Alignment: Overall Summary

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations for Alignment to the CCSSM. In Gateway 1, the materials do not meet expectations for focus and partially meet expectations for coherence.

Alignment

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Does Not Meet Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
5
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
N/A
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
17
24
27
N/A
24-27
Meets Expectations
18-23
Partially Meets Expectations
0-17
Does Not Meet Expectations

Gateway One

Focus & Coherence

Does Not Meet Expectations

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Gateway One Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations for focus and coherence. For focus, the materials do not assess grade-level content and do not provide all students extensive work with grade-level problems to meet the full intent of grade-level standards. For coherence, each grade’s materials partially meet expectations for coherence and consistency with the CCSSM.

Criterion 1a - 1b

Materials assess grade-level content and give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

0/6
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Criterion Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations for focus as they do not assess grade-level content and do not provide all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Indicator 1a

Materials assess the grade-level content and, if applicable, content from earlier grades.

0/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations for assessing grade-level content and, if applicable, content from earlier grades.

Summative assessments provided by the materials include Chapter Tests and Cumulative Reviews and are available in print and digitally. According to the Preface of the Math in Focus: Assessment Guide, "Assessments are flexible, teachers are free to decide how to use them with their students. ... Recommended scoring rubrics are also provided for some short answer and all constructed response items to aid teachers in their marking." The following evidence is based upon the provided assessments and acknowledges the flexibility teachers have in administering them in order to understand their students' learning.

The provided assessments, found in the Assessment Guide Teacher Edition, assess grade-level standards. Examples include:

  • In Chapter Test 3, page 15, Problem 6a states, “Jordan has two triangles. He says he can make a new shape with three sides. Draw the shape he can make.” Two triangles are pictured. (1.G.2)

  • In Chapter Test 5, page 33, Problem 6 states, “Zoey has 12 books. She gives Luke some books. She has 3 books left. How many books does Zoey give Luke? __$$\bigcirc$$__ = .  Zoey gives Luke __ books.” A picture showing 10 books in the top row and two books in the second row is provided. (1.OA.1)

  • In Chapter Test 10, page 71, Problem 1 states, “How many are there? a) 55; b) 50; c) 65; d) 75.” A picture of six bundles of 10 straws and five single straws is given. (1.NBT.2)

  • In Chapter Test 12, page 92, Problems 4a - 4b state, “Some children visited a forest. They made a tally chart to show the number of animals they saw in the forest. a) Count the tally marks for each type of animal. Then, write the answer in the table. b) They saw ___ more squirrels than deer.” A tally chart is given displaying seven tallies for deer, four tallies for rabbits, and nine tallies for squirrels. (1.MD.4)

  • In Cumulative Review 3, page 51, Problems 2a - 2d state, “Compare the numbers.” Students are given 23 and 32. “Which of these is false? a) 23 < 32; b) 23 is less than 32.; c) 32 < 23; d) 32 is greater than 23.” (1.NBT.3)

The provided assessments also assess above-grade assessment items that could not be omitted or modified or are not mathematically reasonable. Examples include:

  • In Chapter Test 1, page 3, Problem 6 states, “Choose 4 numbers to make a number pattern. Then, describe your number pattern.  8   3   6   5   10   7  My number pattern is _, , , . To find the next number, I find __ then the number before it.” Students do not generate a number or shape pattern that follows a given rule until Grade 4 (4.OA.5).

  • In Chapter Test 3, page 12, Problem 3 states, “What solid shapes come next in the pattern?” A picture is given, displaying a rectangular prism, cube, cylinder, and cone repeated two times. Then a rectangular prism and cube are given, and students identify which two solid shapes come next. Students do not generate a number or shape pattern that follows a given rule until Grade 4 (4.OA.5).

  • In Chapter Test 7, pages 47, 49, and 50, Problems 1, 4, 5, 7a, and 7b assess calendar skills. Problem 1 states, “Look at the calendar. What day of the week is April 18?” Problem 4 states, “Write the days of the week in order.” Problem 5 states, “Write all the months with 31 days.” Problem 7 states, “Look at the calendar below.” Problem 7a states, “What is the date of the last day of the month? The date is __.” Problem 7b states, “What is the date a week after the last day in August? Show your work and write your answer on the blank below. The date a week after the last day of August is __.” Calendar skills are not included as part of the CCSSM. Over half of the Chapter 7 Test includes Calendar problems.

  • In Chapter Test 9, page 66, Problem 3 states, “Each (picture of a unifix cube) stands for 1 unit. What is the weight of the box of crayons?” A balance scale is pictured with a crayon box and two cubes on one side, and 12 cubes on the other side. Weighing with non-standard units is not in CCSSM.

  • In Cumulative Review 2, page 37, Problem 5 states, ”Look at the number pattern. What are the missing numbers?  A) 9, 10; B) 10, 11; C) 10, 12; D) 11, 12?” Students do not generate a number or shape pattern that follows a given rule until Grade 4 (4.OA.5).

  • In Cumulative Review 5, page 107, Problem 8 states, “Henry buys a bookmark for 35 cents and gets (dime, nickel pictured) change. How much does he have at first?” Solving word problems involving dollar bills, quarters, dimes, nickels, and pennies is a Grade 2 standard, (2.MD.8).

Additionally, the entire Chapter 11 and Chapter 13 assessments assess Grade 2 standards. In Chapter 11, Assessment Guide Teacher Edition, all problems (1 - 7) assess 2.NBT.5 (Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction). Examples include:

  • Problem 3, page 86, states, “Find the missing number. 85 - ? = 67 a) 12; b) 18; c) 22; d) 28.” A vertical equation is included with tens and ones labeled on top of each place value position. 

  • Problems 4a and 4b, page 87, states, “Find each missing number. a) 72 + 16 = __ (written vertically with Tens and Ones labeled at the top of each place value position) b) 85 - 33 = __ (written vertically with Tens and Ones labeled at the top of each place value position). 

  • Problem 6 states, “Hailey wants to subtract 9 from 53. She shows her work this way.” An image displays the 9 placed under the 5 vertically, in the tens place. It states, “Circle the mistake in Hailey’s work. Then, show Hailey how to subtract 9 from 53 correctly. Show your work in the space below.” 

In Chapter 13, Assessment Guide Teacher Edition, all problems (1-7) assess 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. Examples include:

  • Problem 3, page 98, states, “Daniel has four coins. The total value of his coins is 65¢. What are the coins he has? A) 1 quarter, 2 dimes, 1 nickel; B) 1 quarter, 3 dimes; C) 2 quarters, 1 dime, 1 nickel; D) 2 quarters, 2 nickels.”

  • Problem 7, page 102, states, “Clair has 90¢. She uses all her money to buy a ruler and a pencil. The ruler costs 20¢ more than the pencil. How much does the ruler cost? Show your work and write your answer in the blank below. The ruler costs ____¢.”

Indicator 1b

Materials give all students extensive work with grade-level problems to meet the full intent of grade-level standards.

0/4
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations for giving all students extensive work with grade level problems to meet the full intent of grade-level standards. 

Materials provide opportunities for students to engage in grade-level problems during the Engage, Learn, Try, and Practice portions of the Section (lesson). Engage activities present an inquiry task that encourages mathematical connections. Learn activities are teacher-facilitated inquiry problems that explore new concepts. Try activities include guided practice opportunities to reinforce new learning. Practice problems help students consolidate their learning and provide teachers with information to form small differentiated learning groups.

Students engage with extensive work to meet the full intent of 1.OA.6 (Add and subtract within 20). Examples include:

  • In Section 2.8, Making Fact Families, Try, Problem 3, page 110, students write a fact family for the numbers 10, 2, 8. The problem states, “ ___ + ___ = ___, ___ + ___ = ___, ___ + ___ = ___, ___ + ___ = ___.” (Answers include: 2 + 8 = 10, 8 + 2 = 10, 10 - 2 = 8, 10 - 8 = 2)

  • In Section 5.1, Ways to Add Fluently, Learn, Problem 1, page 282, states, “Landon has 12 toy dinosaurs. Hailey gives him another 3 toy dinosaurs. How many toy dinosaurs does Landon have in all?” On page 285, Hands-on Activity, students use cubes to solve, “Add 9 and 3. Group the (cubes) to make a 10. Then, add.” In Problem 1, page 294, students, “Fill in each blank. 5 + 8 = ___, 8 + 5 = ____. Is 8 + 5 = 5 + 8?____” 

  • In Section 5.2, Ways to Subtract Fluently, Learn, Problem 1, page 300, states, “Anthony has 17 toy cars. He gives away 3 toy cars. How many cars does Anthony have left?” Students use counting tape to solve, “Use the counting tape to help you count back 3 steps. 18 - 3 = ___.”

Students engage with extensive work to meet the full intent of 1.NBT.3 (Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <). Examples include:

  • In Section 10.3, Comparing, Ordering, and Number Patterns, Engage, page 207, students “Use cubes to show 65 on a place-value chart. Replace the tens to get a number that is less. Show two different ways. Replace the tens to get a greater number. Show two different ways.” On page 208, Try, Problems 1-2, students compare “7 tens are greater than ___ tens. So, ___ is greater than ___. ____ > ____.” On page 218, Independent Practice, Problem 12 states, “Fill in each blank with >, <, or equal. 38 ___ 2 tens 19 ones.” 

  • In Chapter 10 Performance Task, Problem 3, page 233, Problem 3a, students “Show 86 and 69 on place-value charts. Draw (a ten-rod is pictured) for tens and (a unit cube is pictured) for ones.” Problem 3b states, “____ is less than ____.” Problem 3c states, “Fill in the blank with >, <, or =.”

Within Chapter 9, Length and Weight, students engage with the full intent of 1.MD.1 (Order three objects by length; compare the lengths of two objects indirectly by using a third object). Examples include:

  • In Section 9.1, Comparing Lengths, Try, Problems 1-2, page 106, states, “Look at your desk and your teacher’s desk. Then, answer each question.” Problem 1 states, “Which is taller?” Problem 2 states, “Which is shorter?” In the Independent Practice, Problems 9-12, students are given a picture of a ruler and a pencil. Problem 9 states, “Which is taller?” Problem 10 states, “Which is shorter?” Problem 11 states, “The pencil is ____ than the ruler.” Problem 12 states, “The ruler is ____than the pencil.”

  • In Section 9.2, Comparing More Lengths, Learn, Problem 1, page 110, students compare two lengths by ordering three objects and comparing objects by a third. The problem states, “The red scarf is longer than the blue scarf. The blue scarf is longer than the yellow scarf. So, the red scarf is longer than the yellow scarf.” On page 111, Hands-on Activity states, “Use (a picture of cubes is given) to make these towers. Order the towers from shortest to tallest.” Independent Practice states, “Aiden and Karina see some animals. Which is the tallest animal? Which is the shortest animal?”  

Students do not have the opportunity to engage in extensive work with 1.NBT.2b (Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: b. The numbers 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones). Examples include:

  • In Section 4.2, Place Value, Independent Practice, Problems 1 - 4, page 241, students “write each missing number. ___ ten ___ ones.” A picture of 16 heads of lettuce are shown. In Problems 3 and 4, students write each missing number. Problem 3 states, “18 = ___ ten ___ ones.” Problem 4 states, “___ = 1 ten 4 ones.”

Students do not have the opportunity to engage in extensive work with 1.NBT.2c (Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens [and 0 tens]). Examples include:

  • In Section 10.2, Place Value, Independent Practice, Problem 1, page 203, students write each missing number, “85 = ___ tens ___ ones; 80 + 5 = ___.” A picture of eight bundles of ten pencils, and five single pencils is given.

Students do not have the opportunity to engage in extensive work with 1.NBT.5 (Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used). Examples include:

  • In Section 11.3, Subtract Without Regrouping, Independent Practice, Problem 4, page 279, students subtract and count back from the greater number, “80-40 = ___.”

Students do not have the opportunity to engage in extensive work with 1.G.3 (Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters…). Examples include:

  • In Section 3.1, Exploring Flat Shapes, Independent Practice, Problems 5 and 6, page 160, students draw a line to divide each shape into halves. In Problem 5, a square is shown. In Problem 6, a circle is shown.

Criterion 1c - 1g

Each grade’s materials are coherent and consistent with the Standards.

5/8
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Criterion Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 partially meet expectations for coherence. The materials have supporting content that enhances focus and coherence simultaneously by engaging students in the major work of the grade and include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade. The materials partially have content from future grades that is identified and related to grade-level work and relate grade-level concepts explicitly to prior knowledge from earlier grades. The majority of the materials do not, when implemented as designed, address the major clusters of each grade.

Indicator 1c

When implemented as designed, the majority of the materials address the major clusters of each grade.

0/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 do not meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

When implemented as designed, the materials for Grade 1 Math In Focus 2020 devote less than 65% of class time to major work of the grade and/or supporting work connected to the major work of the grade. 

  • The approximate number of chapters devoted to major work of the grade (including assessments and supporting work connected to major work) is 7.5 out of 13, approximately 58%.

  • The approximate number of sections (lessons) devoted to major work of the grade (including assessments and supporting work connected to the major work) is 49 out of 96, approximately 51%.

  • The approximate number of days devoted to major work of the grade (including assessments and supporting work connected to the major work) is 80 out of 163, approximately 49%.

A day-level analysis is most representative of the instructional materials as the days include major work, supporting work connected to major work, and the assessments embedded within each chapter. As a result, approximately 49% of the instructional materials focus on major work of the grade.

Indicator 1d

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.

2/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math 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 that supporting standards/clusters are connected to the major standards/ clusters of the grade. Examples include:

  • In Section 3.3, Using Shapes to Make Pictures and Models, Try, page 176, Problem 1  connects the supporting work of 1.G.A (Reason with shapes and their attributes) to the major work of 1.NBT.1 (Count to 120, read and write numerals and represent a number of objects with a written numeral). Students solve, “Count the flat shapes in the picture. Then, write the number. This picture is made of many flat shapes. How many of these shapes can you find?” 

  • In Section 7.2, Telling Time to the Hour, Try, page 415, Problem 1 connects the supporting work of 1.MD.B (Telling and writing time) to the major work of 1.NBT.1 (Read and write numerals). Students “Practice writing time to the hour. Write each time.” Students are given a clock where they write the time to the hour in numerals.

  • In Section 12.2, Simple Picture Graphs, Independent Practice, page 328, Problem 19 connects the supporting work of 1.MD.C (Represent and interpret data) to the major work of 1.OA.A (Represent and solve problems involving addition and subtraction). Students solve, “Look at the picture graph. Then, fill in the blank. How many children chose basketball or soccer as their favorite sport?”

  • In Chapter 12, Graphs, Chapter Review, page 345, Problem 13 connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories...) to the major work of 1.OA.2 (Solve word problems that call for addition of three whole numbers). Students are given a picture graph with six cars, 10 motorcycles, and four vans. Students solve, “Alexis is at a parking lot. She makes a picture of the vehicles she sees. There are ___ vehicles in all.”

Indicator 1e

Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

2/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 meet expectations for including problems and activities  to connect two or more clusters in a domain or two or more domains in a grade. The instructional materials contain connections between major work and major work, and connections between supporting work and supporting work. Examples include:

  • In Section 2.8, Making Fact Families, Try, page 11, Problem 1 connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.C (Add and subtract within 20). Students solve, “David has some fruit bars. He gives 4 to his brother. David has 5 bars left. How many fruit bars does David have at first? __ - 4 = 5, 4 + 5 = __ is a related addition fact. So, __ - 4 = 5. David has fruit bars at first.”

  • In Section 3.2, Exploring Solid Shapes, Hands On Activity, page 166, Problems 1 and 2  connect the supporting work of 1.G.A (Reason with shapes and their attributes) to the supporting work of 1.MD.C (Represent and interpret data). Problem 1 states, “Take some (3- dimensional objects). Find out which shapes you can stack, slide, or roll. Make an X in your table to show what you find.” Problem 2 states, “Talk about the answers to these questions with your partner. a) Which shapes can you stack? b) Which shapes can you roll? c) Which shapes can you not slide? d) Which two shapes can be moved in the same ways? e) Is there a shape that you can stack, roll, and slide?”

  • In Chapter 6, Numbers to 40, Chapter Review, page 388, Problem 4 connects the major work of 1.NBT.A (Extend the counting sequence) with the major work of 1.NBT.B (Understand place value). Students “Make groups of 10. Then, count on and write the number.” Students are given a picture of objects arranged in rows and a blank line to write the number. 

  • In Chapter 8, Addition and Subtraction Within 40, Chapter Review, page 92, Problem 23  connects the major work of 1.OA.A (Represent and solve problems involving addition and subtraction) to the major work of 1.OA.B (Add and subtract within 20). Students solve, “There are 6 chickens on a farm. There are also 7 ducks and 4 horses on the same farm. How many animals are there on the farm in all? There are ____ animals on the farm in all.”

  • In Section 9.5, Measuring Lengths in Units, Independent Practice, page 138, Problem 12  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 as students solve a measurement problem by adding three numbers together). Given a picture of 5 different length rectangles on a grid, students solve, “What is the total length of strips, A, B, and C? ___ units.”

  • In Chapter 12, Tally Charts and Picture Graphs, page 339, Math Journal connects the supporting work of 1.MD.C (Represent and interpret data) to the supporting work of 1.G.A (Reason with shapes and their attributes). Students solve, “Brody counted all the shapes he has. Brody made some mistakes in his tally chart. Write all the mistakes he made. What should the correct answers be?”

Indicator 1f

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.

1/2
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 partially meet the expectations that content from future grades is identified and related to grade-level work and relating grade-level concepts explicitly to prior knowledge from earlier grades.

Connections to prior learning are identified in six of the ten chapters (Chapters 1, 3, 7, 9, 10, and 12). When connections are made, they can be found in the Math Background or Learning Continuum within each chapter. Examples include:

  • In Chapter 1, Numbers to 10, Chapter Overview, Learning Continuum, page 1C states, “In Grade K, Chapter 1, students have learned: All about 1 and 2. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) All about 3 and 4. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) All about 5. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) All about 0. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) In Grade K, Chapter 2, students have learned: All about 6 and 7. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) All about 8 and 9. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5) All about 10. (K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5).” On page 1A, Key Learning Objectives state, “In Section 1, students will learn to count, read, and write numbers 0 to 10. In Section 2, students will learn to compare two sets of objects by using one-to-one correspondence, and comparing numbers abstractly. In Section 3, students will learn to find 1 more or 1 less than a number, exploring the relationships between numbers.” 

  • In Chapter 3, Shapes and Patterns, Chapter Overview, Math Background, page 137A states, “Students have learned in Grade K to identify, name, and describe a variety of flat shapes such as circles, squares, triangles, and rectangles. They have also learned to recognize solid shapes such as spheres, cones, cubes, and cylinders. In this chapter, with the addition of trapezoids, students will extend that knowledge to compare flat shapes, and determine how they are alike and different by describing their geometric attributes and properties. In learning about solid shapes, with the addition of rectangular prisms and pyramids, students will learn how to recognize them from different perspectives and orientations.”

  • In Chapter 7, Calendar and Time, Chapter Overview, Math Background, page 397A states, “In Kindergarten, students learned about ordinal numbers. In grade 1, students will learn to read time to the hour when the minute hand is at 12, and to the half hour when the minute hand is at 6. (1.MD.3).”

  • In Chapter 9: Length and Weight, Chapter Overview, Learning Continuum, page 99C states, “In Grade K, Chapter 3, students have learned: Compare lengths. (K.MD.2), Compare heights. (K.MD.2) Compare weights. (K.MD.1, K.MD.2) In Grade 1, What are students learning? Compare two lengths indirectly by comparing each with a third length. (1.MD.1) Compare more than two lengths using the terms ‘tallest,’ ‘longest,’ and ‘shortest.’ (1.MD.1).”

  • In Chapter 10, Numbers to 120, Chapter Overview, Learning Continuum, page 181C states, “In Grade K, Chapter 9, students have learned: Numbers 21 to 50. (K.CC.1, K.CC.2, K.CC.4) Numbers 51 to 100. (K.CC.1, K.CC.2, K.CC.4) Count by 10s to 100. (K.CC.1) Number patterns.” In the Teacher’s Edition, 181A, Key Learning Objectives state, “In Section 1, students will learn to count on from 40 to 120. In Section 2, students will learn to show numbers to 100 in tens and ones and represent these numbers in a place-value chart. In Section 3, students will learn to compare and order numbers up to 100.”

  • In Chapter 12, Graphs, Chapter Overview, Learning Continuum, page 311C states, “In Grade K, Chapter 10, students have learned: Same and different. (K.MD.3) Sort things by one attribute. (K.MD.3).” On page 311A, Key Learning Objectives state, “In Section 1, students will learn to collect, organize, and show data as a picture graph. Students will learn to read and understand the data shown in a picture graph.”

Chapters 3, 7, 9, 10, 11, and 12 include connections to future learning. Within these chapters, connections can be found in the Math Background or Learning Continuum. The connections do not clearly identify how the content is connected, as the future grade level work is a bulleted list of lesson titles from the Grade 2 textbook. Chapter 8 includes a connection to off grade-level work, Grade 3 multiplication and division. Additionally, Chapter 13 could not be included in the analysis as it represents above grade-level content. Examples include:

  • In Chapter 1, Chapter Overview, Learning Continuum, page 1E states, “What will students learn next? In Chapter 2, students will learn: Making number bonds. (1.OA.6), Ways to add. (1.OA.3, 1.OA.5, 1.OA.6), Ways to subtract. (1.OA.4, 1.OA.5, 1.OA.6).”

  • In Chapter 3, Shapes and Patterns, Chapter Overview, Key Learning Objectives, page 137A states, “In Section 1, students will learn to identify, classify, and describe flat shapes by their geometric attributes and properties. In Section 2, students will learn to identify solid shapes from different perspectives and orientations. In Section 3, students will learn to compose flat shapes to create a picture or a new shape, as well as compose solid shapes to create a model. In Section 4, students will learn to identify flat and solid shapes as or on real-life objects.” In TA 137E, Learning Continuum, “What will students learn next? In Grade 2, Chapter 11, students will learn: Lines and surfaces. (2.G.1) Flat shapes (2.G.1, 2.G.2, 2.G.3) Solid shapes.”

  • In Chapter 7, Calendar and Time, Chapter Overview, Math Background, page 397A, students are learning to “read time to the hour when the minute hand is at 12, and to the half hour when the minute hand is at 6” (1.MD.3). In Learning Continuum, page TE 397E states, “In Grade 2, Chapter 10, students will learn: Reading and writing time. (2.MD.7) Using A.M. and P.M. (2.MD.7).”

  • In Chapter 9, Length and Weight, Chapter Overview, Learning Continuum, pages 99C-99E state, students learn to “Compare two lengths indirectly by comparing each with a third length. (1.MD.1) Compare more than two lengths using the terms ‘tallest,’ ‘longest,’ and ‘shortest.’ (1.MD.1) In Grade 2, Chapter 5, students will learn: Measuring in meters. (2.MD.1, 2.MD.3) Measuring in centimeters.(2.MD.1, 2.MD.3) Comparing and ordering metric lengths. (2.MD.4) Real-world problems: addition and subtraction of metric lengths. (2.MD.5, 2.MD.6) Measuring in feet. (2.MD.1, 2.MD.3) Measuring in inches. (2.MD.1, 2.MD.3)  Comparing and ordering customary lengths. (2.MD.2, 2.MD.4) Real-world problems: addition and subtraction of customary lengths. (2.MD.5, 2.MD.6).”

  • In Chapter 10, Numbers to 120, Chapter Overview, Learning Continuum, page 181E states, “What are students learning? Count on from 40 to 120. (1.NBT.1) Read and write 41 to 120 in numbers and words. (1.NBT.1) Use a place-value chart to show numbers to 100. (1.NBT.2, 1.NBT. 2c) Use tens and ones to show numbers to 100. (1.NBT.2, 1.NBT.2c) Decompose 2-digit numbers in different ways. (1.NBT.2, 2.NBT.2c) Use a strategy to compare numbers to 100. (1.NBT.3) Order numbers to 100. (1.NBT.3) What will students learn next? In Grade 2, Chapter 1, students will learn: Counting to 1,000. Place value. Comparing and ordering numbers. Number patterns.” (Standards are not included.)

  • In Chapter 11, Addition and Subtraction Within 100, Chapter Overview, Key Learning, page 237A, Objectives state, “In Sections 1 and 2, students will learn various methods and strategies to add without and then with regrouping.” On page 237G, Learning Continuum states, “In Grade 2, Chapter 2, students will learn: Adding fluently within 100. (2.OA.2, 2.NBT.5, 2.NBT.8) Adding without regrouping. (2.NBT.7, 2.NBT.9) Adding with regrouping in ones. (2.NBT.7, 2.NBT.9) Adding with regrouping in tens. (2.NBT.7, 2.NBT.9) Adding with regrouping in ones and tens. (2.NBT.7, 2.NBT.9) Adding four 2-digit numbers. (2.NBT.6, 2.NBT.9).”

  • In Chapter 12, Graphs, Chapter Overview, Key Learning Objectives, page 311A states, “In Section 1, students will learn to collect, organize, and show data as a picture graph. Students will learn to read and understand the data shown in a picture graph.” In TE 311E, Learning Continuum states, “What will students learn next? In Grade 2, Chapter 7, students will learn: Picture Graphs (2.MD.10) Bar Graphs (2.MD.10) Line Plots (2.MD.9).”

Indicator 1g

In order to foster coherence between grades, materials can be completed within a regular school year with little to no modification.

Narrative Evidence Only
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Indicator Rating Details

The materials reviewed for Math in Focus: Singapore Math Grade 1 fosters coherence between grades and can be completed within a regular school year with little to no modification.

According to the Teacher’s Chapter Planning Guide and the Common Core Pathway and Pacing, the instructional materials can be completed in 163 days. The Common Core Pathway and Pacing identifies 32 days of lessons that are not aligned to standards for this grade level. If these 32 days of instruction are removed, the total days needed to complete the materials is 131.

There are 13 Chapters representing 163 days of instruction. Each Chapter includes:

  • Chapter Opener and Recall Prior Knowledge - 1 day 

  • Sections (lessons) - range from 1 to 5 days

  • Math Journal and Put on Your Thinking Cap! - 1 day

  • Chapter Review, Performance Task, Project Work, and Chapter Assessment - 2 days

  • Cumulative Review Assessments - 5 days

The Sections (lessons) consist of four components: Engage, Learn, Try, and Independent Practice. 

  • Engage activities present an inquiry task that encourages mathematical connections. 

  • Learn activities are teacher-facilitated inquiry problems that explore new concepts. 

  • Try activities include guided practice opportunities to reinforce new learning. 

  • Independent Practice problems help students consolidate their learning and provide teachers information to form small group differentiation learning groups.

Gateway Two

Rigor & the Mathematical Practices

Not Rated

Criterion 2a - 2d

Materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, by giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency; and engaging applications.

Indicator 2a

Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.

N/A

Indicator 2b

Materials give attention throughout the year to individual standards that set an expectation for procedural skill and fluency.

N/A

Indicator 2c

Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics.

N/A

Indicator 2d

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.

N/A

Criterion 2e - 2i

Materials meaningfully connect the Standards for Mathematical Content and Standards for Mathematical Practice (MPs).

Indicator 2e

Materials support 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.

N/A

Indicator 2f

Materials support 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.

N/A

Indicator 2g

Materials support 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.

N/A

Indicator 2h

Materials attend to 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.

N/A

Indicator 2i

Materials support 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 the grade-level content standards, as expected by the mathematical practice standards.

N/A

Gateway Three

Usability

Not Rated

Criterion 3a - 3h

The program includes opportunities for teachers to effectively plan and utilize materials with integrity and to further develop their own understanding of the content.

Indicator 3a

Materials provide teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

N/A

Indicator 3b

Materials contain adult-level explanations and examples of the more complex grade-level/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.

N/A

Indicator 3c

Materials include standards correlation information that explains the role of the standards in the context of the overall series.

N/A

Indicator 3d

Materials provide strategies for informing all stakeholders, including students, parents, or caregivers about the program and suggestions for how they can help support student progress and achievement.

N/A

Indicator 3e

Materials provide explanations of the instructional approaches of the program and identification of the research-based strategies.

N/A

Indicator 3f

Materials provide a comprehensive list of supplies needed to support instructional activities.

N/A

Indicator 3g

This is not an assessed indicator in Mathematics.

N/A

Indicator 3h

This is not an assessed indicator in Mathematics.

N/A

Criterion 3i - 3l

The program includes a system of assessments identifying how materials provide tools, guidance, and support for teachers to collect, interpret, and act on data about student progress towards the standards.

Indicator 3i

Assessment information is included in the materials to indicate which standards are assessed.

N/A

Indicator 3j

Assessment system provides multiple opportunities throughout the grade, course, and/or series to determine students' learning and sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

N/A

Indicator 3k

Assessments include opportunities for students to demonstrate the full intent of grade-level/course-level standards and practices across the series.

N/A

Indicator 3l

Assessments offer accommodations that allow students to demonstrate their knowledge and skills without changing the content of the assessment.

N/A

Criterion 3m - 3v

The program includes materials designed for each child’s regular and active participation in grade-level/grade-band/series content.

Indicator 3m

Materials provide strategies and supports for students in special populations to support their regular and active participation in learning grade-level/series mathematics.

N/A

Indicator 3n

Materials provide extensions and/or opportunities for students to engage with grade-level/course-level mathematics at higher levels of complexity.

N/A

Indicator 3o

Materials provide varied approaches to learning tasks over time and variety in how students are expected to demonstrate their learning with opportunities for students to monitor their learning.

N/A

Indicator 3p

Materials provide opportunities for teachers to use a variety of grouping strategies.

N/A

Indicator 3q

Materials provide strategies and supports for students who read, write, and/or speak in a language other than English to regularly participate in learning grade-level mathematics.

N/A

Indicator 3r

Materials provide a balance of images or information about people, representing various demographic and physical characteristics.

N/A

Indicator 3s

Materials provide guidance to encourage teachers to draw upon student home language to facilitate learning.

N/A

Indicator 3t

Materials provide guidance to encourage teachers to draw upon student cultural and social backgrounds to facilitate learning.

N/A

Indicator 3u

Materials provide supports for different reading levels to ensure accessibility for students.

N/A

Indicator 3v

Manipulatives, both virtual and physical, are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

N/A

Criterion 3w - 3z

The program includes a visual design that is engaging and references or integrates digital technology, when applicable, with guidance for teachers.

Indicator 3w

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the grade-level/series standards, when applicable.

N/A

Indicator 3x

Materials include or reference digital technology that provides opportunities for teachers and/or students to collaborate with each other, when applicable.

N/A

Indicator 3y

The visual design (whether in print or digital) supports students in engaging thoughtfully with the subject, and is neither distracting nor chaotic.

N/A

Indicator 3z

Materials provide teacher guidance for the use of embedded technology to support and enhance student learning, when applicable.

N/A
abc123

Report Published Date: 2021/10/25

Report Edition: 2020

Title ISBN Edition Publisher Year
Teacher Assessment Guide Grade 1 9780358104940
Poster Collection Grade 1 9780358105046
Singapore Math Fact Fluency Grade 1 9780358105145
Student Edition Set Grade 1 9780358116776
Extra Practice and Homework Set Grade 1 9780358116875
CCSS Teacher Edition Set Grade 1 9780358116974

Please note: Reports published beginning in 2021 will be using version 1.5 of our review tools. Version 1 of our review tools can be found here. Learn more about this change.

Math K-8 Review Tool

The K-8 review criteria identifies the indicators for high-quality instructional materials. The review criteria supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our review criteria evaluates materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the review criteria by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

The EdReports rubric supports a sequential review process through three gateways. These gateways reflect the importance of alignment to college and career ready standards and considers other attributes of high-quality curriculum, such as usability and design, as recommended by educators.

Materials must meet or partially meet expectations for the first set of indicators (gateway 1) to move to the other gateways. 

Gateways 1 and 2 focus on questions of alignment to the standards. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?

Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. 

In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations