The instructional materials reviewed for Grade 5 do not meet expectations for assessment. The materials assess statistical distributions with questions that align to standards from 6.SP.A, “Develop understanding of statistical variability,” and 6.SP.B, “Summarize and describe distributions.”. There are also many other lessons in the materials that would need to be modified or omitted because of their alignment to above grade-level standards. Units and lessons accompanying above grade-level assessment items are noted in the following list.

• In unit 1, lessons 1, 2, 3, and 4 have assessment items that align to standards from 6.SP.A “Develop understanding of statistical variability,” and 6.SP.B, “Summarize and describe distributions.”. The Key Assessment Opportunities Chart shows the expectation that students be able to define variables in an investigation; find the median and mode for a set of data; and make predictions and generalizations about a set of data using the median and mode. According to table 2 on page 9 of the K–8 Publishers’ Criteria for the Common Core State Standards for Mathematics, assessment of statistical distributions should not occur before Grade 6. These lessons account for 10 to 13 class sessions of the first unit, which encompasses 12 to 16 class sessions total, so the omission of these lessons would significantly impact the structure of this unit.
• In unit 5, lessons two through six have assessment items that align to standards from 6.RP.A, “Understand ratio concepts and use ratio reasoning to solve problems.”. The Key Assessment Opportunities Chart show the expectation that students be able to represent and identify ratios; find equivalent ratios; and use ratios to solve problems. These lessons account for 11 to 14 class sessions of the fifth unit, which encompasses 12 to 16 class sessions total, so the omission of these lessons would significantly impact the structure of this unit.
• In unit 6, lessons 1, 3, and 4 have assessment items that align to standards from 6.RP.A , “Understand ratio concepts and use ratio reasoning to solve problems”, and 6.NS.C, “Apply and extend previous understandings of numbers to the system of rational numbers”. The Key Assessment Opportunities Chart shows the expectation that students be able to solve problems that involve negative numbers; use ratios to solve scale and distance problems; and identify and describe locations in all four quadrants using ordered pairs. These lessons account for four to five class sessions of the sixth unit, which encompasses 11 to 15 class sessions total, so the omission of these lessons would have an impact on the structure of this unit. Also, in unit 6, lesson 8 is a midterm assessment that addresses most expectations from the first six units, so it has several problems that address above, grade-level standards that have already been noted in units 1, 5, and 6.
• In unit 8, lessons 5 and 6 have assessment items that align to standards from 6.SP.B, “Summarize and describe distributions.” . The Key Assessment Opportunities Chart shows the expectation that students be able to describe a data set by interpreting graphs and data tables, identifying patterns, and using the median. According to table 2 on page 9 of the K–8 Publishers’ Criteria for the Common Core State Standards for Mathematics, assessment of statistical distributions should not occur before Grade 6. These lessons account for three to five class sessions of unit 8, which encompasses 21 to 28 class sessions total, so the omission of these lessons would have a minor impact on the structure of this unit.
• In unit 11, lessons 1 through 6 have assessment items that align to standards from 6.RP.A, “Understand ratio concepts and use ratio reasoning to solve problems,”, 7.G.B, “Solve real-life and mathematical problems involving angles measure, area, surface area, and volume,” 6.SP.A, “Develop understanding of statistical variability,” 6.EE.C, “Represent and analyze quantitative relationships between dependent and independent variables,” and 6.NS.C, “Apply and extend previous understandings of numbers to the system of rational numbers.”. The Key Assessment Opportunities Chart shows expectations that involve ratios and proportions; identify the parts of a circle; and represent the variables and procedures of an investigation in a drawing. These lessons account for 19 to 22 class sessions of unit 11, which encompasses 20 to 24 class sessions total, so the omission of these lessons would significantly impact the structure of this unit.

*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. The instructional materials allocate too much instructional time to clusters of standards that are not major work of Grade 5 or on standards that are not in Grade 5.

• The majority of the work is not focused on the major clusters for Grade 5. A large amount of time is devoted to off grade-level expectations both above and below Grade 5.
• Units 1, 5, 6 and 11 address non-major clusters of Grade 5. This means that at most 64% of the instructional materials address major clusters of Grade 5. There are other lessons in the instructional materials that do not address major clusters of the grade, so less than 64% of the instructional materials address major clusters of Grade 5.
• There are no units that cover fluency in multiplication, and the majority of the units are not focused on the major work of the grade.
• There are a few instances in units 7 and 8 where major work is covered, but those units do not constitute the majority of the instructional materials.

The instructional materials reviewed for Grade 5 do not meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not engage students in the major work of Grade 5.

• The supporting cluster, convert measurement units, is not present in the instructional materials.
• Unit 8, which addresses decimals, should support 5.OA but the expectations of the unit do not support the major work of the grade.
• Unit 5 on fractions and ratios should be supported by 5.MD.A and 5.MD.B but this support is not evident.
• In Unit 6, 5.G should support 5.MD.C, but there is no evidence in the unit of connection between the two. Students are not asked to work with volume, and they are not asked to understand concepts that relate volume to multiplication and division.

The instructional materials reviewed for Grade 5 do not meet the expectations for having an amount of content designated for one grade level as 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.

• The content is designed for 234 days, which far exceeds the amount of content that can be taught or learned in a school year.
• There are 96 lessons in 13 units designed for 234 instructional days.

The instructional materials reviewed for Grade 5 do not meet the expectations for having materials that are consistent with the progressions in the CCSSM. Overall, the materials do not give students extensive work with grade-level problems, and grade-level concepts are not always explicitly related to prior knowledge from earlier grades. Also, the materials do not develop according to the grade-by-grade progressions, with non grade-level content not being clearly identified.

• The content, which is off grade level, does not have clear connections to the grade level work. This can be seen in units 1, 3, 4, 5, 6 and 7.
• Work from prior grades is identified at the beginning of each unit in the unit overview, but the content does not progress appropriately within the major work of each grade.
• The content that is not grade level does not have clear connections to the grade-level work.
• Due to the amount of off grade-level work, students do not have extensive work with grade-level problems.
• There is no evidence of differentiation for below- or above- level students. All students and all learning levels are not accounted for.
• Unit 2 is identified as review on fractions, but it does not make an explicit connection to the work students are going to be doing and how it relates to their previous work.
• There are no explanations provided for the teacher or student to link prior knowledge from prior grades. Units 1, 3, 4, 5, 6 and 7 are based on off grade-level concepts.

The instructional materials reviewed for Grade 5 do not meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do not include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials do not always connect two or more clusters in a domain or two or more domains in a grade when appropriate.

• It is not clear that the learning objectives have been shaped by the cluster headings due to the amount of off grade-level objectives.
• There is a substantial amount of off grade-level work, and the level of rigor of the expectations and mathematical practice expectations is not completely aligned.
• The student guides and "at home practice" are not labeled with objectives.
• Units are compartmentalized, lacking connections amongst them.
• Materials do not connect clusters or domains of the grade level because clusters and domains are treated separately.