1st Grade - Gateway 1

The instructional material assesses future grade-level content on form assessments, but 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 1 My Math materials would not assess future grade level content if teachers created their own assessments.

• A test generator is included with the online portion and teachers can build their own assessment.
• Final chapter assessments are found online and six assessment forms exist for each chapter. Most of the form assessments do not assess future grade-level content.
• My Math assesses content from future grades on one assessment. The assessment for chapter 5, on form 2A-6, form 2B-6, form 3A-5 and 3A-8, and form 3B-5 and 3B-8 all assess money which is a Grade 2 expectation.
• Chapters 1, 2, 5 and 9 have two formative assessments and a chapter review in the student edition. The rest of the chapters (3-8 and 10) have one formative assessment and a chapter review in the student edition.
• There are also four benchmark tests available online. Benchmark 1 (chapters 1 and 2), Benchmark 2 (chapters 3 and 4), Benchmark 3 (chapters 5-7), and Benchmark 4 (chapters 1-12).

The Grade 1 instructional materials spend the majority of time on the major clusters of the grade. Grade 1 materials for My Math is taught in 10 chapters which is scheduled to be taught in 160 days.

• The first six chapters of My Math are spent on major work of the grade. Students do not begin additional/supporting work until chapter 7.
• The first 106 days out of 160 days of instruction (66% of the time) are spent on major work.
• Chapters 1-6 focus on major work (6/10 chapters or 60%). Chapter 5, lesson 9, includes a Grade 2 skill (counting by 5's using nickels).
• Chapter 7 focuses on supporting work (1/10 chapters or 10%).
• Chapters 8, 9 and 10 focus on additional work (3/10 chapters or 30%).
• The first 70/95 lessons focus on major work (74%), 6/95 lessons focus on supporting work (6%) and 19/95 (20%) focus on additional clusters.
• In the text, 110 out of 160 days are focused on the major work of the grade level. This means 69% of the work is focused on the major work of the grade.

Supporting content for Grade 1 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 1.

• In chapter 7 on how to organize and use graphs, students must apply addition and subtraction operations (1.OA) in order to answer chart questions. An example is lesson 1.
• In chapter 8 on measurement and time, students must apply addition and subtraction operations (1.OA) in order to solve story problems. An example is lesson 5.

The amount of content designated for Grade 1 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.

• Each chapter has remediation and enrichment activities available plus chapter projects.
• The suggested pacing for Grade 1 is 160 days according to the suggested pacing provided in the chapter overview. This includes assessment days in the series.
• Each chapter also provides additional activities on each standard in the online teacher edition.

Grade 1 My Math materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems and concepts are explicitly related to prior knowledge.

Grade 1 My Math materials develop according to the grade-by-grade progressions in the standards and content is clearly identified from prior or future grades.

• Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade. An example can be found in chapter 5 on page 347A.
• For example, in chapter 2 students are working on subtraction concepts. These skills build to the content in chapter 3, where students will be learning subtraction strategies to 20. When students transition to Grade 2, they will be learning to subtract two- and three-digit numbers (teacher edition 99G-99H).
• Each chapter has a section at the beginning called "What's the Math in this Chapter?" On these pages, the standards progression from grade to grade is shown.
• The major work of the grade is found within the first six chapters and supporting work is found in the last four chapters.
• 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 in chapter 5, page 337H.
• The content in chapter 14, lessons 3 and 9 deal with money, which is a Grade 2 concept.

Grade 1 My Math materials give students extensive work with grade-level problems.

• Ninety of the 95 lessons provide work with grade-level problems.
• Two lessons address money, which is a Grade 2 standard, one lesson is creating a pattern, which is a Grade 5 standard, and one lesson where students work with equal groups, which is a Grade 2 standard.
• There are enrichment and remediation worksheets available in the digital companion.
• Differentiated instruction activities are available in the teacher edition for students who are approaching level, on level and above level.
• Each lesson gives time to explore and explain the math at the beginning then follows with see and show, on my own and finally homework. Explore and explain, see and show, on my own and homework are all sections in the student edition.

Grade 1 My Math materials relate grade-level concepts explicitly to prior knowledge from earlier grades.

• In the teacher edition, each chapter contains a section called "Where's the Math in this Chapter?" with information on what students should already know prior to entering Grade 1.
• Each lesson in the chapter has a clearly identified section on coherence which states previous skills needed to address the standards.
• Each chapter begins with a Readiness Quiz. This quiz can be taken in the student edition under "Am I Ready?" or in the digital companion.
• Each lesson begins with a review problem of the day to review prior knowledge.
• For example, in chapter 4, page 293B contains the "review problem of the day."
• In each chapter, there is a spot for coherence, which lists what happened before, now, and next in the standards. An example of this can be found in chapter 5 on page 347A.

Grade 1 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.

Grade 1 My Math materials include learning objectives visibly shaped by CCSSM cluster headings.

• In the chapter overview of the teacher edition, each lesson is identified as a major, supporting, or additional work and the learning objective is listed.
• For example, chapter 2 focuses on major work of 1.OA. Lesson 1 has students using addition and subtraction within 20 to solve word problems, then lesson 2 has students subtracting parts from whole using models.
• Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.

Grade 1 My Math materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

• Lesson 1 in chapter 3 connects 1.OA.C.5 with 1.0A.C.6.
• The chapters connect many standards in a chapter. For example, chapters 1 and 2 focus on standards 1.OA.A.1, 1.OA.B.3, 1.OA.C.6, 1.OA.D.7 and 1.OA.D.8. Another example is the standards presented in chapters 3 and 4, which are 1.OA.A.1, 1.OA.A.2, 1.OA.B.3, 1.OA.C.5 and 1.OA.C.6. Many of the chapters use the standards as a natural progression to build on the skills.