The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for assessing grade-level content and, if applicable, content from earlier grades. The curriculum is divided into eight units and each unit contains a written End-of-Unit Assessment for individual student completion. The Unit 8 Assessment is an End-of-Course Assessment and it includes problems from across the grade. Examples from End-of-Unit Assessments include: 

• Unit 2, Addition and Subtraction Story Problems, End-of-Unit Assessment, Problem 2, “After recess, Tyler collected 6 footballs. Then he collected some baseballs. Altogether, Tyler collected 10 balls. How many baseballs did Tyler collect? Show your thinking with drawings, numbers, or words. Write an equation to match the story problem.” (1.OA.1, 1.OA.6)

• Unit 4, Numbers to 99, End-of-Unit Assessment, Problem 4, “a. Circle the number that is greater. 41 or 29, 77 or 75. b. Write <, =, or > to compare the numbers.$67$___ $81$, $31$___ $31$.”  (1.NBT.3)

• Unit 5, Adding Within 100, End-of-Unit Assessment, Problem 1, “Find the value of each sum. a. $46+10$. b. $46+20$. c. $46+50$.” (1.NBT.4, 1.NBT.5)

• Unit 7, Geometry and Time, End-of-Unit Assessment, Problem 6, “a. What time is shown on the clock? b. Draw the clock hands to show the time.” The clock hands show 4:30 and the digital clock shows 8:00. (1.MD.3) 

• Unit 8, Putting It All Together, End-of-Course Assessment, Problem 10, “Find the number that makes each equation true. Show your thinking using drawings, numbers, or words. a. , b. , c. .” (1.NBT.2b, 1.OA.8)

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for the materials giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

The materials provide extensive work in Grade 1 as students engage with all CCSSM standards within a consistent daily lesson structure, including a Warm Up, one to three Instructional Activities, a Lesson Synthesis, and a Cool-Down in some lessons. Examples of extensive work include:

• Unit 1, Adding, Subtracting, and Working with Data, Lessons 11, 13, and 15 engage students in extensive work with 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another). Lesson 11, Class Pet Surveys, Warm-up: Notice and Wonder, students work with tally marks organized in groups of five, like the 5-frame, “Groups of 2. Display the image. ‘What do you notice? What do you wonder?’” Lesson 13, Questions About Data, Activity 1, students determine whether or not a question about data can be answered with a given data representation, “Read the task statement. ‘If the question can be answered, circle ‘thumbs up’. If it can’t be answered, circle ‘thumbs down’.’ 3 minutes: independent work time. 3 minutes: partner work time.” Lesson 15, Animals in the Jungle, Activity 3, students use data collected in Activity 1 and their analysis of the data from Activity 2 to decide what findings to share and make choices about how to represent them, “Give each group tools for creating a visual display and access to their data and questions from the previous activities. ‘Think of at least two things about your survey you want to share.’ 1 minute: quiet think time. 2 minutes: partner discussion. If students need ideas, invite students to share some examples, such as: how many people took your survey, a fact about how many _____, an interesting discovery you made.”

• Unit 2, Addition and Subtraction Story Problems, Lesson 8; Unit 4, Numbers to 99, Lesson 19; and Unit 8, Putting It All Together, Lesson 7 engage students in extensive work with 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral). In Unit 2, Lesson 8, Shake, Spill, and Cover, Warm-up: Choral Count, students count on from numbers other than 1, “‘Count by 1, starting at 10.’ Record as students count. Stop counting and recording at 40. ‘What patterns do you see?’” In Unit 4, Lesson 19, Make Two-digit Numbers, Activity 3, students choose from activities that offer practice working with two-digit numbers, “Groups of 2. ‘Now you are going to choose from centers we have already learned.’ Display the center choices in the student book.” Student Facing, “Choose a center. Greatest of Them All (71, 75). Get Your Numbers in Order. 14, 36, 82. Grab and Count.” Lesson Synthesis, “‘Today we made two-digit numbers in different ways. We used different amounts of tens and ones to make the same number.’ Display 3 tens and 7 ones, 2 tens and 17 ones, 1 ten and 27 ones, 37 ones. ‘Which do you think best matches the two-digit number 37? Why do you think it matches the number best?’ (3 tens and 7 ones matches best because the digits in the number tell us that there are 3 tens and 7 ones. 37 ones matches best because the number is read ‘thirty-seven’.).” In Unit 8, Lesson 7, Count Large Collections, Warm-up, students show multiple ways to represent a number using tens and ones, “Display the number. ‘What do you know about 103?’ 1 minute: quiet think time. Record responses. ‘How could we represent the number 103?’” Activity 1, students count within 120 starting at a number other than 1, “Display chart with ‘start’ and 'stop’ numbers. ‘Today we are playing a new game called Last Number Wins. In this game your group will count from the ‘start’ number to the ‘stop’ number. The person to say the last number wins. Let’s play one round together. Our ‘start’ number will be 1 and our ‘stop’ number will be 43.’” 

• Unit 3, Adding and Subtracting Within 20, Lessons 3 and 16 engage students in extensive work with 1.OA.3 (Apply properties of operations as strategies to add and subtract). Lesson 3, Are the Expressions Equal? Activity 1, students sort addition expressions by their value, “Groups of 2. Give students their addition expression cards. ‘Sort the cards into groups with the same value.’ Display an addition expression card, such as $2+5$. ‘I know the value of this sum is seven. It is a sum that I just know. I will start a pile for sums of seven.’ Work with your partner. Make sure that each partner has a chance to find the value before you place the card in a group. ‘If you and your partner disagree, work together to find the value of the sum.’ 12 minutes: partner work time.” Activity 2, students determine whether equations are true or false. Student Facing, “Determine whether each equation is true or false. Be ready to explain your reasoning in a way that others will understand. 1. $4+2=2+4$. 2. $3+6=6+4$. 3. $5+3=1+7$ 4. $6+4=5+3$. 5. $6+3=9+2$.” True or thumbs up and False or thumbs down are included with each equation. Lesson 16, Add Three Numbers, Warm-up: Number Talk, students use strategies and understandings for adding on to ten, “Display one expression. ‘Give me a signal when you have an answer and can explain how you got it.’” Student Facing, “Find the value of each expression mentally. $7+10$, $7+2+8$, $10+9$, $4+9+6$.”

The materials provide opportunities for all students to engage with the full intent of Grade 1 standards through a consistent lesson structure. According to the IM Teacher Guide, A Typical IM Lesson, “Every warm-up is an instructional routine. The warm-up invites all students to engage in the mathematics of the lesson. After the warm-up, lessons consist of a sequence of one to three instructional activities. The activities are the heart of the mathematical experience and make up the majority of the time spent in class. After the activities for the day, students should take time to synthesize what they have learned. This portion of class should take 5-10 minutes. The cool-down task is to be given to students at the end of the lesson and, while these are not always available in Grade 1 lessons, students are meant to work on the cool-down for about 5 minutes independently.” Examples of meeting the full intent include:

• Unit 2, Adding and Subtracting within 100 Story Problems, Lessons 14 and 17 engage students with the full intent 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, Compare with Addition and Subtraction, Warm-up: True or False, students develop and deepen their understanding of the equal sign, “Display one statement. ‘Give me a signal when you know whether the statement is true and can explain how you know.’ 1 minute: quiet think time.” Student Facing, “Decide if each statement is true or false. Be prepared to explain your reasoning. $7+3=10$, $10=7+3$, $10=3+6$.” Lesson 17, How Do the Stories Compare?, Warm-up: Which One Doesn’t Belong, students analyze and compare equations. Student Facing, “Which one doesn’t belong? A. $6+4=10$, B. $10-4=6$, C. $2+2+2=6$, D. $6=2+4$.” 

• Unit 3, Adding and Subtracting Within 20, Lesson 15 and Unit 4, Numbers to 99, Lesson 12 engage students with the full intent of 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten [e.g., $8+6=8+2+4=10+4=14$]; decomposing a number leading to a ten [e.g., $13-4=13-3-1=10-1=9$]; using the relationship between addition and subtraction [e.g., knowing that, one knows that $8+4=12$, one knows $12-8=4$]; and creating equivalent but easier or known sums [e.g., adding by $6+7$ creating the known equivalent $6+6+1=12+1=13$]). Unit 3, Lesson 15, Solve Story Problems with Three Numbers, Warm-up: How Many Do You See, students subitize or use grouping strategies to describe the images they see, “Groups of 2. ‘How many do you see? How do you see them?’ Flash the image. 30 seconds: quiet think time.” Unit 4, Lesson 12, Mentally Add and Subtract Tens, Warm-up: Number Talk, students develop understanding and fluency using different strategies for adding and subtracting 10, “Display one expression. Expressions shown: $3+10$, $10+5$, $13-10$, $15-10$. ‘Give me a signal when you have an answer and can explain how you got it.’ 1 minute: quiet think time.”

• Unit 7, Geometry and Time, Lessons 9, 10 and 11 engage students with the full intent of 1.G.3 (Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares). Lesson 9, Equal Pieces, Activity 2, students are given a circle and a square blackline master and asked to fold the shapes into equal pieces, “Read the task statement. 10 minutes; independent work time. Monitor for students who line up the edges and fold the square horizontally, vertically, or diagonally, and a student who folds the circle.” Student Facing, “1. Cut out one circle and one square. Fold each shape so that there are 2 equal pieces. Be ready to explain how you know your shape has 2 equal pieces. 2. Cut out one circle and one square. Fold each shape so that there are 4 equal pieces. Be ready to explain how you know your shape has 4 equal pieces.” Lesson 10, One of the Pieces, All of the Pieces, Activity 1, students continue to work with partitioning shapes into halves and fourths, using the correct fractional terminology, “Read the task statement. 2 minutes: independent work time. 2 minutes: partner discussion. Monitor for a range of ways to describe the amount shaded such as ‘some is shaded,’ ‘one piece of the square is shaded,’ ‘one out of two pieces is shaded,’ or ‘a half is shaded.’” Student facing, “1. Split the square into halves. Color in one of the halves. How much of the square is colored in? 2. Split the circle into fourths. Color in one of the fourths. How much of the circle is colored in?” Lesson 11, A Bigger Piece, Activity 2, students generalize that partitioning the same-size shape into fourths creates smaller pieces than partitioning it into halves. Students are shown a picture of roti and given a circle to help them solve the problem, “Read the task statement. 5 minutes: partner work time. Monitor for a student who shows and can explain that a half is bigger than a fourth.” Student facing, “Priya and Han are sharing roti. Priya says, ‘I want half of the roti because halves are bigger than fourths.’ Han says, ‘I want a fourth of the roti because fourths are bigger than halves because 4 is bigger than 2.’ Who do you agree with? Show your thinking using drawings, numbers, or words. Use the circle if it helps you.”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade. The instructional materials devote at least 65 percent of instructional time to the major clusters of the grade: 

• The approximate number of units devoted to major work of the grade (including assessments and supporting work connected to the major work) is 7 out of 8, approximately 88%.

• The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 141 out of 154, approximately 92%. The total number of lessons devoted to major work of the grade includes 133 lessons plus 8 assessments for a total of 141 lessons.

• The number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 152 out of 162, approximately 94%.

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 unit. As a result, approximately 92% of the instructional materials focus on major work of the grade.

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. 

Materials are designed so supporting standards/clusters are connected to the major standards/ clusters of the grade. These connections are listed for teachers on a document titled “Pacing Guide and Dependency Diagram” found within the Course Guide tab for each unit. Examples of connections include:

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 11, Cool-Down connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another) to the major work of 1.OA.5 (Relate counting to addition and subtraction). Students look at data and then make observations about the data including the total number of votes collected. Student Facing states, “Another class answered the question ‘Which animal would make the best class pet?’ Their responses are shown below. Write 1 true statement about the data.” A hamster, fish, and frog are shown with tally marks, grouped by fives, for students to count.

• Unit 2, Addition and Subtraction Story Problems, Lesson 13, Activity 1 connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another) to the major work of 1.OA.1 (Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions). Students determine whether comparison statements about data are true or false and explain how they know. The activity states, “Read the task statement. ‘Priya and Han made some statements about their data. Your job is to decide whether you agree or disagree. Once you decide, circle it on your paper.’” A chart titled “Favorite Art Supply” is displayed. Student Facing states, “A group of students was asked, ‘What is your favorite art supply?’ Their responses are shown in this chart. 1. More students voted for crayons than markers. 2. Fewer students voted for crayons than paint. 3. Three more students voted for markers than crayons. Show your thinking using drawings, numbers, or words. 4. One more student voted for paint than crayons. Show your thinking using drawings, numbers, or words. 5. One fewer student voted for paint than markers. Show your thinking using drawings, numbers, or words. If you have time: Change the false statements to make them true.”

• Unit 7, Geometry and Time, Lesson 15, Activity 1 connects the supporting work of 1.MD.3 (Tell and write time in hours and half-hours) to the major work of 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral). Students tell and write time in hours and half-hours using analog and digital clocks. In the Student Facing materials, students see a clock. Directions state, “Start at 12. Count the minutes around the clock until you get to half the clock. Circle where you stop.”

The materials for Kendall Hunt's Illustrative 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. 

Materials are coherent and consistent with the Standards. These connections can be listed for teachers in one or more of the four phases of a typical lesson: warm-up, instructional activities, lesson synthesis, or cool-down. Examples of connections include:

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 10, Activity 1 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). Students use connecting blocks to find the missing part to make 10. The activity states, “‘Now you will play with your partner. Take turns breaking the tower and hiding one part behind your back.’ 10 minutes: partner work time. Monitor for students who use a 10-frame or their fingers to figure out how many cubes are hiding.”

• Unit 2, Addition and Subtraction Story Problems, Lesson 2, Activity 1 connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.D (Work with addition and subtraction equations). Students make sense of addition and subtraction story problems as they make equations to represent them. Student facing states, “1. 7 people were working on the computers. 3 more people came to the computers. Now 10 people are working on the computers. Equation: _____ 2. A group of kids was using 10 puppets to act out a story. They put 5 of the puppets away. Now they have 5 puppets left. Equation: _____ 3. 5 people came to story time. Then 4 more people joined. Now there are 9 people at story time. Equation: _____ 4. 8 students were doing homework at a table. 3 of the students finished their homework and left the table. Now there are 5 students at the table. Equation: _____.”

• Unit 4, Numbers to 99, Lesson 8, Activity 2 connects the major work of 1.NBT.A (Extend the counting sequence) to the major work of 1.NBT.B (Understand place value). Students match cards that show different base-ten representations. The Launch states, “‘Today we are going to sort cards into groups that show the same two-digit number. For example, look at these three cards. Which two representations show the same two-digit number? Why doesn’t the other one belong?’ (The first two cards both show 4 tens and 1 one or 41. The last card isn't the same because it only shows 1 ten. It has the same digits, but they mean something different.).” Student Facing states, ”Your teacher will give you a set of cards that show different representations of a two-digit number. Find the cards that match. Be ready to explain your reasoning.“ Three representations are provided: An image of four 4 tens and one connecting cube, $40+1$ (as an expression) and 1 ten and 4 ones (written in words).

• In Unit 6, Length Measurements Within 120 Units, Lesson 11, Activity 1 connects the major work of 1.MD.A (Measure lengths indirectly and by iterating length units) to the major work of 1.OA.A (Represent and solve problems involving addition and subtraction). Students measure the length of their shoe using connecting cubes and solve a Put Together, Result Unknown problem and a Compare, Difference Unknown problem about their measurements. The Launch states, “Give each group connecting cubes in towers of 10 and singles and paper. ‘A few days ago we measured the length of the biggest foot in the world. Today we are each going to measure the length of our own shoe and solve some problems using the length. First we will trace our shoe on a piece of paper and then use connecting cubes to measure the length of our shoe.’ Demonstrate tracing or have a student trace your shoe and measure the length. ‘Record the length of my shoe in your book. Now your partner will trace your shoe on a piece of paper and then you will use connecting cubes to measure the length of your own shoe. Measure from the tip of the toe to the back of the heel. Your shoe might not line up with the end of a connecting cube. Find the closest number of cubes to the length of your shoe. Record the length of your shoe and your partner’s shoe.’” Student Facing states, “My teacher's shoe is ___ connecting cubes long. My shoe is ___ connecting cubes long. My partner’s shoe is ___connecting cubes long. Solve these problems about the length of your group’s shoes. Show your thinking using drawings, numbers, words, or equations. 1. What is the length of your shoe and your partner’s shoe together? 2. Whose shoe is longer, yours or your partner’s? How much longer? 3. Whose shoe is shorter, your teacher’s shoe or your shoe? How much shorter?”

The materials reviewed for Kendall Hunt's Illustrative 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. 

Prior and Future connections are identified within materials in the Course Guide, Section Dependency Diagrams which state, “an arrow indicates the prior section that contains content most directly designed to support or build toward the content in the current section.” Connections are further described within the Unit Learning Goals embedded in the Scope and Sequence, within the Preparation tab for specific lessons, and within the notes for specific parts of lessons. 

Examples of connections to future grades include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 9, Preparation connects the work of 1.OA.1 (Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions), 1.OA.3 (Apply properties of operations as strategies to add and subtract), and 1.OA.7 (Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false) to work with representing story problems in Grade 2. Lesson Narrative states, “Students write equations that match the story problem, identifying where the answer to the question is in the equation. Students should have access to connecting cubes or two-color counters. In Activity 1, students work with partners to solve a story problem and write an equation. During Activity 2, students do a gallery walk within their group and compare story problems, methods for solving the problems, and equations that represent the problems. Students do not need to master representing and solving these problem types until the end of grade 2, so the important part of this lesson is that students can make sense of the story problem and explain how their equation matches the problem.”

• Unit 6, Length Measurements Within 120 Units, Lesson 9, Warm-up connects 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral) to work with understanding three-digit numbers in Grade 2. The Narrative states, “The purpose of this Choral Count is to invite students to practice counting by 1 from 90 to 120 and notice patterns in the count. Keep the record of the count displayed for students to reference throughout the lesson. When students notice the patterns in the digits after counting beyond 99 and explain the patterns based on what they know about the structure of the base-ten system, they look for and express regularity in repeated reasoning (MP7, MP8). Students will develop an understanding of a hundred as a unit and three-digit numbers in grade 2.”

• Unit 8, Putting It All Together, Lesson 3, Preparation connects 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums) and 1.OA.8 (Determine the unknown whole number in an addition or subtraction equation relating three whole numbers) to work with addition and subtraction in 2nd Grade. Lesson Narrative states, “In previous lessons, students practiced adding and subtracting within 10. In this lesson, students use the methods that make the most sense to them to add and subtract within 20. The lesson activities encourage students to use methods such as using known facts, making 10 to add, decomposing a number to lead to a 10 to subtract, and using the relationship between addition and subtraction. This lesson helps students practice adding and subtracting with 20 and apply their fluency within 10 in preparation for their work with addition and subtraction in grade 2.”

Examples of connections to prior knowledge include:

• Course Guide, Scope and Sequence, Unit 1, Adding, Subtracting, and Working with Data, Unit Learning Goals connect 1.OA.5 (Relate counting to addition and subtraction) and 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums) to work sorting objects by attributes from Kindergarten. Lesson Narrative states, “Students also build on the work in kindergarten as they engage with data. Previously, they sorted objects into given categories such as size or shape. Here, students use drawings, symbols, tally marks, and numbers to represent categorical data. They go further by choosing their own categories, interpreting representations with up to three categories, and asking and answering questions about the data.”

• Unit 3, Adding and Subtracting Within 20, Lesson 8, Preparation connects 1.NBT.2a (10 can be thought of as a bundle of ten ones–-called a “ten”) and 1.NBT.2b (The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones) to work decomposing numbers from K.NBT.1. Lesson Narrative states, “In this lesson, students build on their work from kindergarten where they composed and decomposed teen numbers with ten ones and some more ones. They learn that 10 ones is equivalent to a unit called a ten. In the first activity students count a collection of 16 objects and represent their count. In the second activity, students compose teen numbers with a ten and some ones. This lays the groundwork for a later unit in which students compose and decompose 2-digit numbers into tens and ones.”

• Unit 6, Length Measurements within 120 Units, Lesson 1, Preparation connects 1.MD.1 (Order three objects by length; compare the lengths of two objects indirectly by using a third object) to the work comparing lengths of objects from K.MD.2. Lesson Narrative states, “In kindergarten, students compared the length of two objects directly by lining up the endpoints. They described the objects using language such as longer and shorter. In this unit the words ‘longer than’ and ‘shorter than’ are encouraged, although students may use ‘taller than’ in certain contexts related to height.”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

Materials develop conceptual understanding throughout the grade level. According to IM K-5 Math Teacher Guide, Design Principles, conceptual understanding is a part of the design of the materials. Balancing Rigor states, “Opportunities to connect new representations and language to prior learning support students in building conceptual understanding. Access to new mathematics and problems prompts students to apply their conceptual understanding and procedural fluency to novel situations.” Additionally, Purposeful Representations states, “Across lessons and units, students are systematically introduced to representations and encouraged to use representations that make sense to them. As their learning progresses, students are given opportunities to make connections between different representations and the concepts and procedures they represent.” Examples include:

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 2, Activity 2, students develop conceptual understanding as they write addition expressions for sums within ten. Launch states, “Groups of 2. Give each group a set of cards, two recording sheets, and access to 10-frames and two-color counters. ‘We are going to learn a game called Check It Off. Let’s play a round together. First we take out all of the cards greater than five. We will not use those cards in this game. Now I am going to pick two number cards and find the sum of the numbers. The sum is the total when adding two or more numbers.’ Choose two cards. ‘What is the sum of the numbers? How do you know?’ 30 seconds: quiet think time. 1 minute: partner discussion. Share responses. ‘Now I check off the sum. What addition expression represents the sum of the numbers?’ 30 seconds: quiet think time. Share responses. ‘I record the expression on my recording sheet next to the sum. Now it’s my partner’s turn.’” (1.OA.5, 1.OA.6)

• Unit 3, Adding and Subtracting Within 20, Lesson 13, Activity 1, students develop conceptual understanding as they solve Take From, Change Unknown story problems using a method of their choice. Launch states, “Groups of 2. Give students access to double 10-frames and connecting cubes or two-color counters. Display and read the numberless and questionless story problem. ‘What do you notice? What do you wonder?’ 30 seconds: quiet think time. 1 minute: partner discussion. Record responses. If needed, ‘What question could we ask?’ Student Facing states, “1. There are students standing in the classroom. Some of the students sit down on the rug. There are still some students standing. 2. There are 15 students standing in the classroom. Some of the students sit down on the rug. There are still 5 students standing. How many students sat down on the rug? Show your thinking using drawings, numbers, or words. Equation: ___.” (1.OA.1, 1.OA.5, 1.OA.6)

• Unit 8, Putting It All Together, Lesson 9, Warm-up, students develop conceptual understanding as they use true and false statements to compare two-digit numbers. Student Facing states, “Decide if each statement is true or false. Be prepared to explain your reasoning. $65>35$, $65=75-10$, $65>35+30$.” (1.NBT.3)

According to IM K-5 Math Teacher Guide, materials were designed to include opportunities for students to independently demonstrate conceptual understanding, when appropriate. Design Principles, Coherent Progress states, “Each activity starts with a launch that gives all students access to the task. This is followed by independent work time that allows them to grapple with problems individually before working in small groups. The activity ends with a synthesis to ensure students have an opportunity to consolidate their learning by making connections between their work and the mathematical goals.” A Typical IM Lesson states, “The cool-down task is to be given to students at the end of the lesson. Students are meant to work on the cool-down for about 5 minutes independently and turn it in. The cool-down serves as a brief formative assessment to determine whether students understood the lesson. Students’ responses to the cool-down can be used to make adjustments to further instruction.” Examples include:

• Unit 3, Adding and Subtracting Within 20, Lesson 2, Cool-down, students show a conceptual understanding of addition facts. Student Facing states, “How does knowing $7+2=9$ help you with $2+7=$___? Show your thinking using drawings, numbers, or words.” (1.OA.3) 

• Unit 5, Adding Within 100, Lesson 12, Activity 2, students demonstrate conceptual understanding as they use what they know about the base-ten structure of numbers to create different expressions. Students are provided counting cubes and Student Facing states, “37, 22, 18, 56, 41. Choose 2 numbers from above and write an addition expression to make each statement true. This sum has the smallest possible value. Expression: ____ This sum has the largest possible value. Expression: ____ You do not need to make a new ten to find the value of this sum. Expression: ____ If you make a new ten to find the value of this sum, you will still have some more ones. Expression: ____ If you make a new ten to find the value of this sum, you will have no more ones. Expression: ____ Be ready to explain your thinking in a way that others will understand. If you have time: Choose 2 numbers from above and write an addition expression where the value is closest to 95. How do you know the value is closest to 95?” Activity Synthesis states, “Are there other numbers you could use? How do you know?” (1.NBT.C)

• Unit 8, Putting It All Together, Lesson 8, Activity 1, students demonstrate conceptual understanding as they represent numbers within 100 using drawings, words, numbers, expressions, and equations. Launch states, “Give each student a piece of blank paper and access to connecting cubes in towers of 10 and singles. ‘We are going to create a class book. First you will plan out your page. Pick your favorite number between 20 and 100. You will represent your number in as many different ways as you can. You need to include at least three expressions. Let’s make a page together.’ Display the number 84. ‘What are some ways that I can represent this number?” (I can draw 8 tens and 4 ones, 7 tens and 14 ones, $80+4$, $10+10+10+10+10+10+10+10+4.70+14$) 30 seconds: quiet think time. 1 minute: partner discussion. Record responses. If needed, ask: ‘How can we represent 84 using only 6 tens? What other addition expressions could we write?’” (1.NBT.B)

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. 

According to IM Curriculum, Design Principles, Balancing Rigor, “Warm-ups, practice problems, centers, and other built-in routines help students develop procedural fluency, which develops over time.” Examples include: 

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 2, Activity 1, students develop procedural fluency as they match expressions to dot images and find the total. Activity states, “In this activity, draw a line to connect each dot image to its matching expression. Then, find the total. On the second page, complete the missing expressions or the missing dot images.” Student Facing states, “Match each pair of dots to an expression. Then, find the total. Draw the missing dots to match the expression. Then, find the total. Write the missing expression to match the dots. Then, find the total.” Expressions include: $3+2$, $4+2$, $5+3$, $6+4$, $4+3$. (1.OA.6)

• Unit 3, Adding and Subtracting Within 20, Lesson 5, Warm-up, students develop procedural fluency as they select numbers that make an equation true. Student Facing states, “Find the number that makes each equation true. $6+$___, $10-6=$___, =10$$, $10-2=$___.” (1.OA.6, 1.OA.8) 

• Unit 6, Length Measurements Within 120 Units, Lesson 2, Warm-up, students develop procedural fluency as they add numbers within 100. Student Facing states, “Find the value of each expression mentally. $35+20$, $35+25$, $30+45$, $37+45$.” (1.NBT.4) 

According to IM K-5 Math Teacher Guide, materials were designed to include opportunities for students to independently demonstrate procedural skill and fluency, when appropriate. Design Principles, Coherent Progress states, “Each activity starts with a launch that gives all students access to the task. This is followed by independent work time that allows them to grapple with problems individually before working in small groups. The activity ends with a synthesis to ensure students have an opportunity to consolidate their learning by making connections between their work and the mathematical goals.” A Typical IM Lesson states, “The cool-down task is to be given to students at the end of the lesson. Students are meant to work on the cool-down for about 5 minutes independently and turn it in. The cool-down serves as a brief formative assessment to determine whether students understood the lesson. Students’ responses to the cool-down can be used to make adjustments to further instruction.” Examples include:

• Unit 3, Adding and Subtracting Within 20, Lesson 2, Activity 3, students demonstrate fluency by finding the value of sums within 10. Student Facing states, “Find the value of each sum. 1. $7+2=$___ 2. $3+5=$___ 3. ___ 4. $3+6=$___ 5. $5+2=$___ 6. ___ 7. $2+6=$___ 8. ___.” Activity states, “Read the task statement. 5 minutes: independent work time. 3 minutes: partner discussion.” (1.OA.5, 1.OA.6, 1.OA.8)

• Unit 4, Numbers to 99, Lesson 4, Activity 2, students demonstrate procedural skill and  fluency as they practice adding and subtracting multiples of 10 from multiples of 10. Student Facing states, “5. $20+60=$___ 6. $70-20=$___ 7. $90-70=$___ 8. $40+40=$___.” Activity states, “5 minutes: independent work time. 5 minutes: partner work time.” (1.NBT.2c, 1.NBT.4, 1.NBT.6) 

• Unit 8, Putting It All Together, Lesson 2, Cool-down, students demonstrate procedural fluency by using the subtraction and addition relationship to add or subtract within 10. Student Facing states, “Mai is still working on $9-6=$___. Write an addition equation she can use to help figure out the difference.  Addition equation: ___.” (1.OA.6)

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. According to IM Curriculum, Design Principles, Balancing Rigor, “Access to new mathematics and problems prompts students to apply their conceptual understanding and procedural fluency to novel situations.” Multiple routine and non-routine applications of the mathematics are included throughout the grade level and these single- and multi-step application problems are included within Activities or Cool-downs. 

Students have the opportunity to engage with applications of math both with support from the teacher and independently. According to IM K-5 Math Teacher Guide, materials were designed to include opportunities for students to independently demonstrate application of grade-level mathematics, when appropriate. Design Principles, Coherent Progress states, “Each activity starts with a launch that gives all students access to the task. This is followed by independent work time that allows them to grapple with problems individually before working in small groups. The activity ends with a synthesis to ensure students have an opportunity to consolidate their learning by making connections between their work and the mathematical goals.” A Typical IM Lesson states, “The cool-down task is to be given to students at the end of the lesson. Students are meant to work on the cool-down for about 5 minutes independently and turn it in. The cool-down serves as a brief formative assessment to determine whether students understood the lesson. Students’ responses to the cool-down can be used to make adjustments to further instruction.”

Examples of routine applications of the math include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 2, Activity 2, students solve and write equations for Result Unknown word problems. Activity states, “‘Now you will solve the problems and write equations to match. You can solve the problems in any way that makes sense to you.’ Read problems aloud. 5 minutes: partner work time. ‘Find another group and discuss each problem. Share the equation you wrote and how it matches the story.’ 5 minutes: small-group discussion.” Student Facing states, “1. There was a stack of 6 books on the table. Someone put 4 more books in the stack. How many books are in the stack now? Show your thinking using drawings, numbers, or words. Equation: ___ 2. 9 books were on a cart. The librarian took 2 of the books and put them on the shelf. How many books are still on the cart? Show your thinking using drawings, numbers, or words. Equation: ___ 3. 2 kids were working on an art project. 7 kids join them. How many kids are working on the art project now? Show your thinking using drawings, numbers, or words. Equation:___ 4. The librarian had 8 bookmarks. He gave 5 bookmarks to kids at the library. How many bookmarks does he have now? Show your thinking using drawings, numbers, or words. Equation: ___.” (1.OA.1)

• Unit 3, Adding and Subtracting within 20, Lesson 20, Cool-Down, students solve real-world word problems with three addends. Student Facing states, ”Jada visited the primate exhibit. She saw 8 monkeys, 4 gorillas, and 7 orangutans. How many primates did she see? Show your thinking using drawings, numbers, or words. Equation: ___.” (1.OA.2, 1.OA.6)

• Unit 4, Numbers to 99, Lesson 4, Activity 1, students solve story problems involving adding and subtracting multiples of 10. Launch states, “Groups of 2. Give students access to connecting cubes in towers of 10 and singles and double 10-frames.” Activity states, “Read the task statement. 7 minutes: independent work time. 3 minutes: partner discussion. Monitor for students who show: towers of 10, base-ten drawings, __ tens and __ tens, expressions or equations.” Student Facing states, “1. Jada is counting collections of cubes. In Bag A there are 30 cubes. In Bag B there are 2 towers of 10. How many cubes are in the two bags all together? Show your thinking using drawings, numbers, or words. 2. Tyler is counting a collection of cubes. In Bag C there are 7 towers of 10. He takes 40 cubes out of the bag. How many cubes does he have left in the bag? Show your thinking using drawings, numbers, or words.” (1.NBT.2c, 1.NBT.4, 1.NBT.6)

Examples of non-routine applications of the math include:

• Unit 3, Adding and Subtracting Within 20, Lesson 28, Activity 1, students generate, articulate, and solve their own addition and subtraction problems. Launch states, “Display and read the questionless story problem. ‘What is this story missing? What kind of questions could you ask? (How many pencils did they have altogether? How many more pencils does Noah have than Elena?)’ 30 seconds: quiet think time. 1 minute: partner discussion. Share and record responses. ‘We have been solving different kinds of story problems. Today, you and your partner will write and solve addition and subtraction story problems using objects we have in our classroom.’” Activity states, “‘Partner A will pick a number less than 20. Partner B will use objects in the room to write a story problem and ask a question for which the number Partner A picked is the answer. Together, solve the story problem and write an equation. Switch roles for problem 2.’ 10 minutes: partner work time.” Student Facing states, “Noah had 8 pencils. Elena had 5 pencils. Han had 4 pencils.1. Addition story problem: Solve the story problem. Show your thinking using drawings, numbers, or words. Equation: ___ 2. Subtraction story problem: Solve the story problem, Show your thinking using drawings, numbers, or words. Equation: ___.” (1.OA.1, 1.OA.2, 1.OA.3, 1.OA.6)

• Unit 5, Adding Within 100, Lesson 8, Activity 3, students solve story problems involving addition with two-digit and one-digit numbers. Activity states, “Read the task statement. 3 minutes: independent work time. 3 minutes: partner discussion.” Student Facing states, “1. Priya watched a football game. The home team scored 35 points in the first half. In the second half they scored 6 more points. How many points did they score all together? Show your thinking using drawings, numbers, or words. 2. At the football game, 9 fans cheered for the visiting team. There were 45 fans who cheered for the home team. How many fans were at the game all together? Show your thinking using drawings, numbers, or words.” (1.NBT.4)

• Unit 6, Length Measurements Within 120 Units, Lesson 7, Cool-down, students solve a problem by reasoning about measurements with different units. Student Facing states, “Priya says that the length of the shoe is 5 paper clips. Is her measurement accurate? Why or why not?” An image of a high-top sneaker is shown with 5 paper clips. (1.MD.2)

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations in that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

All three aspects of rigor are present independently throughout the grade. Examples where instructional materials attend to conceptual understanding, procedural skill and fluency, or application include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 14, Activity 1, students analyze and solve addition and subtraction application problems. Launch states, “​​Give students access to connecting cubes or two-color counters. Display the image in the student book. ‘Tell a story about this picture.’ 1 minute: quiet think time. 2 minutes: partner discussion. Share responses.” Student Facing states, “There are 8 glue sticks and 3 scissors at the art station. How many fewer scissors are there than glue sticks? Mai created a picture. (An Image of eight  red dots and three yellow dots is provided.) She is not sure which equation she should use to find the difference. $8-3=5$, $3+5=8$, Help her decide. Show your thinking using drawings, numbers, or words.” (1.OA.1, 1.OA.5, 1.OA.7)

• Unit 3, Adding and Subtracting Within 20, Lesson 4, Activity 2, students develop conceptual understanding as they justify that they have found all the ways to make 10. An image of 10 counters in a ten frame is displayed. Students have access to counters, and a 10-frame. Student Facing states, “1. Show all the ways to make 10.  2. How do you know that you have found all the ways? Be ready to explain your thinking in a way that others will understand.” Activity Synthesis states, “‘How do you know that you found all of the ways?’ (I started by filling my 10-frame with red counters and then flipped over the first red counter to make it yellow. That was $1+9$. I kept flipping over a one red counter at a time to make it yellow and kept writing expressions.)” (1.OA.3, 1.OA.6)

• Unit 7, Geometry and Time, Lesson 15, Activity 2, students develop procedural fluency as they write times after reading one or both hands on a clock. Launch states, ”Give students their Half Past Clock Cards. ‘Write the times on the new clock cards that show half past.’ 2 minutes: independent work time.” Activity states, “What time is shown on each clock? Work on the questions by yourself and then compare your work with your partner’s.” Student Facing states, “1. For each clock, write the time. a. Clock shows 2:00. b. Clock shows 4:30. c. Clock shows 6:30. d. Clock shows 12:00. e. Clock shows 8:00.” (1.MD.3)

Multiple aspects of rigor are engaged simultaneously throughout the materials in order to develop students’ mathematical understanding of a single unit of study or topic. Examples include:

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 8, Activity 2, students develop conceptual understanding alongside procedural fluency as they sort shapes into categories and explain their strategies for sorting. Launch states, “Give students access to colored pencils or crayons and copies of the three-column table.” Student Facing states, “1. Show how you sorted the shape cards. Be sure that someone else who looks at your paper can see how many shapes are in each category. 2. Complete the sentences: a. The first category has ___ shapes. b. The second category has ___ shapes. c. The third category has ___ shapes. d. There are ___ shapes all together.” (1.MD.4)

• Unit 3, Adding and Subtracting Within 20, Lesson 6, Activity 1, students develop conceptual understanding alongside application as they use addition to solve routine problems. Student Facing states, “Han is playing Shake and Spill. He has some counters in his cup. Then he puts 3 more counters in his cup. Now he has 10 counters in his cup. How many counters did he start with? Show your thinking using drawings, numbers, or words. Equation: ___.” (1.OA.1, 1.OA.5, 1.OA.6)

• Unit 6, Length Measurements Within 120 Units, Lesson 1, Activity 2, students develop all three aspects of rigor, conceptual understanding, procedural skill and fluency, and application as they order objects by length. Launch states, “Give each group 10–12 objects.” Student Facing states, “1. Pick 3 objects. With your partner, put the objects in order from shortest to longest. Trace or draw your objects. 2. Pick 3 new objects. With your partner, put them in order from longest to shortest. Write the names of the objects in order from longest to shortest.” Activity Synthesis states, “Invite previously identified students to demonstrate how they ordered three objects from shortest to longest. Display the three objects with the endpoints lined up so all students can see. ‘What statements can you make to compare the length of their objects?’ (The ___ is longer than the ___ and ___.)” (1.MD.1)

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for supporting the intentional development of MP1: Make sense of problems and persevere in solving them; and MP2: Reason abstractly and quantitatively, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. Students have opportunities to engage with the Math Practices across the year and they are often explicitly identified for teachers within the Course Guide (How to Use These Materials) and within specific lessons (Instructional Routines, Lesson Preparation Narratives, and Lesson Activities’ Narratives).

MP1 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students make sense of problems and persevere in solving them as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 4, Cool-down, students make sense of story problems and write equations. Student Facing, “Mai has 3 books. She gets some more books from the library. Now she has 7. How many more books did she get? Show your thinking using drawings, numbers, or words. Equation:___.” Preparation, Lesson Narrative states, “This lesson provides an opportunity to assess student progress on making sense of different types of story problems, the methods they use to solve, and the equations they write to match the problems.”

• Unit 3, Adding and Subtracting Within 20, Lesson 15, Activity 1, students solve a story problem with three addends in which two of the addends make 10. Student Facing states, “7 blue birds fly in the sky. 8 brown birds sit in a tree. 3 baby birds sit in a nest. How many birds are there altogether? Show your thinking using objects, drawings, numbers, or words.” Launch states, “Groups of 2. Give students access to double 10-frames and connecting cubes or two-color counters. ‘What kind of birds do you see where you live? Where do you see the birds?’ (I see pigeons on wires. I see a big bird in the park. I see red birds at the bird feeder. I hear loud birds in the morning.). 30 seconds: quiet think time. 1 minute: partner discussion. Share and record responses. Write the authentic language students use to describe the birds they see and where they see them. ‘Louis Fuertes was a bird artist. When he was a child, he loved to paint the birds he saw.’ Consider reading the book The Sky Painter by Margarita Engle. ‘We are going to solve some problems about birds.’'' Activity states, “3 minutes: independent work time. 2 minutes: partner discussion. As students work, consider asking: ‘How are you finding the total number of birds? How did you decide the order to add the numbers? Is there another way you can add the numbers?’ Monitor for students who use the methods described in the narrative.” An image of a blue bird is shown. Narrative states, “Students are given access to double 10-frames and connecting cubes or two-color counters. Students read the prompt carefully to identify quantities before they start to work on the problem. They have an opportunity to think strategically about which numbers of birds to combine first since 3 and 7 make 10. They also may choose to use appropriate tools such as counters and a double 10-frame strategically to help them solve the problem (MP1, MP5).”

• Unit 6, Length Measurements Within 120 Units, Lesson 17, Activity 2, students make sense of addition and subtraction word problems. Launch states, “Take turns reading a problem you came up with in the previous activity. Your partner group will act out the story with connecting cubes, then solve the problems. Then switch roles.” Student Facing states, “Group A: Read your problems to your partner group. Group B: 1. Act out and solve the problems. Show your thinking using drawings, numbers, or words. 2. Write an equation to represent each story problem. 3. What do you notice about the story problems and the equations you wrote? Switch roles.” Narrative states, “The purpose of this activity is for students to solve addition and subtraction word problems by acting out the stories. Acting out gives students opportunities to make sense of a context (MP1).”

MP2 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students reason abstractly and quantitatively as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 6, Activity 2, students consider two different equations that represent the same story problem. Student Facing states, “Tyler and Clare want to know how many pets they have together. Tyler has 2 turtles. Clare has 4 dogs. Tyler wrote the equation  $4+2=6$. Clare wrote the equation $2+4=6$. Do both equations match the story? Why or why not? Show your thinking using drawings, numbers, or words.” Launch states, “Groups of 2. Give students access to 10-frames and connecting cubes or two-color counters. ‘We just solved a problem about pet fish. What else do you know about pets?’ 30 seconds: quiet think time. 1 minute: partner discussion. If needed ask, ‘What kinds of pets are there?’ Activity states, “Read the task statement. 3 minutes: independent work time. 2 minutes: partner discussion. Monitor for a student who uses objects or drawings to show that each equation matches the story.” Narrative states, “Students contextualize the problem and see that each number represents a specific object’s quantity, no matter which order it is presented, and connect these quantities to written symbols (MP2).”

• Unit 5, Adding Within 100, Lesson 14, Activity 1, students solve two-digit addition word problems. Launch states, “Give students access to connecting cubes in towers of 10 and singles. The table shows the number of cans four students collected for their class’ food drive. ‘What do you notice? What do you wonder?’ (They collected a lot of cans. Tyler collected the most. Han collected the least. I wonder how many they collected all together.)” Activity states, “Read the task statement. 6 minutes: independent work time. ‘Check in with your partner. Be prepared to show or explain your thinking.’ 5 minutes: partner discussion.” Student Facing states, “Partner A: Write an equation to represent your thinking.1. How many cans did Lin and Priya collect altogether? 2.How many cans did Han and Tyler collect altogether? 3. How many cans did all four students collect altogether? Partner B: Write an equation to represent your thinking. 1. How many cans did Tyler and Priya collect altogether? 2. How many cans did Lin and Han collect altogether? 3. How many cans did all four students collect altogether?” Narrative states, “The purpose of this activity is for students to apply their understanding of place value and properties of operations to solve two-digit addition real world problems (MP2). Students may use any method and representation that helps them make sense of the problems in context.”

• Unit 8, Putting It All Together, Lesson 5, Activity 1, students solve addition and subtraction story problems. Student Facing states, “Solve each problem. Show your thinking using drawings, numbers, or words. 1. There are 7 first graders and some second graders at the planetarium. There are 18 students at the planetarium. How many second graders are at the planetarium? 2. When the show started, 18 stars lit up in the sky. 13 stars were bright. Some of the stars were dim. How many stars were dim? 3. Together, Diego and Tyler saw 15 shooting stars during the show. Diego saw 6 shooting stars. Tyler saw the rest. How many shooting stars did Tyler see? 4. In the gift shop, Elena bought 12 star stickers. She also bought some planet stickers. Elena bought 20 stickers. How many planet stickers did she buy?” Launch states, “Groups of 2. Give each group access to connecting cubes in towers of 10 and singles. Display the image in the student book. ‘What do you notice in this picture? What do you wonder? (There are bright colors. This looks like stars in the sky. Why is there red in the sky? Where is this?). This is a picture of something called the Helix Nebula. It is one of many interesting things that can be seen in our sky. People who are interested in learning more about stars, planets, or anything else that is found in the sky, can visit a planetarium to learn all about these things. We are going to solve some problems about a field trip to the planetarium.’” Activity states, “8 minutes: independent work time. 4 minutes: partner discussion. Monitor for students who solve the problem about bright and dim stars with addition and for students who solve the same problem with subtraction.” Narrative states, “The purpose of this activity is for students to make sense of and solve Put Together/Take Apart, Addend Unknown story problems (MP2). In the synthesis, students discuss different methods used to solve these problems, including using addition and subtraction.”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for supporting the intentional development of MP3: Construct viable arguments and critique the reasoning of others, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. 

Students have opportunities to engage with MP3 across the year and it is often explicitly identified for teachers within the Course Guide (How to Use These Materials) and within specific lessons (Instructional Routines, Lesson Preparation Narratives, and Lesson Activities’ Narratives). According to the Course Guide, Instructional Routines, Other Instructional Routines, 5 Practices, “Lessons that include this routine are designed to allow students to solve problems in ways that make sense to them. During the activity, students engage in a problem in meaningful ways and teachers monitor to uncover and nurture conceptual understandings. During the activity synthesis, students collectively reveal multiple approaches to a problem and make connections between these approaches (MP3).”

Students construct viable arguments, in connection to grade-level content, as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 3, Adding and Subtracting Within 20, Lesson 6, Activity 2, students construct arguments as they solve addition and subtraction stories. Student Facing states, “1. Noah is playing Shake and Spill with 10 counters. 4 of the counters fall out of the cup. How many counters are still in the cup? Show your thinking using drawings, numbers, or words. Equation: ____.” Narrative states, “During the synthesis, students focus on sharing equations and comparing the start and change unknown problems, as well as how the commutative property can help them solve story problems with an unknown start. As students discuss and justify their decisions, they share a mathematical claim and the thinking behind it (MP3).”

• Unit 5, Adding Within 100, Lesson 1, Activity 1, students construct viable arguments as they apply their place value understanding to add an amount of tens or ones to a two-digit number. Launch states, “Groups of 2. Give each group a set of number cards and a paperclip. Give students access to connecting cubes in towers of 10 and singles. ‘Remove the 0, 6, 7, 8, 9 and 10 from the number cards. We are going to play a game where you must figure out the number your partner added. Let’s play a round together. All of you are partner A and I am partner B.’ Invite a student to spin. ‘You spun (43). I will draw a number card and decide whether to add that many ones or that many tens. I will say the sum aloud. The sum is (93). What number did I add? Talk with your partner. Be ready to explain how you know.’ (You added 50. In order to get from 43 to 93 you add 5 tens. 53, 63, 73, 83, 93.) 1 minute: partner discussion. Share responses.” Activity states, “‘Now you will play with your partner. For each round, decide whether you will add tens or ones and see if your partner can guess what you added.’ 15 minutes: partner work time. As students work, consider asking: ‘How did you choose to add tens or ones? How did you determine the number your partner added?’” Student Facing states, “Partner B: Pick a number card without showing your partner. Choose whether to add that many ones or tens to your starting number. Make sure you don't go over 100. Tell your partner the sum. Partner A: Tell your partner what number you think they added and explain your thinking. Switch roles and repeat.” Narrative states, “Students explain how they add and how they determined the unknown addend with an emphasis on place value vocabulary (MP3).”

• Unit 8, Putting It All Together, Lesson 8, Cool-down, students construct arguments as they interpret representations of numbers up to 100. Student Facing states, “Represent numbers to show the base-ten structure. Represent the same number with different amounts of tens and ones.” Narrative states, “As students look through each others' work, they discuss how the representations are the same and different and can defend different points of view (MP3).”

Students critique the reasoning of others, in connection to grade-level content, as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 1, Adding, Subtracting, and Working with Data, Lesson 7, Activity 1, students begin to critique the reasoning of others as they sort math tools and understand how a partner sorted the tools. Launch states, “Give each group a bag of math tools and access to the blackline masters.” Activity states, “‘Sort your math tools. Use the tables if they are helpful.’ 4 minutes: partner work time. ‘Explain to another group how you sorted your tools. Make sure to tell them the groups you used and how many objects are in each group.’ 3 minutes: small group discussion. MLR2 Collect and Display. Circulate, listen for, and collect the language students use to describe how they sorted. Listen for categories, the number of shapes in each category, and math tool names. Record students’ words and phrases on a poster titled ‘Words to describe how we sorted’ and update throughout the lesson.” Narrative states, “Students identify attributes of the objects and sort them into two or more groups. Students may choose to use one of the blackline masters to organize as they sort. When students share how they sorted with their partner, they use their own mathematical vocabulary and listen to and understand their partner's thinking (MP3, MP6).”

• Unit 3, Adding and Subtracting Within 20, Lesson 19, Activity 1, students create an argument and critique the reasoning of others as they analyze methods for adding within 20 and use those methods flexibly to find sums. Student Facing states, “Lin, Han, and Kiran are finding the value of $8+7$. (An image of a double ten frame, eight red counters, and seven yellow counters are shown.) Lin thinks about  $8+2+5$. Han thinks about $7+7+1$. Kiran thinks about $8+8-1$. Explain how each student’s method works. Show your thinking using drawings, numbers, or words.” Launch states, “Give students access to double 10-frames and connecting cubes or two-color counters.” Activity states, “Read the task statement. ‘Use double 10-frames and counters to determine how each method works. Show your thinking in a way that others will understand.’ 10 minutes: partner work time. 3 minutes: partner discussion. Monitor for students who can explain each method using 10-frames.” Narrative states, “Students must justify and explain the work of the given characters. Students share their thinking and have opportunities to listen to and critique the reasoning of their peers (MP3).”

• Unit 4, Numbers to 99, Lesson 6, Activity 2, students construct an argument and critique reasoning when they analyze a collection of connecting cubes arranged in towers of 10. Launch states, “Groups of 2. Give students access to connecting cubes in towers of 10 and singles. ‘Noah counted a collection of connecting cubes. He says there are 50 cubes. Do you agree or disagree? Explain how you know. You will have a chance to think about it on your own and talk to your partner about Noah’s thinking before you write your response.’” Activity states, “1 minute: quiet think time. ‘Share your thinking with your partner.’ 2 minutes: partner discussion. ‘Explain why you agree or disagree with Noah. Write the word “agree” or “disagree” in the first blank. Then write why you agree or disagree.’ 3 minutes: independent work time.” Student Facing states, “Noah organized his collection of connecting cubes. He counts and says there are 50 cubes. Do you agree or disagree? Explain how you know. I ___ with Noah because.” Narrative states, “When students explain that they disagree with Noah because a ten must include 10 ones, they show their understanding of a ten and the foundations of the base-ten system (MP3).”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for supporting the intentional development of MP4: Model with mathematics; and MP5: Choose tools strategically, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. Students have opportunities to engage with the Math Practices across the year and they are often explicitly identified for teachers within the Course Guide (How to Use These Materials) and within specific lessons (Instructional Routines, Lesson Preparation Narratives, and Lesson Activities’ Narratives).

MP4 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students have many opportunities to solve real-world problems, model situations with appropriate representations, and describe what they do with the model and how it relates to the problem. Students model with mathematics as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 1, Cool-down, Section A Checkpoint, students represent and solve Add To and Take From, Result Unknown story problems using a strategy that makes sense to them. They also write an expression to represent the action in a story problem. Teachers observe in order to capture evidence of student thinking using the checkpoint checklist. Student Response states, “Retell the story. Represent a story problem with objects or drawings. Explain how a representation matches the story.” Narrative states, “When students connect expressions back to the story problem and explain the connection, they model with mathematics (MP4).”

• Unit 4, Numbers to 99, Lesson 23, Activity 1, students apply their place value understanding to estimate quantities of objects and accurately count familiar objects. Student Facing states, “Experiment 1: How many objects are in 2 handfuls? Record an estimate that is: too low, about right, too high. Now find the exact number ___. Experiment 2: How many objects are in 2 handfuls? Record an estimate that is: too low, about right, too high. Now find the exact number ___. Experiment 3: How many objects are in 2 handfuls? Record an estimate that is: too low, about right, too high. Now find the exact number ___.”  Launch states, “Display for all to see approximately 15–25 beans or other small objects. ‘How many objects do you think are in this pile?’ 1 minute: partner discussion. Share responses. ‘How could we find out exactly?’ (Count them.).” Activity states, “‘How many objects are in 2 handfuls? Let's do an experiment.’ Give each group a bag of objects. ‘Take turns and grab a handful. Estimate how many objects you both grabbed altogether. Then find out how many you have exactly. You will do this experiment three times.’ 5 minutes: partner work time. Monitor for students who: count by ones group the objects into groups of 10 and then count the tens and ones.” Lesson Narrative states, “When students recognize the mathematical features of familiar real world objects and solve problems, they model with mathematics (MP4).”

• Unit 8, Putting It All Together, Lesson 6, Activity 2, students use given information to ask and answer different questions. Student Facing states, “Write and answer 2 questions using the information. Use the picture for the first one if it is helpful. 1. Diego went on 7 rides. Priya went on 11 rides. 2. Jada went on 3 rides. Kiran went on 6 rides. Noah went on 9 rides.” Narrative states, “When students recognize the mathematical features of things in the real world and ask questions that arise from a presented situation, they model with mathematics (MP4).”

MP5 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students have multiple opportunities to identify and use a variety of tools or strategies, working with the support of the teacher and independently, throughout the units to support their understanding of grade-level math. Examples include:

• Unit 4, Numbers to 99, Lesson 1, Activity 2, students organize and count a collection of 40 objects. Launch states, “Groups of 2. Give each group a bag of objects. Give students access to double 10-frames, cups, paper plates, or other tools to help organize a count. ‘Now you will work with your partner to count more collections. Each partner will show on paper how many there are and show how you counted.’” Activity states, “5 minutes: partner work time. ‘Switch bags with another group. Work with your partner to count the collection. Each partner will show on paper how many there are and show how you counted them.’ 5 minutes: partner work time. As students work, consider asking: ‘How can you use what we learned in the last activity to help you organize your count? Tell me about what you have written here. How many does it show? Does your representation match how you counted?’ Monitor for students who organize objects into groups of ten using cups, paper plates, or other tools, groups using double 10-frames.” Narrative states, “Students choose how to count their collection and determine how to represent their count. They may count by one, using double 10-frames or other tools to keep track of tens (MP5).”

• Unit 5, Adding Within 100, Lesson 6, Cool-down, Section B Checkpoint, students add one-digit and two-digit numbers and deepen their understanding of place value. The teacher observes and collects evidence of student thinking with the checkpoint checklist. Student Response states, “Add within 100 by counting on. Make a ten to add within 100. Add within 100 by combining ones and ones. Explain their addition method orally in a way others will understand. Represent their addition method on paper in a way others will understand.” Lesson Purpose shows the focus on student choice of strategy as it states, “The purpose of this lesson is for students to add one-digit and two-digit numbers, with composing a ten, using place value understanding and the properties of operations. Students also make sense of equations that represent addition methods.”

• Unit 6, Length Measurements within 120, Lesson 8, Activity 1, students measure a length that is over 100 length units long and count the number of units using grouping methods. Launch states, “Groups of 3–4. Give each group 120 base-ten cubes, string, and scissors. ‘Today we are going to measure the height of one of your group members. Choose whose height you will measure and cut a piece of string that is the same length as their height.’ 2 minutes: small-group work.” Activity states, “‘Measure the length of the string using small cubes. Represent the measurement using drawings, numbers, or words.’ 15 minutes: partner work time. Monitor for groups who: have measurements between 100–110 cubes, created groups of ten to organize the cubes.” Student Facing states, “Represent your measurement using drawings, numbers, or words.” Lesson Narrative states, “The purpose of this lesson is for students to count a quantity between 100 and 110. In the first activity, students measure how tall they are using base-ten cubes and represent their work in a way that makes sense to them (MP5).”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for supporting the intentional development of MP6: Attend to precision; and attend to the specialized language of mathematics, for students, in connection to the grade-level content standards, as expected by the mathematical practice standards. 

Students have many opportunities to attend to precision and the specialized language of math, in connection to grade-level content, as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 1, Adding, Subtracting and Working with Data, Lesson 7, Warm-up, students describe attributes of mathematical objects. Narrative states, “The activity provides an opportunity for students to describe mathematical objects in different ways, including non-mathematical characteristics such as color as well as mathematical characteristics such as the number of corners and the category or properties of the shapes. (MP6). If possible, display the objects themselves rather than the image or provide students with a set of the objects. Some students may not know the names of the shapes. Prompt them to use the language that makes sense to them.” Launch states, “Groups of 2. Display the image. ‘What do you notice? What do you wonder?’ 1 minute: quiet think time.” Activity Synthesis states, “How are the shapes alike? How are they different?”

• Unit 4, Numbers to 99, Lesson 10, Cool-down, students attend to precision as they write numbers using their knowledge of base-ten representations. Student Facing states, “Write the number that matches each representation. 1. $30+9$,  2. an image of 63 base ten blocks, 3. 7 ones + 9 tens.” Narrative states, “Students must attend to the units in each representation and the meaning of the digits in a two-digit number, rather than always writing the number they see on the left in a representation in the tens place and the number they see on the right in a representation in the ones place (MP6).”

• Unit 4, Numbers to 99, Lesson 14, Activity 1, students use precise mathematical language as they determine which number is greater and represent their number in any way they choose. Student Facing states, “Each partner spins a spinner. Each partner shows the number any way they choose. Compare with your partner. Which number is more?” Launch states, “Give each group two paper clips and access to connecting cubes in towers of 10 and singles. Display 35 and 52. ‘Which number is more? Show your thinking using math tools. Be ready to explain your thinking to your partner.’ 2 minutes: independent work time. 2 minutes: partner discussion. ‘Which is more and how do you know?’ (53 is more because it has more tens than 35.).” Activity states, “Read the task statement. ‘Each partner can choose to use Spinner A or B for each turn.’ 10 minutes: partner work time.” Narrative states, “Listen for the way students use place value understanding to compare the numbers and the language they use to explain how they know one number is more than the other (MP3, MP6). In the synthesis, students are introduced to the terms greater than and less than.” Activity Synthesis states, “‘Are there any other words or phrases that are important to include on our display?’ As students share responses, update the display by adding (or replacing) language, diagrams, or annotations. Remind students to borrow language from the display as needed. Display 93 and 26. ‘Which is more? How do you know? (93 is more because 9 tens is more than 2 tens.) We can say, ‘93 is greater than 26.’ We can also say, ‘26 is less than 93.’” Display 62 and 64. ‘Which number is more? How do you know? (64 is more. They both have 6 tens but 64 has 4 ones and that is more than the 2 ones in 62.) We can say that 64 is greater than 62. We can also say 62 is less than 64.’”

• Unit 5, Adding Within 100, Lesson 3, Cool-down, students use precision as they explain how to add expressions. Student Facing states, “Find the value of $14+53$. Show your thinking using drawings, numbers, or words. Write equations to show how you found the value.” Lesson Narrative states, “In this lesson, students add two-digit numbers using methods of their choice and write equations to match their thinking. Students interpret and compare different methods for finding the value of the same sums. Students also practice explaining their own methods and listening to the methods of their peers. Students have opportunities to revise how they explain their own and others' methods and consider how representations of their own thinking (for example, drawings or equations) can help them explain or interpret their work (MP3, MP6).”

• Unit 6, Length Measurements Within 120 Units, Lesson 3, Activity 3, students attend to precision when they compare the length of two objects using a third object. Student Facing states, “Will the teacher’s desk fit through the door? Show your thinking using drawings, numbers, or words. Will a student desk fit through the door? Show your thinking using drawings, numbers, or words. Which is longer, the bookshelf or the rug? Show your thinking using drawings, numbers, or words. Which is longer, the file cabinet or the bookshelf? Show your thinking using drawings, numbers, or words. Which is shorter, the bookshelf or the teacher’s desk? Show your thinking using drawings, numbers, or words. Will the teacher’s desk fit next to the bookshelf? Show your thinking using drawings, numbers, or words.” Launch states, “Groups of 2. Give students access to measuring materials. ‘Have you ever seen someone move a large piece of furniture, like a couch, from one room to another? Is it easy to move big pieces of furniture? Why or why not?’ 30 seconds: quiet think time. Share responses. ‘I have been thinking about getting a new desk. If I do, I will have to move this desk out of the room. I am not sure if this desk will fit through the door. How can we check to see if it will fit?’ (We could measure with a string.). 30 seconds: quiet think time. 1 minute: partner discussion. Share responses. ‘You are all going to check to see if my desk will fit through the door. You are also going to compare the length of some other objects in the room.” Activity states, “15 minutes: partner work time. Monitor for a group that measures the width of the teacher's desk and one that measures the length.” Narrative states, “When students decide if the teacher's desk will fit through the door or compare other large pieces of furniture, they will need to be precise about which lengths they are measuring as objects like the teacher's desk, a rug, and a bookcase, have a length, width, and in some cases a height (MP6).”

• Unit 7, Geometry and Time, Lesson 3, Warm-up, students use specialized language as they compare attributes of shapes. Narrative states, “This warm-up prompts students to compare four shapes. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of two- and three-dimensional shapes.” Launch states, “Groups of 2. Display the image ‘Pick one that doesn’t belong. Be ready to share why it doesn’t belong.’” Activity Synthesis states, “Let’s find at least one reason why each one doesn’t belong. What solid shapes do the images for A, B, and C show? (cube, cone, and cylinder) Does D show a solid shape? Why or why not? (Maybe it is supposed to be a sphere. It looks like it is just a circle.) A circle is not one of our solid shapes. We call it a flat shape.”

The materials reviewed for Kendall Hunt's Illustrative Mathematics Grade 1 meet expectations for supporting the intentional development of MP7: Look for and make use of structure; and MP8: Look for and express regularity in repeated reasoning, for students, in connection to grade-level content standards, as expected by the mathematical practice standards. Students have opportunities to engage with the Math Practices across the year and they are often explicitly identified for teachers within the Course Guide (How to Use These Materials) and within specific lessons (Instructional Routines, Lesson Preparation Narratives, and Lesson Activities’ Narratives).

MP7 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students have many opportunities to look for, describe, and make use of patterns within problem-solving as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 2, Addition and Subtraction Story Problems, Lesson 18, Activity 1, students look for and make use of structure as they interpret equations with a symbol for the unknown and connect them to story problems. Activity states, “‘You have two sets of cards. One set of cards has the story problems we used in the last lesson. The other set of cards has equations with unknown values. Work with your partner to match the story problems to the equations. One story has more than one equation. Be sure you can explain how you know they match.’ 10 minutes: partner work time.” Activity Synthesis states, “‘Which equation matches Card C? How do you know?’ (__. 9 represents how many students were sliding. 6 represents how many students leave so that is $9-6$. The box represents how many are left, which is the answer to the problem.) Repeat for problems F and H. Display equation cards 6 and 8. ‘What do you notice about these equations? (They both have a total of 9 and one part is 4. The other part is the unknown. They both match problem G.). How does each of these equations match the story problem?’ (There are 9 students jumping Double Dutch and 4 students jumping on their own. I need to find the difference, so I can subtract $9-4$ to find the answer or I can say that $9=4+$___. 9 equals 4 plus some more students.).” Narrative states, “The purpose of this activity is for students to match story problems to equations with a symbol for the unknown (MP2). Each equation is written to match the way the numbers are presented in the story problem. Problem G has more than one equation, which prompts students to discuss the relationship between addition and subtraction (MP7). During the synthesis, students discuss how an equation with a symbol for the unknown matches a Take From, Result Unknown story problem.”

• Unit 5, Adding Within 100, Lesson 1, Warm-up, students look for and make use of structure as they subitize or use grouping strategies to describe the images they see. Student Facing states, “How many do you see? How do you see them?” Activity Synthesis states, “How did we describe the second image using tens and ones? How many tens do you see? How many ones? (Some people said they saw it as 3 tens and 5 ones.) How could we describe the last image using tens and ones? (3 tens and 9 ones) How could we write equations to go with the last image? ( or $30+9$).” Lesson Narrative states, “When students look for ways to see and describe numbers as groups of tens and ones and connect this to two-digit numbers, they look for and make use of the base-ten structure (MP7).”

• Unit 7, Geometry and Time, Lesson 14, Cool-down, students look for and make use of structure as they learn about the position of the hands on an analog clock at half past the hour, Student Facing states, “Circle the clock that shows 2:30.” Lesson Narrative states, “Students connect their understanding of half of a circle to the minute hand moving halfway around the face of a clock (MP7).”

MP8 is identified and connected to grade-level content, and there is intentional development of the MP to meet its full intent. Students have multiple opportunities to use repeated reasoning in order to make generalizations and build a deeper understanding of grade-level math concepts as they work with support of the teacher and independently throughout the units. Examples include:

• Unit 3, Adding and Subtracting Within 20, Lesson 17, Cool-down, students use repeated reasoning to add within 20. Students see that they can decompose one addend in order to make a ten. Student Facing states, “8 birds are sitting in a tree. 6 birds are sitting on the grass. How many birds are there all together? Show your thinking using drawings, numbers, or words. Equation: ___.” Lesson Narrative states, “When students identify and use equivalent expressions, they look for and make use of structure (MP7) and here they repeatedly make a 10 to find the value of expressions (MP8).”

• Unit 4, Numbers to 99, Lesson 7, Activity 1, students use repeated reasoning to extend their understanding of teen numbers as a ten and some ones to an understanding of all two-digit numbers as some tens and some ones. Student Facing states, “Partner 1 draws 2 number cards and uses them to make a two-digit number. Each partner says the number. Partner 2 builds the number using cubes. Partner 1 checks to see if they agree. Each partner makes a drawing of the number and records how many tens and ones. Switch roles and repeat.” Activity states, “10 minutes: partner work time. As students work, consider asking: ‘How do you say this two-digit number? What is your plan for building the number? How many tens does this number have? How many ones does this number have?’” Activity Synthesis states, “Display the number 24 and a base-ten drawing of 4 tens and 2 ones. ‘Tyler made a drawing of 24. Do you agree with how he showed 24? Why or why not? (No, because he drew 4 tens and 2 ones instead of 2 tens and 4 ones. He made the number 42 instead of 24.). Tyler’s drawing shows 42, not 24. They both have the digits 2 and 4, but they are in different places, which makes them different numbers.’” Narrative states, “Students choose two number cards and create a two-digit number. As they build the two-digit numbers with towers of 10 and singles, students see that each two-digit number is composed of a number of tens and a number of ones (MP8).”

• Unit 6, Length Measurements Within 120 Units, Lesson 4, Warm-up, students use repeated reasoning to make ten to find sums within 50. Student Facing states, “Find the value of each expression mentally. $9+6$, $29+6$, $39+7$, $39+9$.” Narrative states, “When students notice how they can make a ten when finding the value of each expression or when they use one sum to find the value of the next sum, they look for and make use of structure and express regularity in repeated reasoning (MP7, MP8).” Activity Synthesis states, “Did anyone have the same method but would explain it differently? Did anyone approach the problem in a different way?”