5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
Students and teachers using the materials as designed will devote a majority of time in Grade 5 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Seven percent (7%) of the lessons are on future grade-level content and are not clearly identified. At least 75% of the time is spent on the major work of the grade. Overall, the materials do provide a focus on the major work and the materials are coherent.
Criterion 1.1: Focus
The Grade 5 My Math instructional materials assess topics from future grade levels, however an online test generator is available, so points were not deducted. The form assessments are featured in the digital companion. Six assessment forms exist for each chapter and an online test generator is available.
Indicator 1a
The Grade 5 My Math instructional materials assesses future grade-level content on form assessments; however an online test generator is included in the materials for teachers to create their own assessments. With the inclusion of the digital test generator the Grade 5 My Math materials would not assess future grade level content if teachers created their own assessments.
- My Math assesses content from future grades on its form assessments.
- The assessment for chapter 3, all forms, (examples form 1a questions 7, 8, 12; form 2a questions 4, 5, 10; and form 3a questions 10, 11, 15) assess division procedures. At this level conceptual understanding should be emphasized.
- Chapter 4 all assessment forms (examples 1a questions 7, 8, 9; form 2a questions 6, 7, 8; and form 3a questions 8, 9, 10) assess division using procedures. At this level conceptual understanding should be emphasized.
- Chapter 6 all assessment forms (examples form 1a questions 8, 9, 10; form 2a questions 5, 6, 7; and form 3a questions 17, 18, 19) assess division using procedures. At this level conceptual understanding should be emphasized.
- The content in chapters 3, 5, 6, 9, 10, 11 and 12 have two formative assessments and a chapter review which are in the student edition.
- The rest of the chapters-1, 2, 4, 7 and 8-have one formative assessment and a chapter review in the student edition.
- Assessments are available and ready-made for viewing and printing using the digital companion.
- There are four benchmark tests available online. Benchmark 1 (chapters 1-3), Benchmark 2 (chapters 4-6), Benchmark 3 (chapters 7-9), and Benchmark 4 (chapters 10-12).
Criterion 1.2: Coherence
Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
Students and teachers using the materials as designed would devote the large majority of class time to the major work of the grade. Time spent on the major work was figured using days, lessons and chapters. At least 75% of the time is spent on the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The Grade 5 instructional materials spend the majority of time on the major clusters of the grade. Grade 5 material for My Math is taught in 12 chapters which is scheduled to be taught in 160 days.
- Each chapter provides two days for review and assessment which are included in the 160-day count.
- In the materials, 124 out of 160 days are focused on the major work of the grade level. This means 76% of the work is focused on the major work of the grade.
- Nine of the 12 or about 75% of the time is spent on the major work of the grade.
- Three chapters (7, 11 and 12) or about 25% of the time is spent on supporting work. The supporting work is treated separately.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials are mostly coherent and consistent with the standards. Nine lessons from future grade-level content are present and are not clearly identified as such. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, with 93% of the lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. Overall coherence and consistency of the standards is achieved in Grade 5 My Math.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Supporting content for Grade 5 My Math enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Grade 5.
- In chapter 7, lessons 1, 2, 3, 4, 5 and 6 support the major work in 5.NBT.B.
- In chapter 7, students must perform operations (5.NBT.B) to write and interpret numerical expressions (5.0A.A).
- In chapter 11, converting measurements supports the major work in 5.NBT.A and 5.NBT.B.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The amount of content designated for Grade 5 My Math is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190 days.
- There are 160 days of instruction.
- Each chapter also provides additional activities on each standard in the online teacher edition. This would provide time to reteach standards where students are struggling.
- The major work of the grade is the focus for 115 days.
Indicator 1e
Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
Grade 5 My Math materials are partially consistent with the progressions in the standards. Future grade level content is not clearly identified. There are extensive grade-level problems and concepts are explicitly related to prior knowledge.
Materials mostly develop according to the grade-by-grade progressions and the standards. The future content is not clearly identified.
- There are nine lessons, which deal with future grade-level content, and those are not identified as off grade-level work.
- The content in lessons 3, 8, 9, 10 and 12 in chapter 3 uses procedures for division; at this level conceptual understanding should be emphasized.
- The content in lessons 3, 4 and 5 in chapter 4 use procedures for division; at this level conceptual understanding should be emphasized.
- The content in lessons 13 and 14, chapter 6 use procedures for division; at this level conceptual understanding should be emphasized.
- Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box that says "What will my students do next with these skills?" An example of this is chapter 6, page 371H.
- In each chapter is also a spot for coherence, which lists what happened before, now and next in the standards. An example of this can be found in chapter 6, lesson 1 on page 379A.
Materials give students extensive work with grade-level problems.
- The chapters in this book also contain a "Check My Progress" section to make sure students are ready to move on.
- There are enrichment and remediation worksheets available online. Differentiated Instruction activities are available in the teacher edition for students who are approaching level, on level, and above level.
- Grade level practice is evident in the Practice the Strategy, Apply the Strategy, and Review the Strategy sections within each lesson.
- There are 129 lessons over about 160 days.
- Of the lessons, 120, or 93% provide work with grade-level problems.
- The content in lessons 3, 8, 9, 10 and 12 in chapter 3 uses procedures for division; at this level conceptual understanding should be emphasized.
- The content in lessons 3, 4 and 5 in chapter 4 use procedures for division; at this level conceptual understanding should be emphasized.
- The content in lessons 13 and 14 in chapter 6 use procedures for division; at this level conceptual understanding should be emphasized.
Materials relate grade-level concepts explicitly to prior knowledge from earlier grades.
- The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from previous grade work or from previous work in Grade 5. All prior knowledge is grade appropriate.
- Each chapter begins with a readiness quiz. This quiz can be taken in the student edition under "Am I Ready?" or online.
- Each lesson begins with a review problem of the day to review prior knowledge. For example, in chapter 9, page 613b contains the "review problem of the day."
- Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box that says "What will my students do next with these skills?" An example of this is chapter 6, page 371H.
- In each chapter there is also a spot for coherence, which lists what happened before, now and next in the standards. An example of this can be found in chapter 6, lesson 1 on page 379A.
Indicator 1f
Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
1f. Grade 5 materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.
Materials include learning objectives are visibly shaped by CCSSM cluster heading.
- Each standard is taught in the sequence that the CCSSM is written.
- In the chapter overview of the teacher edition, each lesson is identified as a major, supporting, or additional work. Also, the learning objective is listed below.
- Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.
Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade.
- At the beginning of each chapter, the standards are clearly marked. The chapters connect many standards in a chapter.
- The content in lesson 2 in chapter 5 connects 5.NBT.B.4 with 5.NBT.B.7.
- The content in lesson 9 in chapter 7 connects 5.G.A.1 with 5.OA.B.3
- The content in chapter 7 incorporates both 5.OA and 5.G.
- The content in chapter 8 uses 5.NF along with 5.NBT.
- The content in chapter 12 combines 5.MD and 5.G.