1st Grade - Gateway 1

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for assessing grade-level content and, if applicable, content from earlier grades. 

Each Grade Level consists of 12 modules. Each module contains three types of summative assessments. Check-ups assess concepts taught in the module, and students select answers or provide a written response. Performance Tasks assess concepts taught in the module with deeper understanding. In Interviews, teachers ask questions in a one-on-one setting, and students demonstrate understanding of a module concept or fluency for the grade. In addition, Quarterly Tests are administered at the end of Modules 3, 6, 9, and 12.

Examples of assessment items aligned to Grade 1 standards include:

• Module 2, Check-Up 1, Problem 1, “Solve each problem. Show your thinking. a. Jose scored 2 points in the first half of the game and 6 points in the second half. How many points did he score in total? b. 5 guests are at a party. 2 more guests arrive. How many guests are there in total?” (1.OA.1)

• Module 7, Performance Tasks, Problem 1, “Look at the gray blocks. a. Write the matching numeral. b. write the matching number name.” (1.NBT.1)

• Module 12, Quarterly Test A, Problem 14, “Choose the object that matches these clues. I can stack. I have exactly 5 surfaces.” (1.G.1)

There are some assessment items that align to standards above Grade 1; however, they can be modified or omitted without impacting the underlying structure of the materials. Examples include: 

• Module 11, Check-Up 2, Problems 1 and 2, assess above grade-level content. Problem 1, “Solve each problem. Write an equation to show your thinking.” Part c, “I have 5 cents. How much would I have with 2 extra nickels?” Problem 2, “Figure out the total amount of each collection of coins.” Part b provides pictures of a quarter and a nickel, and students write the total.

• Module 11, Performance Task, “Katherine spent (pictures for 3 quarters, 1 dime, and 1 nickel). Write or draw the toys you think she bought. Show more than one answer.”  These problems align to 2.MD.8.

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for the materials giving all students extensive work with grade-level problems to meet the full intent of grade-level standards.

Extensive work is provided as students engage with different types of problems in each lesson. There is a Student Journal with problems in three sections: Step In, Step Up, and Step Ahead. Maintaining Concepts and Skills include additional practice opportunities, including Computation Practice, Ongoing Practice, Preparing for Module _, Think and Solve, and Words at Work. Each Module includes three Investigations and all grade-level standards are present within materials. Examples include:

• Module 1, Module 2, and Module 3 engage students in extensive work with 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.) In Module 1, Lesson 4, Number: Representing quantities (11 to 20), Student Journal, Step Up, page 15, Question 2, students match numbers to quantities within 20. Directions state, “Count the fruit. Write the matching numeral.” In Module 1, Lesson 5, Number: Writing teen number names, Student Journal, Step Up, page 19, Question 2, students practice writing teen number names. Directions instruct students to, “Write each number name.” In Module 2, Lesson 5, Addition: Reviewing the think big, count small strategy, Step 2, Starting the Lesson, Teachers notes, “Have the students count from 50 to 100. Say, We are going to play a listening game with the numbers we know. We need to clap when we say the numbers 50, 60, 70, 80, 90, and 100. Have the students count from 50 to 100 again, clapping for each multiple of ten. Repeat the activity clapping for the numbers that have a five (for example, fifty-five, sixty-five, and seventy-five). Select students to give number suggestions and repeat as time allows.” In Module 3, Lesson 3, Number: Writing tens and ones, and number names (without zeros), Student Journal, Step Up, page 88, Question 1, students represent larger quantities with written numerals and number names. Directions instruct students to, “Look at the number of counters on and off the frames. Write the matching number on the expander. Then complete the number frame.”

• Module 2, Module 5, Module 8, and Module 9 engage students in extensive work with 1.OA.3 (Apply properties of operations as strategies to add and subtract.) In Module 2, Lesson 6, Student Journal, Step Up, page 59, Question 2, students see pictures of dominoes with a numeral on one side, and dots on the other. Directions challenge students to, “Write the addition fact. Then write the turnaround fact.” In Module 5, Lesson 1, Addition: Introducing the double-plus-1 strategy, Student Journal, Step Up, page 159, Question 2, students see pictures of dominoes. Students are then asked to, “Write the doubles fact. Draw one more dot on one end. Then write the doubles-plus-one fact and it’s turnaround.” In Module 8, Lesson 2, Addition: Using the associative property, Student Journal, Step Up, page 284, Question 1, students see 3 pictures of 3 containers with different quantities of objects in them. Students are then instructed to, “Draw an arrow to show two groups that make 10. Write an equation to show how you add to find the total. ___+___+___=___” In Module 9, Lesson 4, Addition: Any two-digit number and 1, 2, 3 or 10, 20, 30 (hundred chart), Student Journal, Maintaining Concepts and Skills, page 331, Ongoing Practice, Question 1, students see pictures of dominoes. Next students are asked to, “Write an addition fact to match each picture. Then write the turnaround fact.”

• Module 6, Lessons 8-11 engage students in extensive work with 1.G.3 (Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.) In Lesson 8, Common fractions: Identifying examples of one-half (length model), Student Journal, Step Up, Question 1, page 216, students are given pictures of paper strips with a line segmenting the strips into 2 parts. Directions instruct students to, “Color red one of the parts in each strip, then circle the strips that show one-half in red.” In Lesson 10, Common fractions: Identifying examples of one-fourth (length model), Student Journal, Step Up, Question 1, page 222, students are given pictures of strips. Students are then asked to, “Draw lines on each strip to show fourths.”

The instructional materials provide opportunities for all students to engage with the full intent of 1st grade standards through a consistent lesson structure, including sections called Step In, Step Up and Step Ahead. Step In includes a connection to prior knowledge, multiple entry points to new learning, and guided instruction support. Step Up engages all students in practice that connects to the objective of each lesson. Step Ahead can be used as an enrichment activity. Examples of meeting the full intent include:

• Module 7, Lessons 10, 12, and More Math engage students with the full intent of 1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks.) In Lesson 10, Time: Introducing half-past the hour (analog), Student Journal, page 270, Question 1a, students see a picture of an analog clock with the hands showing 2:30. “Write the time showing on each clock. half-past ___ o’clock.” In More Math, Problem Solving Activity 3, students see pictures of analog and digital clocks showing half-hour increments between 1:00 and 7:00. “Cut out all the pieces. Then read the times and place the cards in order.” In Lesson 12, Time: Relating analog and digital, Student Journal, Step Up, page 276, Question 1c, students see a picture of an analog clock showing 4:30 and a picture of a blank digital clock. “Write each time on the digital clock.”

• Module 8, Lessons 7, 8, and 9 engage students with the full intent of 1.OA.7 (Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.) In Lesson 7, Equality: Reviewing concepts, Student Journal, Step Ahead, page 301, students see a picture of a pan balance with two blank cubes on one side of the balance, and a cube with the number 17 on it on the other side of the balance. “Write three different equations that would make this balance picture true.” In Lesson 8, Equality: Working with balance situations, Reflecting on the Work, students are shown the equation, 5 + 3 = 6 + 4. The teacher asks, “Is this equation true? How do you know? What would the pan balance look like if we used blocks to show the equation?” In Lesson 9, Equality: Balancing equations, Student Journal, Step Up, page 307, Question 2d, “Write true or false beside each equation. 7 = 9 - 2.”

• Module 9, Lessons 4, 9, and 11 engage students with the full intent of 1.NBT.4 (Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.) In Lesson 4, Addition: Any two-digit number and 1, 2, 3, or 10, 20, 30 (hundred chart), Student Journal, page 329, Question 2a, “Figure out and write the totals. 88 + 10 = ___.” In Lesson 9, Addition: One- and two-digit numbers (composing tens), Step 3 Teaching the Lesson, students are given a picture of the equation 63 + 8 = ___ and the corresponding base-ten blocks. “I would like you and your partner to try to find the total using the blocks.” In Lesson 11, Addition: Reinforcing place-value strategies (composing tens), Maintaining Concepts and Skills, Investigation 3, students see a picture of two large circular targets. Inside target 1 are base-ten representations for 34, 28, and 36. Inside target 2 are base-ten representations for 22, 17, and 12. “What possible totals could you get if you tossed one bean bag onto each target?”

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that, when implemented as designed, the majority of the materials address the major clusters of each grade.

• The approximate number of modules devoted to, or supporting, major work of the grade is 6 out of 12, which is approximately 50%.

• The approximate number of lessons devoted to major work, or supporting, major work of the grade is 100 out of 144, which is 69%. 

• The number of days devoted to major work (including assessments and supporting work connected to the major work) is 112 out of 156, which is approximately 71%. 

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 71% of the instructional materials focus on major work of the grade.

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. Materials are designed so supporting standards/clusters are connected to the major standards/clusters of the grade. These connections are sometimes listed for teachers on a document titled, “Grade __ Module __ Lesson Contents and Learning Targets” for each module. Examples of connections include:

• Module 1, Lesson 11, Data: Reviewing yes/no graphs, Student Journal, Step In, page 36, connects the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.) to the major work of 1.OA.8 (Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = __ - 3, 6 + 6 = __.) “Complete this equation to show how many more students have been to a farm than those who have not been to a farm. __ - __ = __.”

• Module 7, Lesson 11, Time: Reading and writing half-past the hour (digital), Student Journal Step Up, page 275, connects the supporting work of 1.MD.3, (Tell and write time in hours and half-hours) to the major work of 1.NBT.1 (Read and write numbers to 120). Students tell and write time in hours and half-hours using analog and digital clocks. Question 2b, students are shown a digital clock showing 10:30 as the time. “Write each time in words.”

• Module 8, Lessons 10-12 connect the supporting work of 1.MD.4 (Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another) to the major work of 1.OA.1 (Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.) In Lesson 10, Data: Recording in a tally chart, Student Journal, Step Up, page 309, Question 3, students are given a tally chart with pictures of buttons that are a square, a triangle, and a circle. They count how many of each shape, complete the tally chart, and use it to answer questions. “b. How many buttons are shaped like a square or a triangle? c. How many buttons are shaped like a triangle or circle? d. How many more buttons are shaped like a circle than a square?”

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for including problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.

Materials are coherent and consistent with the Standards. Examples of connections include:

• Module 2, Lesson 6, Adding: Using the commutative property, Teaching the lesson, Lesson notes, students write and solve equations within 20 (1.OA.C) while using the commutative property (1.OA.B).

• Module 5, Lesson 1, Addition: Introducing the double-plus-1 strategy, Teaching the lesson Lesson notes students write and solve equations within 20 (1.OA.C) while using the commutative property  (1.OA.B).

• Module 6, Lesson 4, Subtraction: Introducing the think-addition strategy (count-on facts), students subtract, Teaching the lesson, Lesson notes, (1.OA.D) and use the missing addend to find the difference (1.OA.B).  

• Module 7, Lesson 7, Subtraction: Introducing the think-addition strategy, Teaching the lesson, Lesson notes, students subtract to find the missing numeral (1.OA.D) then complete the addition facts (1.OA.B).

However, there are a few missed opportunities to foster coherence through connections at a single grade. Examples include:

• Module 3, Lesson 11, Length: Counting non-standard units to measure, Teaching the lesson, Lesson notes, students use various objects to identify lengths (1.MD.A). There is a missed connection to 1.NBT.A where students count to 120.

• Module 7, Lesson 10, Time: Introducing half-past the hour (analog), Teaching the lesson, Lesson notes, students identify half past on an analog clock (1.MD.B), a missed connection to 1.G.A where students can view the hour hand as partitioning the circle into halves i.e. half past.

The materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that content from future grades is identified and related to grade-level work, and materials relate grade-level concepts explicitly to prior knowledge from earlier grades. 

Materials relate grade-level concepts from 1st Grade explicitly to prior knowledge from earlier grades. These references are consistently included within the Topic Progression portion of Lesson Notes and within each Module Mathematics Focus. At times, they are also noted within the Coherence section of the Mathematics Overview in each Module. Examples include:

• Module 2, Lesson 1, Addition: reviewing concepts, Lesson Notes connect 1.OA.6 (Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.), 1.OA.8 (Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.), and 1.NBT.1 (Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.) to Kindergarten standards (K.CC.1 and  K.CC.2,  K.OA.1 and K.OA.2) “In Lesson K.10.4, students use the technique of starting with the greater number and counting on the lesser number, regardless of the order presented in the addition fact. In this lesson, (2.1), students review the concepts of add to and put together addition.”

• Module 10, Lesson 10, 3D objects: Identifying and sorting objects, Lesson Notes connect 1.G.1 (Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes) to the work from kindergarten (K.G.3). “In Lesson K.9.6, students compare and sort 2D shapes and 3D objects. In this lesson (10.10), students examine some features of basic 3D objects.”

• Module 11, Mathematics, Focus, Coherence table “identifies the prerequisite standards and learning targets needed for Grade 1, Module 11.” Specific Lessons, Standards, and Learning Targets from previous grades are listed. For example, “Lesson 10.4, Standard K.OA.A.1, Learning Target: Represent addition situations”. 

Content from future grades is identified within materials and related to grade-level work. These references are consistently included within the Topic Progression portion of Lesson Notes and within the Coherence section of the Mathematics Overview in each Module. Examples include:

• Module 4, Lesson 12, 2D Shapes: composing shapes, Lesson Notes connect 1.G.2 (Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape) to the work of grade 2 (2.G.1). “In this lesson, students join 2D shapes together to make and name new shapes. In Lesson 2.7.9, students are introduced to the term polygon to describe a closed 2D shape that has only straight sides.”

• Module 7, Mathematics Overview, Coherence, “Lessons 7.1-7.6 focus on reading, writing and representing three-digit numbers to 120.” This “serves as a foundation for representing three-digit numbers to 999 (2.1.5-2.1.8).”

• Module 9, Lesson 12, Addition: Solving word problems, Lesson Notes connect 1.NBT.4 (Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten) to the work of grade 2 (2.NBT.7, 2.NBT.9). Lesson Notes, “In this lesson, students choose from a range of materials to solve problems that involve addition. In Lesson 2.9.1, students extend the count-on strategy to add two-digit multiples of ten to three-digit numbers.”