5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 78% |
|---|---|
Criterion 1.1: Focus | 0 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
The instructional materials for My Math Florida Grade 5 partially meet the expectations for Gateway 1, focus and coherence. Assessments represent grade-level work, and items that are above grade level can be omitted or modified. However, content from probability and congruence is taught and assessed. Students and teachers using the materials as designed would devote a majority of time to the major work of the grade. The materials are coherent and consistent with the standards.
Criterion 1.1: Focus
The instructional materials for My Math Florida Grade 5 do not meet the expectations that the materials do not assess topics from future grade levels. The instructional materials do contain assessment items that assess above grade-level content which can be omitted or modified in the digital assessment suite. However, content related to probability and congruence is taught and assessed in Grade 5.
Indicator 1a
The instructional materials reviewed for My Math Florida Grade 5 do not meet expectations that they assess grade-level content. There are assessment items related to probability and congruence.
In the Florida Assessment Guide for My Math Florida, there are four types of year-long assessments and implementation suggestions (pages iv-v).
- Countdown to FSA contains 20 weeks of two-page practices with five problems each.
- Chapter tests contain 20 problems that assess all of the standards presented in the chapter.
- Performance Tasks for each chapter measures students’ abilities to integrate knowledge and skills across multiple standards.
- Benchmark Assessments address content prior to the assessment point and include a performance task.
- My Math also provides three leveled tests for each chapter with a Form A and B.
The materials in the print Florida Assessment Guide for My Math Florida cannot be edited; however, assessments on the digital platform can be edited. The following assessment items from the print Florida Assessment Guide assess above grade-level content but can be omitted or modified in the digital platform:
- Chapter 10 Test, Item 9 states, “The area of a triangle can be found by multiplying 1/2 times the base times the height. Find the area of the triangle.” (6.G.1.1)
The following assessment item assesses statistics and probability:
- Chapter 11 Test, Item 13, Part B states, “What is the fair share in feet if the same amount of snow fell every day?” Students find the mean of a data set. (6.SP.2.3)
The instructional materials address statistics and probability (6.SP.2.3):
- Chapter 11, Lesson 8, students find the mean or "fair share" of data. For example, Build Conceptual Understanding, Investigate the Math, slides 12-13, "How do you find the fair share of the line plot? Sample answer: Add the values of the lengths of fish to find a total length of all the fish. Divide the total length by the number of fish." Independent Practice "Make a line plot of the measurements in each table. Then find the fair share." Students are given 9 problems to find the mean or "fair share". Additionally, the homework page has 3 problems for students to find the mean or "fair share". (6.SP.2.3)
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.
The instructional materials for My Math Florida Grade 5 meet the expectations for spending a majority of class time on major work of the grade when using the materials as designed. Time spent on the major work was figured using chapters, lessons, and days. At least 75 percent 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 instructional materials for My Math Florida Grade 5 meet the expectations that the materials spend the majority of time on the major clusters of the grade. The materials are taught in 12 chapters which are 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 percent of the work is focused on the major work of the grade.
- Nine of the 12, or about 75 percent of the time, is spent on the major work of the grade.
- Three chapters (7, 11 and 12), or about 25 percent 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 reviewed for My Math Florida Grade 5 meet the expectations that the materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade-level problems, with 120 out of 129 of the lessons representing grade-level work. Materials describe how the lessons connect with the grade-level standards and with prior and future standards. However, nine lessons from future grade-level content are present and are not clearly identified as such. Overall, coherence and consistency of the standards is achieved in My Math Florida Grade 5.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials for My Math Florida Grade 5 meet the expectations that supporting content 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.2.
- In Chapter 7, students must perform operations (5.NBT.2) to write and interpret numerical expressions (5.0A.1).
- In Chapter 11, converting measurements supports the major work in 5.NBT.1 and 5.NBT.2.
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 instructional materials for My Math Florida Grade 5 meet the expectations that the amount of content designated 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.
The instructional materials for My Math Florida Grade 5 partially meet the expectations that the materials are 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 Chapter 3, Lessons 3, 8, 9, 10, and 12 uses procedures for division; at this level, conceptual understanding should be emphasized.
- The content in Chapter 4, Lessons 3, 4, and 5 uses procedures for division; at this level, conceptual understanding should be emphasized.
- The content in Chapter 6, Lessons 13 and 14 uses procedures for division; at this level, conceptual understanding should be emphasized.
- Each chapter has a page titled "What's in this chapter?" where the MAFS 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.
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 percent, provide work with grade-level problems.
- The content in Chapter 3, Lessons 3, 8, 9, 10, and 12 uses procedures for division; at this level, conceptual understanding should be emphasized.
- The content in Chapter 4, Lessons 3, 4, and 5 uses procedures for division; at this level, conceptual understanding should be emphasized.
- The content in Chapter 6, Lessons 13 and 14 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, Chapter 9, page 613b.
- Each chapter has a page titled "What's in this chapter?" where the MAFS 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.
The instructional materials for My Math Florida Grade 5 meet the expectations that the materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the MAFS 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 visibly shaped by MAFS cluster headings.
- Each standard is taught in the sequence in which the MAFS is written.
- In the Chapter Overview of the Teacher Edition, each lesson is identified as 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 Chapter 5, Lesson 2 connects 5.NBT.2.4 with 5.NBT.2.7.
- The content in Chapter 7, Lesson 9 connects 5.G.1.1 with 5.OA.2.3.
- 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.