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 ____¢.”

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.