2nd 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 |
The instructional materials for My Math Florida Grade 2 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. 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 2 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, but these can be omitted or modified in the digital assessment suite.
Indicator 1a
The instructional materials reviewed for My Math Florida Grade 2 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 2 Test, Question 8, “You walk up to someone who is counting. The numbers you hear are 13, 15, 17. What is the pattern? Predict the next three numbers the person will say.” Creating and extending patterns aligns to 4.OA.3.5.
- Chapter 2 Test, Question 12b, “What pattern do you notice? Do you think this pattern will continue as Monique adds more 5s? Explain.” Identifying and explaining an arithmetic pattern aligns to 3.OA.4.9.
- Benchmark Test 1, Performance Task asks students to research how many inches are in a foot, yard, and meter. Students need this information to answer Part A “Li needs enough tape to go along the length of 2 boards. The first board is a yard long. The second board is a meter long. How many inches of tape does Li need? Write a number sentence and solve.” Converting yards and meters to inches aligns to 4.MD.1.1.
- Benchmark Test 3, Question 23, “While counting your change, you discovered you had 95 cents in your pocket, 152 cents in your bike pouch, and 77 cents under your bed. Will you have enough to buy a magazine for 320 cents? Explain.” Two-step word problems with numbers greater than 100 aligns to 3.OA.4.8.
- Benchmark Test 4, Question 19, “While counting his change, Kwan discovered he had 134 cents in his pocket, 78 cents in his wallet, and 84 cents on his dresser. Will he have enough to buy lunch for 245 cents? Explain.” Two-step word problems with numbers greater than 100 aligns to 3.OA.4.8.
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 2 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 80 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 2 meet the expectations for spending 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.
- Six of the 12, or about 50 percent of the time, is spent on the major work of the grade.
- Four chapters of the 12, or about 33 percent of the time, is spent on supporting work which truly supports the major work of the grade. This brings the time spent on the major work to closer to 83 percent of the time.
- Two of the 12 chapters (Chapters 10 and 12), or about 17 percent of the time, are supporting work which is treated separately.
- Each chapter provides two days for review and assess which is included in the 160-day count. In the curriculum, 128 out of 160 days (approximately 80 percent of the time) are focused on the major work of the grade level.
- 32 out of the 160 days are spent on supporting and additional clusters.
- All chapters are focused on Grade 2 curriculum.
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 2 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 95 out of 99 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, four 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 2.
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 2 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 2.
- Six chapters consist of supporting work and four of those chapters enhance the major work of the grade.
- The content in Chapters 2, 8, 9, and 11 are strong examples of using supporting work to engage students in the major work of the grade.
- In Chapter 2, Number Patterns, students must understand place value (2.NBT.1) in order to use repeated addition to add equal groups (Lesson 4).
- In Chapter 8, Money, students must add (2.OA.1) in order to problem solve (Lesson 4).
- In Chapter 9, Data Analysis, students must add (2.OA.1) in order to answer questions about graphs (Lesson 3).
- In Chapter 10, Time, students must add (2.OA.1) in order to problem solve (Lesson 3).
- In Chapter 11, every problem-solving page in each lesson (see Lesson 9, page 699-700 TE) has students engaging in the major work of the grade.
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 2 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.
- The suggested pacing for Grade 2 is 160 days according to the suggested pacing provided in the Chapter Overview. This includes assessment days in the series.
- Chapter assessments and reviews are calculated to take two instructional days per chapter.
- Each chapter has remediation activities, enrichment activities, and chapter projects available.
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 2 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 develop mostly according to the standards. Future grade-level content is not clearly identified.
- There are four lessons that deal with future grade-level content, and those are not identified as off grade-level work.
- The content in Chapter 10, Lesson 3 concerns elapsed time which is a Grade 3 expectation.
- The content in Chapter 11, Lessons 5, 6 and 10 concern conversions, a Grade 4 expectation.
- The major work of the grade is found within the first seven chapters (Chapter 2 is the exception and is supporting work) and supporting work is found in the last five chapters.
- Each chapter has a page titled "What's in this chapter?" where the MAFS are laid out along with a box titled "What will my students do next with these skills?" An example of this is Chapter 11, page 635F. 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 11, Lesson 1 on page 645A.
Materials give students extensive work with grade-level problems.
- There are 99 lessons that span approximately 160 days.
- Of the 99 lessons, 95 provide work with grade-level problems.
- The content in Chapter 10, Lesson 3 concerns elapsed time which is a Grade 3 expectation. The content in Chapter 11, Lessons 5, 6, and 10 concern conversions which is a Grade 4 expectation.
- In addition, 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.
- With each lesson giving time to "Explore and Explain" the math at the beginning and following with "See and Show," "On My Own," and finally homework, there is extensive work with grade-level problems. "Explore and Explain," "See and Show," "On My Own," and homework are all sections in the Student Edition.
Materials relate grade-level concepts explicitly to prior knowledge from earlier grades.
- Each lesson begins with a review problem of the day to review prior knowledge; for example, Chapter 3, page 165B.
- Each chapter has a page titled "What's in this chapter?" where the MAFS are laid out along with a box titled "What will my students do next with these skills?" An example of this is Chapter 11, page 635F.
- 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 11, Lesson 1, on page 645A.
- In the Teacher Guide, 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 2.
- 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.
- The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from Grade 1 work or from previous work in Grade 2.
- All prior knowledge is grade-appropriate.
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 2 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.
- In the Chapter Overview of the Teacher Edition, each lesson is identified as major, supporting, or additional work, and the learning objective is listed below. For example, Chapter 5 focuses on major work of 2.NBT.1 and 2.NBT.2. Lesson 1 has students relating hundreds, tens and ones, then Lesson 2 has students reading, writing and modeling numbers to 999.
- Each lesson identifies the domain, cluster, objective, and any additional objectives that are addressed in the lesson.
Materials include problems that connect two or more clusters in a domain or two or more domains in a grade.
- Chapters 2 and 4 connect operations and algebraic thinking and number and operations in base ten.
- Chapter 3, Lesson 1 connects 1.OA.3.5 with 1.0A.3.6.
- Chapter 2, Lesson 4 connects 2.OA.2 with 2.NBT.1
- At the beginning of each chapter, the standards are clearly marked.
- Many of the chapters use the standards as a natural progression to build on the skills.