Resources Part 2 Section U, along with the answer keys and "Scoring Guides and Rubrics," were reviewed for this indicator.
The assessments are mostly aligned to the standards of the grade-level, and assessment questions that are above grade-level/non-aligned can easily be modified or omitted without making a significant impact on the integrity of the materials.
Assessments containing off grade-level material include the following:
- On the Teacher Resources Part 1 Unit 4 Quiz for Lessons 31 to 37, problems 3a, 3b, 3c and 4 imply the use of the standard algorithm for division by including a grid. The grid includes subtraction symbols next to space for the procedural steps.
- On the Teacher Resources Part 1 Unit 4 Test for Lessons 27-37, problem 5 as well as problems 8 and 9 imply the use of standard algorithm for division by including a grid. The grid includes subtraction symbols next to space for the procedural steps.
- On the Teacher Resources Part 2 Unit 1 Quiz for Lessons 2 to 5, problems 3 and 4 require students to evaluate translations which is a grade 8 standard.
Some assessments contain bonus questions. The rubric indicates that these questions should be marked correct or incorrect and not be assigned a point value. The bonus questions include items that might assess standards that are above grade-level, and in addition, the standard is not identified on the rubric.
- On the Teacher Resources Part 1 Unit 4 Quiz for Lessons 31 to 37, the bonus problem implies the use of the standard algorithm for division by including a grid. The grid includes subtraction symbols next to space for the procedural steps.
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 5 meet the expectations for students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. Overall, the materials devote approximately 82 percent of class time to the major work of Grade 5.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 5 meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 82 percent of class time is devoted to major work of the grade.
The materials for Grade 5 include 14 Units. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-59), so the number of lessons examined for this indicator is 138 lessons.
Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work including days for unit assessments.
The percentages for each of the three perspectives follow:
- Units– Approximately 79 percent, 11 out of 14;
- Lessons– Approximately 82 percent, 113 out of 138; and
- Days– Approximately 82 percent, 124 out of 152.
The number of instructional days, approximately 82 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 4 meet the expectations for coherence. The materials use supporting content as a way to continue working with the major work of the grade and include a full program of study that is viable content for a school year including 138 days of lessons and assessment. Students are given extensive work on grade-level problems. Materials develop according to the grade-by-grade progressions in the Standards, but materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. These instructional materials are visibly shaped by the cluster headings in the standards, and connections are made between domains and clusters within the grade level. Overall, the Grade 4 materials support coherence and are 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 5 meet the expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade.
Examples where connections are present include the following:
- 5.MD.1 supports the major work of 5.NBT.B.
- Teacher Resources Part 1 Unit 7 Lessons 1 to 9, Teacher Resources Part 2 Unit 5 Lessons 11-16, and Teacher Resources Part 2 Unit 6 Lessons 33-38 use measurement in the metric system to support the work of multiplying by multiples of 10 through many opportunities to convert within this system.
- 5.MD.2 supports the major work of 5.NF.
- Teacher Resources Part 1 Unit 5 Lessons 10, 17, and 18 have students measure and draw line plots supporting the work of the Number and Operations- Fractions domain.
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 5 meet the expectations for having an amount of content designated for one grade-level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 138 days which is appropriate for a school year of approximately 140-190 days.
- The materials are written with 14 units containing a total of 170 lessons.
- Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 170 lessons, and of those, 32 are Bridging lessons. Thirty-two Bridging lessons have been removed from the count because the Teacher's Edition states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 138 lessons.
- There are 14 unit tests which are counted as 14 extra days of instruction.
- There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.
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 5 partially meet the expectation for being consistent with the progressions in the Standards. Overall, the materials address the standards for this grade-level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades, but they do not explicitly relate grade-level concepts to prior knowledge from earlier grades.
The materials develop according to the grade-by-grade progressions in the Standards. Content from future grades is not always clearly identified but often related to grade-level work. The Teacher Resources contain sections that highlight the development of the grade-by-grade progressions in the materials, occasionally identify content from future grades, and state the relationship to grade-level work.
- At the beginning of each unit, "This Unit in Context" provides a description of connections to concepts that have been taught earlier in the year and that will occur in future grade-levels. For example, "This Unit in Context" from Unit 3, Number and Operations in Base Ten: Multiplication, of Teacher Resource Part 1 describes how "in Grade 3 students were introduced to multiplication as repeated addition and they interpreted the product of two numbers as the total number of objects when given a number of equal groups and the number in each group (3.OA.1)." Connection to future content is also stated such as "In this unit, students will identify relationships between corresponding terms in sequences made with multiplication (5.OA.3). Identifying relationships between corresponding terms in two sequences is an essential prerequisite for when students write formulas to represent the rule of functions in Grade 8 (8.F.1)"
The materials give all students extensive work with grade-level problems. The lessons also include "Extensions," and the problems in these sections are on grade-level.
- Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
- The problems in the Assessment & Practice books align to the content of the lessons, and they provide on grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-56, Teacher Resources Part 1)
- In the Extensions sections of the Lessons, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Teacher Resource Part 2 Unit 6 Lesson 24 engage students in finding area of the rectangle, but these problems still align to 5.NF.4b.
The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of these missing explicit connections include:
- Every lesson identifies "Prior Knowledge Required" even though the prior knowledge identified is not aligned to any grade-level standards. For example, Teacher Resource Part 2 Unit 5 Lesson 19 identifies that a student "(k)nows how to tell time using a 12-hour clock format,” “(k)nows that 1 h = 60 min,” “(c)an convert time from hours to minutes,” and “(i)s familiar with a.m./p.m. notation.”
- There are 32 lessons identified as Bridging Lessons, and most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. Teacher Resource Part 2 Unit 7 Lesson 6, which has students identifying and drawing line segments, lines, rays, and angles, is preparation for 5.G.3 and 5.G.4.
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 5 meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. Overall, the materials include learning objectives that are visibly shaped by CCSSM cluster headings.
Overall, units are organized by domains and are clearly labeled. For example, Teacher Resource Part 1 Unit 1 Operations and Algebraic Thinking: Patterns and Teacher Resources Part 1 Unit 5 Number and Operations-Fractions: Fractions are shaped by the Operations and Algebraic Thinking and Number and Operations-Fractions domains. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.
The instructional materials do include some problems and activities that serve to connect two or more clusters in a domain. Instances where two or more clusters within a domain are connected include the following:
- In Teacher Resource Part 1 Unit 3 Lesson 17, students write a power as a product and a product as a power. This lesson connects 5.NBT.A and 5.NBT.B.
- In Teacher Resource Part 1 Unit 5 Lesson 19, students compare fractions, review equivalent fractions, and solve word problems connecting 5.NF.A and 5.NF.B.
- In Teacher Resource Part 2 Unit 4 Lesson 55, students multiply fractions and then their corresponding decimals. This lesson connects 5.NBT.A and 5.NBT.B.
The instructional materials also include problems and activities that connect two or more domains in a grade, in cases where these connections are natural and important. Instances where two or more domains are connected include the following:
- In Teacher Resource Part 2 Unit 5 Lesson 15, students convert between pounds and ounces connecting 5.MD and 5.NF.
- In Teacher Resource Part 2 Unit 6 Lesson 25, students solve problems connected to the area of rectangles connecting 5.NF and 5.NBT.
- In Problem Solving Lesson 2, students write and interpret expressions involving quotients connecting 5.OA and 5.NBT.