The instructional materials reviewed for Grade 5 Math in Focus do not meet the expectation for this indicator due to assessing probability in chapter 11 and there are several instances where future grade level work is covered and assessed.

The following evidence describes both the chapter tests and the chapter reviews.

• In chapter 11, question 4 assesses probability, a seventh standard.
• Chapter 5 test questions 1, 2, 3, 6, 7, 9, 10, 11 and 12 assess expressions at the Grade 6 level.
• In chapter 6, the focus is the area of a triangle at the Grade 6 level. All assessment questions in the chapter assessment assess Grade 6 standards for area of a triangle (items 1-12).
• All assessment questions in chapter 7 cover ratio, which is a Grade 6 standard (items 1-12).
• The content in chapter 10 includes questions on percent, which aligns to Grades 6 and 7 standards (Items 1-12).
• Benchmark Assessment 2 questions 8, 9, 10, 17, 18, 19, and 20 address percent, which aligns to Grades 6 and 7 standards.
• In chapter 12 all assessment questions are assessing angles at the Grade 7 standard by assessing adjacent angles, vertical angles and complementary angles (items 1-12).
• Chapter 14, question 4, asks students to use nets for the problem which is a Grade 6 standard.
• End-of-year test questions 8 and 18 address Grade 7 standard on adjacent, vertical, and complementary angles, and question 19 addresses Grade 6 standard on nets.

*Evidence updated 10/27/15

The instructional materials reviewed for Grade 5 do not meet the expectations for spending the large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 5 and on future grade level work.

• The Grade 5 material contains 14 chapters. Seven of the 14 chapters (1, 2, 3, 4, 9, 10 and 14) or about 50% of the time focuses on the major work of the grade.
• Two out of 14 chapters (5 and 11) or about 14% of the time is focused on the supporting work of the grade.
• Five chapters (6, 7, 8, 12 and, 13) or about 36% of the time is focused on work not related to grade level.
• The content in chapter 7 is focused on ratio, which is a Grade 6 standard.
• The content in chapter 6 is focused on the area of triangles at the Grade 7 standard level.
• In chapter 8, content is focused on decimals at the Grade 4 level, but does not meet the full intent of the Grade 5 standard.
• The content in chapter 12 is focused on adjacent, vertical and complementary angles at the high school level.
• The content in chapter 13 is focused on area of a triangle at the Grade 8 standard level.
• The material covers 111 instructional days. Fifty-eight percent (64 days) is spent on major work, 15% (17 days) is spent on supporting clusters and 27% (30 days) is spent on topics that are above grade level or not contained within the CCSSM.
• There are 75 total lessons. Fifty-two percent of the lessons (39) are spent on major work, 15% (11 lessons) are spent on supporting clusters and 33% (79 days) are spent on topics that are off grade-level work.
• A large amount of time is spent on work that is not grade-level content.

The supporting content for Grade 5 materials does not enhance the focus or coherence by engaging students in the major work of the grade.

• For this indicator, all grade-level work that was not major work was considered supporting work.
• Chapters 5 and 11 include supporting work of the grade. In chapter 5, the content focus moves from simple expressions to expressions and equations at the Grade 6 level. The content that does represent the Grade 5 supporting work of the grade is treated separately and not in support of learning the major work of the grade.
• In Chapter 11, graphs, coordinate plane and probability are the focus. Within the lessons, the graphs and coordinate plane work is treated separately and does not support the major work of the grade. Probability is a Grade 6 standard.

The amount of content designated for Grade 5 Math in Focus is not viable for one school year. Overall, the amount of time needed to complete the lessons is not appropriate for a school year of approximately 170-190 days.

• There are 75 lessons in the program that cover 111 days of instruction, this falls about 64 days short of the typical school year.
• Many of the instructional days are focused on content that is not major grade level work or is off grade-level work.

Grade 5 Math in Focus materials are not consistent with the progressions in the standards. Content is not clearly identified, there are not extensive grade-level problems and concepts are not explicitly related to prior knowledge.

The Grade 5 materials do not develop according to the grade-by-grade progressions and prior or future grade level content is not identified.

• There are many topics in the Grade 5 materials that align to Grade 6 standards (e.g., chapter 6 is about area, chapter 7 is about ratios, chapter 10 is about percents, and chapter 11 is about graphs and probability).
• Chapter 4 includes lessons about angles that addresses Grade 4 standards, but never reach the intent of Grade 5. There is no explanation in the skills trace (found at the front of each chapter) or in the chapter planning guide (found in each chapter) how this is related to grade-level work.
• Additionally, chapter 6 is Grade 7 work and there is no indication in the skills trace (found at the front of each chapter) or in the chapter planning guide (found in each chapter) that the work is Grade 7 work or how this is related to grade-level work.
• The student and teacher editions do not state that standards that are taught are for future or previous grade levels.

The Grade 5 materials do not provide students extensive work with grade level problems.

• Grade 5 Math in Focus includes 75 lessons that span approximately 111 days.
• Thirty-nine lessons or about 57% of the time is spent on grade-level problems.
• Thirty-six lessons or about 43% is spent on work other than grade-level problems
• On a positive note, each lesson contains at least four guided practice problems followed by at least 10 independent practice problems.
• With 34 out of only 111 instructional days spent on off grade-level work, there is not time for extensive work on the standards.

The materials do not explicitly relate grade-level concepts to prior knowledge from earlier grades.

• Each chapter contains an initial lesson called "recall prior knowledge." In this lesson, students are recalling prior knowledge from earlier grades and chapters. However, it does not always directly trace back to the standards.
• For example, chapter 1 states "students learned in Grade 4 to write numbers to 100,000 in word form, standard form, and expanded form, find the value of each digit in a 5-digit number using a place-value chart, compare 5-digit numbers using greater than and less than, and use rounding and front-end estimation to check sums and differences." The Grade 4 standard 4.NBT.A.2 states "Read and write multi-digit whole numbers using base-ten numerals, number names and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons."
• If prior knowledge were aligned to the standards and not the materials from previous grades, then CCSSM concepts would be explicit. Instead, skills and strategies from the series are explicitly discussed in the prior knowledge section.
• Some chapters do not specifically name learning in previous grades. For example, chapter 14 states to review the definitions of cylinders, spheres and cones but does not reference in which previous grade level students had received this learning.

Materials do not foster coherence through connections at a single grade level. The learning objectives are not clearly linked to the CCSSM cluster headings, and the materials do not connect two or more clusters in a domain.

The Grade 5 materials do not include learning objectives visibly shaped by CCSSM cluster headings.

• The teacher edition contains a section identifying the lesson correlations to CCSSM. The scope and sequence is not organized by CCSSM cluster headings and there are many chapters that address objectives that are not part of the Grade 5 CCSSM standards (chapters 6, 7, 10, 11 and 12).
• In chapter 2, lesson 1, the objective is to use a calculator to add subtract, multiply and divide whole numbers. Using a calculator is a strategy and is not mentioned in the CCSSM.

The Grade 5 materials do not include problems and activities serving to connect two or more clusters in a domain or two or more domain in a grade.

• Each chapter's content is treated separately and there are no explicit connections made between them.
• Chapter 4 misses the opportunity to connect multiplying fractions (5.NF.B) with extending student understanding of the operation of multiplication (5.NBT.B.5).
• Opportunities to connect measurement conversion (5.MD.1) do not connect with the application of the place value system (5.NBT.1), because the material does not include measurement conversions.