3rd Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 85% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 6 / 8 |
The instructional materials for My Math Florida Grade 3 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 3 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 3 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 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 13 Assessment, Items 10, 11, and 14, students determine area of irregular polygons. (6.G.1.1)
- Chapter 4, Performance Task, Part E, students solve multi-step problems involving all four operations. (4.OA.1.3)
- Chapter 13, Performance Task, Part E, students find the area of an irregular polygon. (6.G.1.1)
- Benchmark Test 3, Item 16, students determine area of an irregular polygon. (6.G.1.1)
- Benchmark Test 4, Item 21, students determine area of an irregular polygon. (6.G.1.1)
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 3 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 65 percent of the time is spent on the major work of the grade. However, there is concern about the amount of time spent on multiplication, division and fractions. Grade 3 is the foundation for multiplication, division and fractions. With only 36 percent of time spent on multiplication and division and 7 percent of the time spent on fractions, mastery of those concepts may not occur with the materials provided.
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 3 meet the expectations for spending the majority of time on the major clusters of the grade. The materials are taught in 14 chapters which are scheduled to be taught in 160 days.
- Approximately nine of the 14, or about 65 percent of the time, is spent on the major work of the grade.
- Five of the 14 chapters (1, 2, 3, 12, and 14), or about 35 percent of the time, represent supporting work, which is treated separately.
- There are 109 total lessons in Grade 3. Of those, 69 lessons focus on major work (63 percent), 15 of the 109 lessons focus on supporting work (14 percent), and 25 of the 109 (23 percent) focus on additional clusters.
- The first 3 chapters are spent on additional work and students do not begin major work until Chapter 4.
- Only five chapters, or 36 percent of the time, is spent on multiplication and division.
- Only one chapter, or 7 percent of the time, is spent on fractions.
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 3 partially 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 94 percent 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, seven 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 3.
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 3 partially meet the expectations that supporting content enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials miss some opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content sometimes engages students in the major work of Grade 3.
- Five and a half chapters consist of supporting work and the half chapter (Chapter 13) enhances the major of work of the grade.
- The content in Chapter 2 has two lessons (Lessons 2 and 3) that use patterns of addition to solve problems.
- Chapters 1, 3, 12, and 14 treat the supporting work separately.
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 3 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.
- 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 3 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 grade-by-grade progressions in the standards. Future content from prior or future grades is not clearly identified.
- There are seven lessons which deal with future grade-level content, and those are not identified as off grade-level work.
- The content in Chapter 4, Lesson 6 includes combinations, a Grade 7 expectation.
- The content in Chapter 8, Lessons 8 and 9 include multiplication and division beyond 100, which is a Grade 4 expectation.
- The content in Chapter 9, Lessons 1-4 include factors, which is a Grade 4 expectation.
- Each chapter has a page titled "What's in this chapter?" where the MAFS standards are laid out along with a box that says "What will my students do next with these skills?" An example of this is Chapter 5, page 235D.
- 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 5, Lesson 1, on page 245A.
Materials give students extensive work with grade-level problems.
- There are 109 lessons over about 160 days. Of these, 102 of the lessons provide work with grade-level problems.
- The content in Chapter 4, Lesson 6 includes combinations, which is a Grade 7 expectation.
- The content in Chapter 8, Lessons 8 and 9 include multiplication and division beyond 100, which is a Grade 4 expectation.
- The content in Chapter 9, Lessons 1-4 include factors, which is a Grade 4 expectation.
- Differentiated instruction activities are available in the Teacher Edition and in the digital companion for students who are approaching level, on level, and above level.
- The chapters in this book also contain a "Check My Progress" section to make sure students are ready to move on.
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 6, page 601B.
- 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 5, page 235D.
- 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 5, Lesson 1, on page 245A.
- 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.
- 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 3 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. Also, the learning objective is listed below. For example, Chapter 4 focuses on major work of 3.OA.1. Lesson 1 has students using models to explore the meaning of multiplication. Then Lesson 2 has students relating multiplication to addition. Plus, each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.
Materials include problems and activities which serve to connect two or more clusters in a domain or two or more domains in a grade.
- For example, Chapters 2 and 6 connect operations and algebraic thinking and number and operations in base ten.
- The content in Chapter 4, Lesson 2 connects 3.OA.1.1 with 3.OA.1.3 and 3.OA.4.8.
- The content in Chapter 4, Lesson 1 connects 3.NBT.1.3 with 3.OA.4.8.
- The content in Chapter 3 combines 3.NBT.2 and 3.OA.4.8.
- The content in Chapter 6 combines 3.OA.1.1 through 3.OA.3.7 and 3.NBT.
- The content in Chapters 11 and 12 combine measurement and data standards along with operations and algebraic thinking.