1st Grade - Gateway 2

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials develop conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

• The content in Chapters 5 and 6 specifically and fully address standards which are explicitly outlined as conceptual standards (1.NBT.1.1).
• In Chapter 1, Lesson 13; Chapter 2, Lesson 14; and Chapter 4, Lessons 6 and 8, the focus is on 1.OA.2.4 or 1.OA.4.7 which are conceptual understanding standards.
• 14 of the 95 lessons are focused specifically on the conceptual understanding standards.
• All lessons in the series have a section called "Investigate the Math" which targets conceptual understanding. This is contained in the online lesson presentation. For example, page 359B, Teacher Edition.
• All lessons in the series have a section called "Talk Math" which targets conceptual understanding. This is contained in the online lesson presentation.
• In the Student Edition, the majority of lessons begin with an "Explore and Explain" section which targets conceptual understanding.
• The majority of the homework contains problems that provide students the opportunity to view and to demonstrate their conceptual understanding.

Some Brain Builders enhance conceptual understanding. Examples include:

• Chapter 2, Lesson 4, Brain Builders, Question 18, “Write your own subtract 0 or subtract all subtraction number sentence.  Tell a friend a subtraction story that matches the subtraction number sentence.” Students are building conceptual understanding while making sense of their equation in the context of their story.   
• Chapter 5, Lesson 1, Brain Builders, Write Math, “Choose a number from 16 to 20. Explain how many tens and how many more.” Students are developing conceptual understanding of building teen numbers.
• Chapter 6, Lesson 2, Brain Builders, Write Math, students are asked to find 54 + 3 and then explain how they added the ones.
• Chapter 8A, Lesson 4, Brain Builders, Talk Math, “Think of 2 different ways to make one dollar and write them here.”

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials give attention throughout the year to individual standards with an expectation of procedural skill and fluency. Lessons contain multiple examples of fluency practice pages.

• In the Student Edition, fluency practice pages can be found in Chapters 1-4. For example, Chapter 1, pages 93-94; Chapter 2, pages 197-198; Chapter 3, pages 267-268; and Chapter 4, pages 331-332.
• Homework contains multiple opportunities for students to practice fluency.
• A "Fact Dash" game is available online with the student login to practice fluency. Students can select the operation and number facts.
• Each chapter in the online Teacher Edition has additional fluency pages available for printing.
• "Sail through the Math" is an app game for fluency and is available for purchase ($1.99).
• In Chapter 5, Lessons 12, 13, and 14 are the only lessons addressing standard 1.NBT.1.1. Three lessons out of 95 does not provide the necessary practice to become fluent.
• 1.OA.3.6 (Add and subtract within 20) has 20 lessons out of 95 which address the standard and are all in Chapters 1-4.
• Procedural skills are present in the majority of the lessons. For example, pages 223-224, Teacher Edition, contain procedural skill.

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials are designed so teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work.

• The Teacher Edition states "Math in My World," "Brain Builder Problems," and "Real-World Problem Solving Readers" address application.
• While "Real-World Problem Solving Readers" are available to provide additional problems, they were not reviewed by EdReports.org. They are not included in the basic package with the Student and Teacher Editions, and were therefore considered supplementary.
• Teacher Edition states "Math in My World" is a component of application; however, it was not found in the Teacher Edition or in the online edition.
• Some Brain Builders address application, but the majority address fluency or conceptual understanding.
• Real-world problems are found in the majority of lesson and homework assignments.
• Countdown to FSA, a digital component, provides performance tasks requiring application of the standards

Brain Builders and Performance Events sometimes provide additional opportunities for students to engage in the applications of mathematics. Examples include:

• Chapter 2, Performance Event is divided into 5 parts, with each part related to Mr. Russell at the zoo. Part B: “Mr. Russell had 9 bananas. The monkeys ate 4 of the bananas. How many bananas does Mr. Russell have left?"
• Chapter 3, My Review, Brain Builders, Question 17, “Jenny has 7 books from the library. Katy has 1 more book than Jenny. How many books do they have in all?”
• Chapter 7, Performance Event is divided into 3 parts, with each part relating to Jada and her class picnic. Part C shows a graph of the number of people and the ice cream flavor they chose. “For dessert, the class had ice cream. How many people did not choose chocolate?”
• Chapter 9, Lesson 8, Brain Builders, Question 13, “Damon is sharing a pie equally with himself and 3 friends. How many equal parts does he need? Draw lines to show the equal parts.” A cherry pie picture is provided.

The instructional materials for My Math Florida Grade 1 meet the expectations that the three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the materials.

At the beginning of each lesson, a "Rigor" section exists identifying levels of complexity by problem or exercise number. For example, Chapter 9, Lesson 9 has four problems for conceptual learning (understand concepts), seven problems for fluency/procedural skill (apply concepts), and two problems for application (extend concepts).

The instructional materials for My Math Florida Grade 1 meet the expectations that the Standards for Mathematical Practice (MPs) are identified and used to enrich mathematics content within and throughout Grade 1. Overall, the instructional materials do not over-identify or under-identify the MPs, and the MPs are used within and throughout the grade.

• The Teacher Edition, pages T22-T24, lists the MPs and the corresponding pages.
• The practices are identified throughout all 95 lessons. Each lesson focuses on three to four practices.
• The Student Edition does not indicate which MP with which the student is working.

The instructional materials for My Math Florida Grade 1 meet the expectations that the materials explicitly attend to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of mathematics that are consistently present throughout the materials.

• The special language of mathematics is a strength of the series.
• Individual vocabulary cards are found at the beginning of each chapter in the Student Edition.
• Vocabulary checks are included in some homework assignments. For example, Chapter 1, Lesson 2, page 22.
• Vocabulary assessments can be created in the digital component.
• Virtual word walls are available in the digital component.
• "Match the Pairs" is an interactive vocabulary component.
• "Check my Progress" assesses vocabulary.
• Each chapter begins with a foldable which supports vocabulary development.
• The beginning of some chapters contain "My Math Words." For example, Chapter 3, page 206.
• The Teacher, Student, and online editions contain extensive glossaries in English and Spanish.
• Lessons contain mathematical terminology.