The instructional materials reviewed for My Math Florida Grade 1 meet expectations for assessing grade-level content. There are no assessment items that assess probability, statistics, and similarity/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 problems that assess all of the standards presented in the chapter.
• Performance Tasks for each chapter measure students’ abilities to integrate knowledge and skills across multiple standards.
• Benchmark Assessments address content prior to the assessment point and include a performance task.

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 9 Test, Question 13 asks, “Circle the shape that shows thirds.” Partitioning circles into thirds aligns to 2.G.1.3.
• Chapter 10 Test, Question 5 says, “Juanita made a pattern with blocks. What shape does she need to complete the pattern?” and shows a shape pattern with cylinders and cones. Creating and extending patterns aligns to 4.OA.3.5.
• Chapter 10 Test, Question 15 shows a shape pattern with cones, cylinders, cubes, and spheres. It asks, “Place an X on any shape that will not be in either of the blanks in the pattern.” Creating and extending patterns aligns to 4.OA.3.5.
• Chapter 10, Performance Task, Part C shows a shape pattern involving cones, cylinders, and rectangular prisms. Students are asked to “circle the shape that comes next.” Creating and extending patterns aligns to 4.OA.3.5.
• Benchmark Test 3, Performance Task, Part C shows cubes, cones, and cylinders, and asks, “Genji and Liam make a pattern with the blocks. Circle the missing shape.” Creating and extending patterns aligns to 4.OA.3.5.
• Countdown to FSA, 1 Week, Question 1 shows cones and cylinders and asks, “Garrett made a pattern with blocks. What two shapes does he need to complete the pattern?” Creating and extending patterns aligns to 4.OA.3.5.

The instructional materials for My Math Florida Grade 1 meet the expectations for spending the majority of time on the major clusters of the grade. The materials are taught in 10 chapters which are scheduled to be taught in 160 days.

• The first six chapters 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 percent of the time) are spent on major work.
• Chapters 1-6 focus on major work (6/10 chapters or 60 percent). Chapter 5, Lesson 9, includes a Grade 2 skill (counting by 5s using nickels).
• Chapter 7 focuses on supporting work (1/10 chapters or 10 percent).
• Chapters 8, 9, and 10 focus on additional work (3/10 chapters or 30 percent).
• The first 70/95 lessons focus on major work (74 percent), 6/95 lessons focus on supporting work (6 percent), and 19/95 (20 percent) focus on additional work.
• In the text, 110 out of 160 days are focused on the major work of the grade level. This means 69 percent of the work is focused on the major work of the grade.

The instructional materials for My Math Florida Grade 1 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 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 instructional materials for My Math Florida Grade 1 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.

• According to the Chapter Overview, the suggested pacing is 160 days. This includes the assessment days included in the series.
• Each chapter has remediation activities, enrichment activities, and chapter projects available.
• Each chapter also provides additional activities on each standard in the online Teacher Edition.

The instructional materials for My Math Florida Grade 1 meet the expectations that the 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.

The 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 MAFS 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 materials give students extensive work with grade-level problems.

• 90 of the 95 lessons provide work with grade-level problems.
• One lesson is creating a pattern, which is a Grade 4 standard, and one lesson is 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.

The 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: Chapter 4, page 293B. 
• 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.

The instructional materials for My Math Florida Grade 1 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.

The materials include learning objectives visibly shaped by MAFS cluster headings.

• In the Chapter Overview of the Teacher Edition, each lesson is identified as  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.

The materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

• Chapter 3, Lesson 1 connects 1.OA.3.5 with 1.0A.3.6.
• The chapters connect many standards in a chapter. For example, Chapters 1 and 2 focus on standards 1.OA.1.1, 1.OA.2.3, 1.OA.3.6, 1.OA.4.7, and 1.OA.4.8. Another example is the standards presented in Chapters 3 and 4, which are 1.OA.1.1, 1.OA.1.2, 1.OA.2.3, 1.OA.3.5, and 1.OA.3.6. Many of the chapters use the standards as a natural progression to build on the skills.