The instructional materials for Math Expressions Grade 1 meet expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Materials include problems and questions that develop conceptual understanding and provide opportunities for students to independently demonstrate conceptual understanding throughout the grade where called for in the standards. The Teacher’s Edition page vii states, “Through using objects, drawings, conceptual language, and real-world situations, students build mathematical ideas that make sense to them.”

Materials utilize MathBoards (laminated boards) for students to make their own drawings to communicate their conceptual understanding. Students have access to iTools to model conceptual understanding. Math Talk activities provide “frequent opportunities for students to explain their mathematical thinking and to ask questions of other explainers deepens their understanding of concepts.” Additionally, What’s The Error activities with the Puzzled Penguin provide students the opportunity to identify errors, discuss why it is incorrect, and how to correct it. Finally, Learning Paths, found in each unit, explain how students will build understanding of concepts throughout the unit.

Examples include but are not limited to:

• In Units 1, 2, and 3, Daily Routines activities use the 120 Poster, Count by Tens and Ones Up to a Number to help students understand place value through the use of a concrete models. Students use columns with 10 blue circles in each to show a group of 10 which is later connected to a representation using “Secret Code Cards” a version of place value cards where a two-digit number is created by placing the ones digit card on top of the “0” in the tens place card. For example, the tens card is 90, and the 5 card gets placed on top of the 0 in 90 to make 95. Using place value cards in this manner reinforces the concept of digit 9 in 90 having a value of 90 (1.NBT.2).
• In Unit 2, the Learning Path, explains how students will build understanding of place value. “In this unit, children work with place value, representing numbers in different ways, and comparing numbers. They add two, three, or four 2-digit numbers, sometimes resulting in new tens or new hundreds with sums to 200.” (1.NBT.2)
• In Unit 4, Lesson 9, students are introduced to adding a 1-digit number to a 2-digit number by counting on. A Number Path model, as well as 10-sticks and circles pictorial model are used as tools to build conceptual understanding. For example, the teacher says, “Make the number 38 (on the number path). Draw sticks through the 10-groups until you reach 30. How many sticks do you draw? Then make 8 dots until you reach 38. Write 38. Let’s say you want to add 5 to 38. Everyone make 5 more dots. What is the total? Did you make a new ten? Show it by drawing another 10-stick.” The Number Path model builds understanding of when we add, sometimes a new ten is created.  Students continue this practice independently in the Student Activity Book on page 170 (1.NBT.4).
• In Unit 4 Lesson 12, “What’s The Error?,” the Puzzled Penguin illustrates an incorrect comparison of two 2-digit numbers and asks students, “Am I correct?” This student discussion builds and assesses students’ conceptual understanding of comparison (1.NBT.3).
• Unit 4, Lesson 17, Math Talk, students play One Hundred Ants in small groups. Students come to an agreement on the number of ants playing the game. Students then draw a card and state how many more ants came. Students add more dots to their visual model and check to see if they are all in agreement (1.OA.8).

The instructional materials for Math Expressions Grade 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency.

The instructional materials develop and provide independent opportunities for procedural skill and fluency throughout the grade-level. Math Expressions includes a Path to Fluency for each grade level. “This plan provides targeted practice in the Student Activity Books, Teacher Editions, Teacher Resource Books, Math Activity Centers, as well as Fluency Checks in the Student Activity Books” (TE I12). In Grade 1 the fluency plan contains practice problems in the Student Activity Book identified by a Path to Fluency icon, Fluency Checks, Quick Practices, Daily Routines, Count-On Cards, Games, Homework and Remembering pages, and online resources. Examples include but are not limited to:

• Unit 1, Student Activity Book, students practice fluency within 10. Students practice equations involving addition and subtraction fluency within 5 and problems of plus and minus 1. As various strategies and pattern types are introduced, the set of equations is added to the practice pages to give students ongoing exposure and practice in order to develop fluency (1.OA.6).
• In the Student Activity Book, during the Daily Routine - Remembering, students engage in rote counting practice throughout the units. For example, students practice numeral writing to 20 (1.NBT.1).
• Periodic Fluency Checks assess addition and subtraction fluency within 10 are administered throughout the units beginning in Unit 2 after Lesson 4. For example, Volume 1, Fluency Check 6, page 122, students subtract within 10 (1.OA.6).
• Unit 4, Lessons 1-8, Daily Quick Practice Routines, Add a Ten, students use the strategy of adding a ten to quickly find sums (1.NBT.2).  
• Unit 4, Lesson 8, Student Activity Book, 167, students practice writing numbers and number words.  For example, students are given word form and asked to write the numeral and vice-versa (1.NBT.1).
• Online Resource, Poggles MX, interactive game providing addition and subtraction fluency practice.

The instructional materials for Math Expressions Grade 1 meet expectations that the materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics. Engaging applications include single and multi-step problems, routine and non-routine, presented in a context in which the mathematics is applied.

The instructional materials include multiple opportunities for students to engage in routine and non-routine application of mathematical skills and knowledge of the grade-level and to independently demonstrate the use of mathematics flexibly in a variety of contexts. Opportunities for contextual problem solving and non-routine problems are found in Math Talks. Students are provided real-world problem scenarios throughout each lesson. Performance Tasks at the end of each unit, provide students the opportunity to solve real world situations. Also, Math Readers embed math learning in a context appropriate story. Finally, online games provide problem solving practice. For example:

• Math Talks provide opportunities for students to engage in routine problems. In Unit 1, Lesson 8, students share stories with partners about each set of partners of 10. For example, “Guy: There are 9 girl cousins and 1 boy cousin in my family. Zaraya: I picked 8 red roses and 2 pink roses.”
• Math Readers provide opportunities for students to solve word problems in a different context. Unit 4’s Reader, “Comic Books for Sale” includes subtraction story problems based on the pictures in the story.
• Performance Tasks at the end of each unit, provide students with the opportunity to solve a real world task. For example, the Unit 6 Performance Task, students are directed, “To play a game, Celia and Anthony must first put their marbles into bags of 10. How many bags of 10 marbles can Celia fill? How many bags of 10 marbles can Anthony fill? If they put their marbles together first, can they fill the same total number of bags? Explain.” Non-routine practice occurs when students create their own story problems. In Unit 3, Lesson 12 students write their own story problems about sports. Students use information from a picture to write an addition or subtraction story problem. Students then share their story problems and solutions with the class.
• In Unit 6, Lesson 9, Activity 2, students are shown the following statement, “Chen has 2 marbles. His friend gives him 4 marbles. Then another friend gives him more marbles.” They are then asked to explain why Chen now has more than 6 marbles (1.OA.2).
• Online activities provide additional opportunities for students to apply mathematical knowledge and skills to real-world contexts. For example, in the In-Depth Inquiry Based Task for Unit 8, Fruit Pop Party, students plan a fruit pop party. Students use the information provided on charts to determine how many ice pops they will need for the party.

The instructional materials for Math Expressions Grade 1 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately.

The instructional materials attend to conceptual understanding, procedural skill and fluency, and application independently to develop students’ mathematical understanding of a single topic/unit of study throughout the grade level materials. The three aspects of rigor can be found in the Daily Routines, Quick Practice, Math Talks, Fluency Checks, Puzzled Penguin, Lessons, and Homework. For example:

• Fluency can be found in any of the 18 Fluency Checks. For example, Fluency Check 12 has students adding and subtracting within 20 (1.OA.6).
• Conceptual Understanding can be found in any of the Puzzled Penguins “What’s the Error?” questions. For example, in Unit 6, Lesson 7, the teacher writes the following story problem on the board with an incorrect solution, “There are 11 ants and 7 beetles on the log. How many more ants than beetles are on the log? 11 + 7 = 18.” Students must determine if Puzzled Penguin is correct or incorrect and identify his mistake.

Examples where the aspects of rigor are treated together include, but are not limited to:

• In Unit 1, Lesson 2, students count 1 - 10 together and hold up the appropriate number of fingers to match. Students play Five Crows in a Row by holding up five fingers and some more to represent the number the teacher says, building a conceptual understanding of five and number compositions. Students also work on procedural skill when they sequence number cards 1-10 correctly, and correctly show the number card for the number the teacher calls out. Students use the number cards which have a dot model imprinted on each, showing the number as a group of five with some more, students begin to visualize a 5-group and extra ones for each number, and the teacher writes a connecting expression “9 is 5 + 4”. Then students draw their own fives and ones representations for a given number. Lastly, students apply their understanding when they create their own story for a number as a group of five and some more. For example, “There are 8 apples. 5 of them belong to Antonio, and 3 of them belong to Megan.”
• In Unit 2, Lesson 13, students build conceptual understanding when they write an equation to match a story, and draw a pictorial model to show, “There are 7 monkeys swinging in a tree. Then 4 of them leave. Now there are 3 monkeys swinging.” Students apply this understanding to write an equation, draw a model, solve the story problem, and discuss the reasonableness of their answers. Students are invited to share their own story problems and solutions with the class.
• In Unit 6, Lesson 4, in the Student Activity Book, students count and record the data in each category to demonstrate procedural skill and fluency. They show conceptual understanding and engage in application when answering questions about the data, “How many more fish are there than ducks?” Students also create their own questions about the data.

The instructional materials for Math Expressions Grade 1 meet expectations that materials distinguish between problems and exercises.

Materials provide the opportunity for students to learn new mathematics through problem solving activities. In a typical lesson, Activity 1 and Activity 2 develop the new math content of the lesson. Lessons are outlined according to an Inquiry Lesson Path based on four phases: Phase 1 Guided Introduction, Phase 2 Learning Unfolds, Phase 3 Knead Knowledge (practice stage), and Phase 4 Maintaining and Integrating Fluency. Students build mastery through practice problems/exercises. In a typical lesson, during Activity 2 and Activity 3, students complete problems in the Student Activity Book which provide practice with the math content. The purpose of each Activity within a unit is explained in the “Teaching the Lesson Section” found on the first page of each lesson.

Examples include but are not limited to:

• In Unit 4 Lesson 6, Teaching the Lesson Section, Activity 1, Model and Find Doubles, is stated as being important because “Learning doubles helps children develop single-digit addition fluency and also becomes useful as an addition strategy.” Activity 2, Use Doubles Strategies to Add, is stated as important because “In this activity, children use doubles to create an easier equivalent problem.”
• In the Student Activity Book, Unit 5, Lesson 1, Activity 1, children solve teen word problems to find unknown numbers and partners. In Activity 2, they build on this knowledge as they use the Make a Ten Strategy to find unknown partners, and in Activity 3, students practice the Make a Ten Strategy to find the unknown number in equations and word problems.

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide tasks in an intentional sequence.

The design of the assignments follows a natural progression, leading to full understanding and mastery of new mathematics. Lessons follow a consistent pattern of two or three activities per lesson. Activity 1 usually focuses on the new learning. This learning is reinforced in Activity 2, and then students practice the new learning by completing Student Activity Book pages during Activity 3. Activity 3 either reinforces the new skill, or it reviews previously learned content.

Examples include but are not limited to:

• In Unit 2, Lesson 1, students solve addition story problems by drawing pictures and using Math Mountains to model the addition situation. In the Student Activity Book, students observe pictures of addition situations and write addition expressions to match the pictures.
• In Unit 6, Lesson 1, students learn about sorting, counting, and recording data by sorting cards of animals into animals that do and do not have legs. In the Student Activity Book, students draw circles in a table to represent the animals from the sort. Next, students use the data in the table to answer questions about the number of animals. 
• In Unit 8, Lesson 2, students solve a two-digit plus two-digit addition problem using ten-sticks and circles to represent the ones and tens. The teacher introduces the New Group Above and New Group Below methods for addition. These are initially modeled using numbers, but a connection is made to the ten-stick and circles drawings.

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide varied opportunities for students to present their mathematical knowledge.

Examples of how students produce answers and solutions include but are not limited to:

• Modeling with drawings, Math Mountains, and equations
• Modeling with fingers
• Using Make-a-Ten Cards
• Using counters, sticks, and strips of paper to model subtraction 
• Providing story problem explanations
• Writing story problems to represent different addition and subtraction situations 
• Playing games like Number Grabber (TE 442)
• Explaining their thinking as they answer Check for Understanding questions in the Student Activity Book
• Identifying the error and correcting it (Puzzled Penguin)
• Completing problems and exercises in the Student Activity Book
• Completing fluency practice and checks in the Student Activity Book 
• Using counters to model 10-groups
• Using ten-sticks and circles to represent teen numbers
• Completing both vertical and horizontal 120-charts

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide virtual and physical manipulatives that are faithful representations of the mathematical objects they represent and are connected to the written material.

Students use a variety of manipulatives including counters, Secret Code Cards, base-ten blocks, Make-a-Ten cards, square tiles, Stair Steps, and Math Mountains. Most of the manipulatives are available virtually in the itools found in ThinkCentral. Manipulatives are often connected to written methods when appropriate. 

Examples include but are not limited to:

• Unit 6, Lesson 6, Stair Steps are used to compare two numbers. This is connected to comparison bars, which is a drawing method used for representing comparison and comparison story problems. Comparison Bars are also connected to unknown addend equations. 
• Unit 4, Lesson 2, Secret Code Cards are used to show “that 1 ten is hiding inside” the teen number. This helps students make sense of place value language.

The instructional materials for Math Expressions Grade 1 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students’ mathematical development.

Examples of teacher support include but are not limited to:

• Questions for teachers to pose are consistently included in the lesson narrative. They are italicized, making them easily visible. 
• MathTalk in Action boxes include questions for the teacher to ask and potential student responses. For example, in Unit 5, Lesson 11, the teacher is guided to ask the questions: “How do you know how many carrots the bunnies eat in all? How can you find how many carrots are in the garden to start? How can you use subtraction to show the story?”
• Teacher Notes are also provided at the bottom of the lesson pages and include questions to deepen students understanding of the mathematics. For example, in Unit 1, Lesson 2, the Inquiry notes provide several probes to promote student thinking and discussion: “How do you know that you need a 5-group and another one to show 6? How do you know how many extra ones you need to draw after the 5-group? What numbers do you want to use for your story? Why?”
• Teacher Notes at the bottom of lesson pages also include information about best practices to strengthen teachers questioning techniques. For example, in Unit 3, Lesson 1, the MathTalk note provides the following questions for teacher reflection: “What types of questions are you asking your students? Are you asking questions that elicit a short answer, or do you probe to learn more about children’s thinking as they tell about their work?"

The instructional materials for Math Expressions Grade 1 meet expectations that materials contain a teacher’s edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Materials also, when necessary provide teacher guidance for the use of embedded technology to support and enhance student learning.

Ample guidance is provided in the Teacher Guide for planning. The Pacing Guide provides guidance for each unit. Charts show the Learning Progression for the Content Standards Across Grades for the standards addressed in the Unit. A Planning Chart for each Unit that includes Math Activity Center Resources, Big Idea Resources, and Lesson Resources is provided. The Planning Chart also includes the standards addressed in each lesson, the digital and print resources for each lesson, and the assessments for the Unit. A table of the Standards for Mathematical Practice and the lessons where each is embedded is included. Also, a Table of the Math Content Standards and the lessons where they are taught is provided. Finally, a list of Assessment, Review, and Intervention Resources for the Unit is provided.

Examples include but are not limited to:

• Each lesson includes guidance on the focus of each Activity and why it is important. For example, in Unit 5, Lesson 5, Activity 1, Unknown Numbers in Story Problems, is stated as important because “Varying the unknown number in story problems helps children use related equations to solve for the unknown number.”
• Each Activity includes an explanation of what the teacher should do or say and includes possible correct responses to questions posed by the teacher. 
• Formative Assessment and Check for Understanding questions are highlighted in the Teacher Guide.
• Math Practices are highlighted in the lesson narratives.
• A list of questions that can be used to build a Math Talk community is included at the beginning of each Unit. 
• Notes at the bottom of each page of the lesson narrative give useful suggestions for implementing the lesson, asking questions, acquiring vocabulary, and building concepts. For example, in Unit 6, Lesson 5, the Teaching Notes for Language and Vocabulary states, “Discuss the terms longest and shortest with the class. In Unit 7, children will revisit these terms when they order objects by length.”
• Digital Resources for each lesson are highlighted on the first page of the lesson, and itools, which includes virtual manipulatives, are shown in the lesson narrative when it may be beneficial to use them. For example, in Unit 5, Lesson 9, a picture of itools Number Charts is shown because they may be used in the lesson.

The instructional materials for Math Expressions Grade 1 meet expectations that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced mathematics concepts and the mathematical practices so that teachers can improve their own knowledge of the subject, as necessary.

Notes are provided at the bottom of each lesson narrative in the Teacher Edition to deepen teacher understanding of the mathematics and to improve instruction. Math Background Notes provide information about the math topic to deepen teacher’s understanding. Watch For! Notes provide information about potential misconceptions and things to watch for as students complete the lesson. What to Expect from Students notes provide information about how students might engage with the math and why the math is important. Building Concepts notes provide explanations of the math and how students learn.

Examples include but are not limited to:

• Path to Fluency Charts are provided.
• Chart of the Addition/Subtraction and Multiplication/Division problem types is provided.
• Table of the Major Work and Major Clusters of the Grade is provided.
• Table of the Common Core State Standards for Mathematical Content is provided.
• Table of the Common Core State Standards for Mathematical Practice with an explanation for each Mathematical Practice is provided.
• The Putting Research into Practice section at the beginning of each unit provides research about best practices in teaching children mathematics.
• The Math Background section, prior to each unit, includes sections that deepen teacher knowledge of the math in the unit. Examples include Learning Path in the Common Core Standards, Help Students Avoid Common Errors, Effective Practice Routines, Relate Mathematics to the Real World, and Focus on Mathematical Practices. 
• The Math Background section, prior to each unit, provides excerpts from the Progressions for the Common Core State Standards.
• The Mathematical Practices section, prior to each unit, provides information on how students will engage with the Practice Standards throughout the unit.
• A Teacher Glossary is provided.

The instructional materials for Math Expressions Grade 1 meet expectations that materials contain a teacher’s edition that explains the role of the specific mathematics standards in the context of the overall series.

A Path to Fluency: Kindergarten through Grade 6 Chart is provided and highlights the fluency requirements of each grade level, activities that target fluency, and interventions for Grades 3, 4, 5, and 6. Also, a Major Work and Major Clusters of the Grade Chart for Grades K-6 is provided. Finally, for each unit, a Learning Progressions for the Common Core State Standards Chart for the domains addressed in the unit, which includes the current, prior, and next grade level standards is provided.

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide strategies for gathering information about students’ prior knowledge within and across grade levels.

Examples include but are not limited to:

• The Assessment Guide contains a 25 question Prerequisite Skills Inventory Test, organized by Domains, and a corresponding Prerequisite Skills Inventory Test Correlation document. The correlation aligns each question with a description of the prerequisite skill addressed, as well as the DoK level of the question. This correlation document is formatted as a table so each student’s performance by question/skill can be recorded. The Prerequisite Skills Inventory Test is designed to be administered at the beginning of the school year.
• When a student completes practice opportunities and tests in the Personal Math Trainer, all of the performance data and adaptive learning information follows each student to the next grade.
• Quick Practice activities at the beginning of each lesson are designed to “provide opportunities for students to call to mind their prior understanding of a topic that has already been discussed in class or to begin to build a prerequisite skill for a topic that is to come later” (Teacher Edition page I4).
• Quick Quizzes and Strategy Checks are embedded within the units to check understanding of Big Ideas prior to moving on to the next Big Idea instruction. For example, in Unit 1, Lesson 1 the Teaching Note states, “Recognition of a 5-group helps children gain understanding of the numbers 6 through 10 by forming a mental picture of those numbers. Further, research has shown that the ability to form quick mental pictures of quantities by grouping is crucial to performing mathematical operations efficiently” (Teacher Edition page 3). This understanding is assessed in the Quick Quiz and Strategy Check after Lesson 2 to be sure students develop this crucial prerequisite skill. 
• Students take three progress monitoring assessments to assess grade level skills and concepts students have learned. The Beginning of Year test assesses concepts they will learn throughout the year, the Middle of Year Test shows progress made in the first half of the year, and the End of Year Test measures growth throughout the school year. 

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide support for teachers to identify and address common student errors and misconceptions.

Examples include but are not limited to:

• Common student errors are identified for each Unit Review/Test question along with a direction on how to help students. For example, on the Unit 5 Review/Test, if a student misses Questions 4, 5, 9 or 17, the common error identified states, “Students may not understand the context of a story problem.” Teachers are directed to “Suggest that children make a drawing to show the story. This will help them make sense of the problem and determine whether they will add or subtract before finding a solution.”
• The Math Background section of each Unit provides a narrative called “Help Students Avoid Common Errors”. 
• Puzzled Penguin activities highlight typical student mistakes and misconceptions by challenging students to find the Puzzled Penguin’s mistake and correct it. Teachers are provided questions in order to lead classroom conversations through a MathTalk format that revolve around the mistake and its correction, helping students understand the mathematics.
• Watch For! are teaching notes periodically found in each unit. These notes alert teachers to common misconceptions they should be on the lookout for. For example, in Unit 2, Lesson 10, the Watch For! note states, “Some children may call the answer the total. Explain that in a take-away problem, we start with the total and take away one of the partners. The answer is always the other partner.”

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide support for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Examples include but are not limited to:

• Homework and Remembering pages provide a review of recently taught topics as well as a spiral review throughout the year. The Personal Math Trainer online platform allows students to complete homework tasks for each lesson, receive instant feedback, and  step-by-step guidance if needed.
• Unit Review/Test and Performance Tasks for each unit are found in the Student Activity Book. The author states, “You can use this Unit Review/Test as an end-of-unit review to determine if children have mastered the content of the unit. You can assess children’s knowledge with one of the forms of the Unit 1 Test in the Assessment Guide.” Teachers are provided with a Data-Driven Decision Making Table which suggests specific reteaching activities for students who incorrectly answer the correlated questions, as well as suggestions for which Standards Quiz to assign in the Personal Math Trainer which provides a personalized intervention for the student. The Performance Task includes a detailed scoring rubric which can be used to provide feedback to students.
• The Personal Math Trainer can be used for homework practice, fluency practice, standards practice, unit pre-tests with instant feedback, and step-by-step guidance when needed. Everything a student completes in the platform helps to improve the adaptive workflow (powered by Knewton Adaptivity) for the student throughout the year.  
• The Knewton Adaptivity, Homework with Daily Intervention and Enrichment can be used in multiple ways in the classroom. A 5-minute Warm-Up provides students with personalized review prior to the assignment. On-level and advanced students may receive less or no warm-up, as determined by Knewton. After the warm-up, the HMH pre-built assignment is given to students. A 10-minute personalized enrichment is provided for students who demonstrate mastery (95% or higher) on the assignment.  Enrichment shows students proximate, forward-looking concepts based on the assignment content.
• Other Formative Assessment opportunities include: daily Check Understanding tasks on select Student Activity Book pages, daily observation with anecdotal notes, observations during Math Talk conversations, and analyzing student work samples and student responses in the Student Activity Book. Portfolio suggestions are also provided at the end of each unit.

The materials reviewed for Math Expressions Grade 1 meet the expectation for offering ongoing assessments that clearly denote which standards are being emphasized.

Examples include but are not limited to:

• Every unit includes two versions of a Unit Assessment, Form A and Form B, found in the Assessment Guide. Both assessments provide PARCC and Smarter Balance question formats and a Standards Correlation Document which can be used to collect student performance data. This document also aligns each question to a DoK Level and Standard(s). 
• Each unit contains a Performance Assessment which can be found in the Assessment Guide. The standards are clearly noted for the assessment as a whole, and not by specific question. 
• Quick Quizzes are found throughout each unit and standards are clearly noted in the Teacher Edition.
• There are three Benchmark Assessments (Beginning of the Year Inventory, Middle of the Year Inventory and End of Year Assessment) found in the Assessment Guide. Standards for these assessments are clearly noted on the Correlation Document and DoK Levels are noted. 

The instructional materials for Math Expressions Grade 1 meet expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Examples include but are not limited to:

• Scoring Guides are provided for each Unit Performance Assessment found in the Assessment Guide. Each question is assigned a point value and a rubric is provided to determine Performance Levels 0-3 based on the number of points earned. Additionally, each Performance Level is further defined on a task-specific basis and indicates specifics about student understanding to assist teachers in interpreting student work. Sample student work for each Performance Level is also provided in the Assessment Guide. 
• Answer keys for the Unit Assessments, Form A and Form B, are located in the back of the Assessment Guide. However, no guidance or suggestions for follow-up instruction are included in the Assessment Guide. 
• The online Personal Math Trainer can be utilized to administer Beginning, Middle and End of Year Tests, Unit Assessments, and Fluency Checks. The data from these assessments is collected and analyzed, and a Personal Study Plan is prescribed through Adaptive Workflow settings (through Knewton Adaptivity) based on the data and the mastery threshold percentage established for the assessment. The primary use is for end of the unit assessments, or to provide targeted students with occasional review, intervention, and re-assessment opportunities. Students must complete an initial assignment (test). Students who do not demonstrate mastery receive a Personal Study Plan, consisting of a personalized review and intervention assignment lasting 15 minutes. After completing the Personal Study Plan, the initial assignment is given again, but numbers in the assessment are changed.

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

Teachers guide students through an inquiry path to become mathematically proficient. The four stages of the path to learning are guided introduction, learning unfolds, knead knowledge through practice, and maintain fluency. As stated by the publisher, “Within the curriculum, a series of learning progressions reflect research on students’ natural learning stages when mastering concepts such as computation and problem-solving strategies. These learning stages informed the order of concepts, the sequence of units, and the positioning of topics in Math Expressions.” 

Examples include but are not limited to:

• In Unit 2, Lesson 2, a teaching note is provided for students who have difficulty moving from pictures to abstract symbols when adding. Teachers are instructed to “Suggest that they draw something very simple that reminds them of the objects they are adding, instead of drawing circles.” 
• In Unit 3, Lesson 9, students solve and discuss addition/subtraction story problems. Prompts are given for EL students at three different levels: emerging, expanding, and bridging. The prompt states, “Write at the start on the board. ‘At the start’ means ‘at the beginning '. Write ___ + 2 = 3. Point out the unknown box at the start of the equation.” Emerging: “The unknown is at the start of the equation. Ask children to repeat.” Expanding: “Where is the unknown?” Bridging: “Where is the unknown in the equation?”
• In Unit 6, Lesson 6, a teaching note is provided on what to expect from students when solving problems with comparison bars and alternative methods. Teachers are instructed to “Encourage children to also make comparison drawings with matching lines to solve the problems on Student Activity Book pages 261 and 262. Many children may also benefit from solving with Stair Steps as well.”

The instructional materials for Math Expressions Grade 1 meet expectations that materials provide teachers with strategies for meeting the needs of a range of learners.

Examples include but are not limited to:

• An explanation of differentiated instruction is provided in the Teacher Edition.
• A list of intervention resources is provided for each unit in the Unit Overview Assessment.
• Math Activity Centers resources for on-level, challenge, and intervention are provided for each unit’s lessons. 
• Teaching notes for English Learners are provided for emerging, expanding, and bridging students and are provided for each unit’s lessons.
• Some lessons have Differentiated Instruction notes provided for universal access/extra help.
  

The instructional materials for Math Expressions Grade 1 meets expectations that materials embed tasks with multiple entry points that can be solved using a variety of solution strategies or representations.

MathTalks provide “an inquiry environment that encourages constructive discussion of problem-solving methods through well-defined classroom activity structures. . . comprises four components: questioning, explaining math thinking, contributing math ideas, and taking responsibility for learning” (Teacher Edition page I3). Initially teachers model MathTalks and then students run the MathTalk. For example in Unit 6, Lesson 7, the MathTalk instructs teachers to “Discuss how filling in the comparison bars for the three different problems is alike and how it is different. Guide children to the following observations: They are alike because you fill in two numbers and one box for each unknown.” Then teachers are provided prompts to help students determine how the problems are different.

The instructional materials for Math Expressions Grade 1 meets expectations that materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

Examples include but are not limited to:

• Scaffolding of vocabulary is provided. For example, in Unit 2, Lesson 10, the words subtract and minus are reviewed for EL students. Teachers are instructed to “Write ‘9 - 5 = __’ on the board. Let’s solve this equation. Draw 9 circles. 9 minus 5. We subtract 5 from 9. Cross out the first 5 circles. Now there are 4 circles. 9 minus 5 equals 4.” 
• Extra support is provided for EL students. For example, in Unit 7, Lesson 6, students learn that squares are special rectangles. Teachers are instructed to “Draw a rectangle on the board. Point to and label the sides and corners. Guide children to count each side and each corner with you.” 
• Each unit lesson contains a Math Activity Center with activities and resources for students who are on-level and those needing challenge and intervention.
• Teaching notes included in some lessons provide specific guidance for teachers to support students who are emerging, expanding, and bridging language acquisition.

The instructional materials for Math Expressions Grade 1 meets expectations that materials provide opportunities for advanced students to investigate mathematics content at greater depth.

Examples include but are not limited to:

• Math Lessons contain Differentiated Instruction Math Activity Centers. Challenge Resources specify which Activity Card will challenge advanced students.
• The online Personal Math Trainer provides personalized enrichment with learning supports.
• Challenge worksheets for each lesson are available in print and digitally and are noted on the Differentiated Instruction page for each lesson.
• Math Readers, books in the Math Activity Center, place math content in the context of stories and support higher levels of critical thinking. 

The instructional materials for Math Expressions Grade 1 meets expectations that materials provide a balanced portrayal of various demographic and personal characteristics. 

Examples include but are not limited to:

• Puzzled Penguin appears throughout the unit to provide opportunities to help students avoid common errors. These errors are presented as letters to students. Students teach Puzzled Penguin the correct way and explain why the penguin is wrong. 
• Math Readers contain a variety of animals, children, and adults.