The instructional materials reviewed for Grade 1 meet expectations for assessment because above grade-level assessment items, and their accompanying lessons or units, could be modified or omitted without significantly impacting the underlying structure of the instructional materials. For this indicator, all of the identified assessments and end-of-unit assessments for the 17 units were reviewed. Units and lessons accompanying above grade-level assessment items are noted in the following list.

• In unit 3, lesson 7 has assessment items that align to 2.MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”. The Key Assessment Opportunities Chart shows the expectation that students be able to solve addition word problems involving two or three whole numbers whose sum is less than or equal to 20 using counters and ten frames. The expectation for students does align to standards in 1.OA.A, “Represent and solve problems involving addition and subtraction,”, but given that the problems in lesson 7 have students use the ¢ symbol appropriately, the problems more closely align to 2.MD.C.8. This lesson accounts for two class sessions of unit 3, which encompasses 13 to 14 class sessions total, so the omission or modification of this lesson would not significantly impact the structure of this unit.
• In unit 5, lessons 2, 3, and 4 have assessment items that align to MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, and 2.NBT.A.2., “Count within 1000; skip-count by 5s, 10s, and 100s.” The Key Assessment Opportunities Chart shows the expectation that students be able to skip count by 5s and count on to find the value of a set of coins. These lessons account for six to seven class sessions of unit 5, which encompasses 10 to 12 class sessions total, so the omission or modification of these lessons would have an impact on the structure of this unit.
• In unit 7, lessons 1 and 3 have assessment items that align to MD.C.8, “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?”, 2.NBT.A.2, “Count within 1000; skip-count by 5s, 10s, and 100s,”, and 2.MD.D.10, “…Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The Key Assessment Opportunities Chart shows the expectation that students be able to represent and identify quantities using connecting links, coins, and symbols; connect representations of quantities; skip count by 5s and 10s and count on to find the value of a set of coins; and read a table or bar graph to find information about a data set. These lessons account for five to seven class sessions of unit 7, which encompasses 12 to 16 class sessions total, so the omission or modification of these lessons would have a minor impact on the structure of this unit.
• In unit 8, lessons 1 – 4 have assessment items that align to standards from 3.MD.C., “Geometric measurement: understand concepts of area and relate area to multiplication and addition.” The Key Assessment Opportunities Chart shows the expectation that students be able to recognize that different shapes can have the same area and find the area of a shape by counting square units and nonstandard units using efficient counting strategies. These lessons account for four to six class sessions of unit 8, which encompasses five to seven class sessions total, so the omission or modification of these lessons would have a significant impact on the structure of this unit. Given the size of this unit, though, its omission or modification would not have a significant impact on the entirety of the materials for the grade.
• In unit 11, lessons 4, 6, and 7 have assessment items that align to MD.C.8. , “Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?” The Key Assessment Opportunities Chart shows the expectation that students be able to use skip counting to find the value of a collection of pennies, nickels, dimes, and quarters and recognize the relationship between larger and smaller units (i.e., one dime is two nickels). These lessons account for five class sessions of unit 11, which encompasses 11 to 13 class sessions total, so the omission or modification of these lessons would have a minor impact on the structure of this unit.
• In Unit 13, Lessons 1 through 4 have assessment items that align to standards from 5.MD.C, “Geometric measurement: understand concepts of volume”. The Key Assessment Opportunities Chart shows the expectation that students be able to solve problems involving volume using repeated addition and skip counting; represent the volume of an object using symbols, connecting cubes, and number sentences; measure and estimate volume by building models and counting cubic units; and recognize that different shapes can have the same volume. These lessons account for seven to 10 class sessions of unit 13, which encompasses 9 to 12 class sessions total, so the omission or modification of these lessons would have a significant impact on the structure of this unit.
• In unit 14, lesson 2 has assessment items that align to 3.MD.B.3., “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.” The Key Assessment Opportunities Chart shows the expectation that students be able to read a table or bar graph to make predictions and solve problems about a data set. This lesson accounts for two to three class sessions of unit 14, which encompasses 11 to 14 class sessions total, so the omission or modification of this lesson would not have a significant impact on the structure of this unit.

*Evidence updated 10/27/15